Conference Session

ECE Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adriyel Nieves, Pennsylvania State University; Julio Urbina, Pennsylvania State University, University Park; Tim Kane, Pennsylvania State University, University Park; Shengxi Huang, Pennsylvania State University; Diego Penaloza, Pennsylvania State University, University Park

Tagged Divisions

Electrical and Computer

Antennas Lab #4: Part 2: Antenna Radiation 9 Plane Wave Propagation and Lab #5: Plane Waves Propagation and Polarization Polarization 10 Reflection & Transmission... Lab #6: Reflection and Transmission of & Waveguides EM waves 11 EM Applications (Radars) Lab #7: Waveguide Lab 12 EM Applications (Radars Final Project: Building a Radar cont.) (Integration) 13 EM Applications (Cell Final Project: Building a Radar Phones) (Analysis of Components) 14 EM Applications (Cell Final Project: Building a Radar Phones

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Fritz, Stanford University ; Carl E. Wieman, Stanford University

Tagged Divisions

Engineering Physics and Physics

to gather it, and substantial reflection on bothexpected and unexpected results. These problem-solving decisions are similar to the overarchingthemes identified by Polya: understanding the problem, devising a plan, carrying out the plan andlooking back [8]. The results also agree with work on design problem solving by Jonassen,which emphasizes the importance of determining design requirements and creating constraints[9]. A detailed analysis of the interviews with unified terminology across the fields for the expertproblem-solving decisions is currently being developed and will be published elsewhere.The rest of this work described here focuses on the specific optics black box assessment, whichwas created based on common problem-solving

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs

-longcalculus course.Entangled Learning [2] provides the pedagogical framework for the learning strategies course.The pedagogy is an action-based metacognitive framework for individual and collective self-directed learning. The active processes of Entangled Learning, “design,” “learn,” “apply,” and“know,” are informed by cycles of documenting, self-regulating, critically reflecting, integrating,and collaborating. Course activities and assignments scaffold learning through these actions.Most of the assignments are learning journal activities for which students identify adevelopmental behavior. Students identify a resource that will inform their decisions onchanging their behavior or conceptual understanding, engage with and document their activity

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Laura Melissa Cruz Castro, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

reflection on their learning accessed their feedback more often thanthose who do not [6]. So it is hypothesized that students who do reflections will score higher onproposed factor 2 (timely review of feedback) than those that do not. Of the 1213 students, 226were enrolled in sections of the course that used structure-reflection [6]; 874 were enrolled insections that did no or minimal (e.g., minute paper) reflection. To test the hypothesis that thescores obtained for factors associated with timely review of feedback were higher for sectionsthat did reflection than those that did no or minimal reflection, a Kruskal-Wallis test and aWilcoxon Rank test were used. These two non-parametric tests were chosen over the parametrict-test due to the Likert

Conference Session

Online Programs and Program Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Audeen W. Fentiman, Purdue University; Emilie A. Siverling, Purdue University; Rene Alexander Soto Perez, Purdue University; Ruth A. Streveler, Purdue University; Michael C. Loui, Purdue University; Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Graduate Studies

design a curriculum and guides them through the process of developing a course in their field. • ENE 685 Engineering Education Methods (3 credit hours), provides students with a variety of techniques for teaching courses that are both engaging and effective. • ENE 687 Mentored Teaching in Engineering (1 credit hour), enables students to deepen their understanding of teaching and learning through feedback and reflection as they perform their regularly assigned teaching duties. • ENE 695 Succeeding as an Engineering Professor (3 credit hours), covers other skills valuable to faculty members such as writing proposals, selecting and mentoring graduate students, and managing projects.All four courses

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

paired with a “student ambassador”. For Cohort1 Scholars (recruited for Fall 2018), student ambassadors consisted of academically successfuljuniors and seniors who were also leaders of professional societies. These Cohort 1 Scholars will,in turn, serve as student ambassadors for Cohort 2 Scholars (to be recruited for Fall 2019). Underthe mentorship of student ambassadors, the Scholars take part in a variety of daily activitiesincluding a moderated reflection session at the end of each day.The program is structured as follows:  It takes place during the summer prior to entering college.  It spans two full weeks, from Sunday through the second Saturday.  Each Scholar is paired with a student ambassador throughout the course of the program

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

practitioners haveshown interest in evidenced-based methods of developing student engineers, such asproject-based learning, experiential learning, peer to peer learning, and game-based learning. Thispaper describes an engineering education program that emphasizes technical, professional,creative design skills in our 3rd and 4th year student engineers. This program is continuouslyimproving. Faculty and staff meet each semester to reflect on the prior semester, address studentfeedback, and make specific changes to improve. Learning science tips are weaved into thedynamic program. Motives are pure, but execution can have some challenges. This program’sphilosophy allows faculty to try, get feedback, and pivot. Faculty exemplify iterative design andthe

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., Wake Forest University ; Charles McDonald Cowan II, Wake Forest University; Justyn Daniel Girdner, James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

Design in Engineering Education

(3) determined which individual criteria in our rubric werenot reflected within the frameworks. We evaluated the draft criteria against three establishedsustainability frameworks: the ENVISIONTM infrastructure rating system, the STAUNCH©higher education sustainability assessment, and the UN Sustainable Development Goals. Asexpected, the evaluation revealed significant overlaps across the three frameworks and our set ofcriteria but also indicated a few key gaps that were addressed in a future version of the draftrubric [12].The third step completed for substantive construct validation was to seek feedback from expertsacross varying engineering disciplines. We sought a ranking of how important each of ourcriteria was in the eyes of a

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa J. Didiano, University of Toronto; Lydia Wilkinson, University of Toronto; Jonathan Turner, University of Toronto; Mark Franklin, University of Toronto & OneLifeTools; Jason H. Anderson, University of Toronto; Markus Bussmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Julie Audet P.Eng., University of Toronto

Tagged Divisions

Graduate Studies

a six-session, Graduate Professional Developmentcourse for 20 students that covers topics in reflection through an individual development plan,networking, and strategic communications. Students participate in a one-on-one with the courseinstructor and are given assignments such as writing a lay summary of their research, developinga resumé and cover letter, and cold contacting an alumni [17]. Similarly, the Skaggs GraduateSchool of Chemical and Biological Sciences at The Scripps Research Institute offers a seven-session Effective Career Planning for PhDs course for ten to 15 participants. Students create anindividual development plan poster, present on two career options of interest, listen to a panel ofindustry professionals, and learn

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Student

Experience(REEFE) during my graduate educational journey on “who I am” and “who I want to be” as anaspiring faculty member in the engineering education community. The autoethnographic studyincludes analysis of interviews conducted at the beginning, middle, and end of the professionaldevelopment experience and weekly reflective journals to identify significant interactions thatinfluenced my construction, negotiation, or rejection of professional identities. In addition, thepaper discusses how my identity development through this experience has informed mydissertation direction for degree completion. This study intends to highlight the benefits ofprofessional development opportunities through avenues beyond coursework and researchprojects to encourage

Conference Session

Course Transformation in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Mohan Wang, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Spencer Mark Sullivan; Kevin Chen

Tagged Divisions

Electrical and Computer

students (Edstrom et al., 2007; Prince & Felder,2006). The goal is for students to apply, integrate, and/or synthesize their knowledge, includingknowledge from previous coursework, in completing the project, which reflects the complexityencountered in an engineering environment (Sheppard et al., 2009; Prince & Felder, 2006;Edstrom et al., 2007). An inductive approach tends to drive or motivate the need for the contentor theory, which may be difficult or otherwise seem of minimal use until students beginstruggling with a real challenge (Prince & Felder, 2007). Project based learning (PBL) is a keypedagogical model that can address and improve transfer of knowledge from one context toanother, retention of information, and student

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Design in Engineering Education

Paper ID #25365includes serving as a high school engineering/technology teacher and a teaching assistant professor withinthe College of Engineering & Mineral Resources at West Virginia University. c American Society for Engineering Education, 2019 Examining Beginning Designers’ Design Self-Regulation Through LinkographyAbstractDesign process representations often attempt to show the iterative pattern of design through acircular or spiral representation. Expert designers iterate, constantly refining their understandingof both the design problem and solution. In other words, a designer’s ability to manage thedesign process—plan, reflect, and incorporate new insights—may be

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Whitney Gaskins, University of Cincinnati; Dewey Burnell Clark Jr

Tagged Topics

Diversity, FYEE Conference - Paper Submission

being successful in their courses and their co-opexperiences.As part of the retention program, students are required to perform fifteen (15) hours ofcommunity service each semester, complete and essay related to their experience, completereflections after the monthly socials to share their learned experiences, meet once per semesterwith their Choose Ohio First Program coaches and track their progress using our e-portfoliosystem. We monitor the students’ experiences through surveys and self-reflections and well asthrough progress reports from their professors. Our results are then compared to other students inthe College of Engineering.Successes and opportunities for improvement, program compliance data and next steps will beshared in the

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Doyle, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Civil Engineering

Hotel. In both cases, the modelsare loaded to failure and the total weight added before failure is compared. After a shortdiscussion, a video of the Hyatt Regency Hotel tragedy is shown. The in-class assignment isfollowed up with a reflection paper assignment. In a survey administered to students in thecourse during fall 2017, 89 percent of student respondents (n = 48) indicated the activity addedto their understanding of the topic and indicated in descriptive questions that the activity washelpful and increased their interest in engineering.IntroductionDue to the nature of civil and mechanical engineering projects, it is vital for practitioners touphold ethical standards during the engineering design process. As educators, we have

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Holly Larson Lesko, Virginia Tech; Cheryl Carrico P.E., Virginia Tech

Tagged Topics

NSF Grantees Poster Session

such as student reflections and other worksheets are collected forevaluative purposes. Newly in year two of the program, reflections have been transitioned from apaper activity to a whole class discussion facilitated by the classroom adults to mitigate some ofthe writing communication challenges discovered in the first year [23].Current statusEngagement with teachers and youth. Data collection for year one of the project has come to anend, and data collection in year two is currently underway. Considering student and teacheroutcomes to address research questions 1-3, analysis of the year one data has begun. Forteachers, findings suggest improvement around teacher confidence in teaching engineering aswell as challenges that still remain

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

staff primarily evaluated based on their engineering education research pro- ductivity. She can be contacted by email at apawley@purdue.edu. c American Society for Engineering Education, 2019 Engaging in STEM education equity work through a course: studying race, class and gender theory in engineering educationAbstractEach of the authors are currently enrolled as students or serving as an instructor in a graduate-level engineering education course which is cross-listed with the women’s, gender, and sexualitystudies program at a large research university in the Midwest. Through engagement withpodcasts, readings, reflection, and discussion with others, this course seeks to help

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Spencer Rosen, Harvey Mudd College; Sabrine Griffith, Harvey Mudd College; Eli Byrnes, Harvey Mudd College; Steven Michael Santana, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College ; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

integrating mechanical, chemical and quantum devices into circuits and communication links. c American Society for Engineering Education, 2019Relating Level of Inquiry in Laboratory Instructions to Student Learning OutcomesAbstract​ -- This research paper will describe the results of an experiment in which the level ofinquiry in a laboratory manual is varied from guided inquiry to open inquiry by reducing thespecificity of the instructions in the lab manual. The hypothesis is that less specific instructionswill cause students to reflect on their actions in lab and, as a result, circle further around Kolb’sexperiential learning cycle during each step of the lab. This should result in improved recall andbetter

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

NSF Grantees Poster Session

students in reflecting on experience, how to help engineering educators make effective teach-ing decisions, and the application of ideas from complexity science to the challenges of engineeringeducation. c American Society for Engineering Education, 2019 Engineering with Engineers: Revolutionizing a Mechanical Engineering Department through Industry Immersion and a Focus on IdentityAbstractThe Mechanical Engineering Department at Seattle University was awarded a grant by theNational Science Foundation (NSF) Revolutionizing Engineering and Computer ScienceDepartments (RED) program in July 2017. This award supports the development of a mechanicalengineering program where

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Sandhya Arumugam, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

" but provides little emphasis on "thinking." Assuch, little is known about how to incorporate competency-based education into traditionaland professional bachelor degree programs such as engineering, which requires a greaterfocus on knowledge and skill integration. The purpose of this paper is to highlight a newapproach to learning that goes beyond the proverbial "checking boxes" to provide anapproach for demonstrating the integration of abilities and reflection. This innovative andexperimental approach offers three unique attributes. First, it is competency-based in thatstudents are required to demonstrate mastery of meeting core innovative competenciesthrough submission of an artifact (“transdisciplinary-doing”) and reflection

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Perspectives requirement, introduces students to a variety ofmetacognitive issues and practices including: developing a growth mindset; Bloom’s and Perry’staxonomies for content and intellectual development; inaccuracy in self-assessment; lateral andlongitudinal transfer of knowledge and experiences; and the benefits of self-reflection. Over200 students in five years have taken the course, with very promising results. Retention ofIMPRESS 1st-generation and DHH students into their 2nd, 3rd and 4th year are all above 80%,at or exceeding the institutional average. IMPRESS student demographics are inclusive: 35% arewomen; 32% from identities historically excluded from STEM disciplines; and 17% Deaf or Hardof Hearing (DHH). Retention results are consistent

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Carla B. Zoltowski, Purdue University, West Lafayette ; Justin L. Hess, Indiana University Purdue University, Indianapolis; Dayoung Kim, Purdue University, West Lafayette; Alison J. Kerr, University of Tulsa; Andrew O. Brightman, Purdue University, West Lafayette; Michael C. Loui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

quality. Although qualitativeresearchers often conduct phenomenography collaboratively, most often a single individual leadsthe data collection and analysis; others primarily serve as critical reviewers. However, qualitymay be enhanced by involving collaborators as data analysts in “sustained cycles of scrutiny, de-bate and testing against the data” [1, p. 88], thus interweaving unique perspectives and insightsthroughout the analysis process. Nonetheless, collaborating in this intensive data analysis processalso presents unique challenges. In this paper, we (1) describe the processes we are applying inan integrated team-based phenomenographic study, (2) identify how the team approach affectsresearch quality, and (3) reflect on the challenges

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan

Tagged Divisions

Educational Research and Methods

Michigan. His undergraduate degree is in Agricultural Engineering Technology from Michigan State University. c American Society for Engineering Education, 2019 Measuring the Impact of Experiential LearningAbstractThis is a research paper submitted to the Educational Research and Methods Division.Numerous institutions are focusing on expanding experiential learning opportunities (e.g. client-based projects, international service trips, team competitions, etc.) for engineering students. Kolb[1] defines experiential learning as an iterative process involving conceptualization, activeexperimentation, concrete experience, and reflective observation. Experiential learning has alsobeen identified as an

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Dante Fratta, University of Wisconsin, Madison; Elizabeth C Harris, University of Wisconsin, Madison; Wayne P. Pferdehirt, University of Wisconsin, Madison; Heidi-Lynn Ploeg, Queens University at Kingston; Barry D. Van Veen, University of Wisconsin, Madison

Tagged Divisions

Women in Engineering

call this use of SET into question. In particular, evidence hasshown that SET do not reflect the effectiveness of instruction or learning [1], [2]. Therefore,changes to teaching practices in response to student feedback through SET may not improveteaching or learning effectiveness. Moreover, SET data are biased. Multiple studies have shownthat SET results are biased with respect to gender [3], to sexual orientation and gender identity[4], and to race [5]. Even purportedly objective metrics, such as how quickly homework aregraded and returned, are affected by student understanding of gender [3]. For all of these reasons,SET are problematic when used in merit, tenure and promotion decisions.Appropriate Use of SETSET are unlikely to be eliminated

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Schaffer, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

emphasis. Students arerequired to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement isto foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.The specific learning objectives of an ELSJ class are as follows:ELSJ LO1. Recognize the benefits of life-long responsible citizenship and civic engagement inpersonal and professional activities (Civic Life);ELSJ LO2. Interact appropriately, sensitively and self-critically with people in the communities inwhich they work and appreciate the formal and informal

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Elizabeth Shroyer, University of Washington; Timothy Sun, University of Washington

Tagged Divisions

Design in Engineering Education

much detail as they were able.Reflection Entries: Reflective entries were intended to complement the field notedocumentation by prompting students to reflect on their experiences creating more synthesis andmore personal accounts. Students were given structured prompts to guide their reflections.Throughout the quarter, these prompts became more open ended, based on group discussions.Prompts related to A) student experiences B) resources C) design and fabrication, D) topics fromthe previous meeting, E) project choice, and F) different modes of learning. In this analysis wedraw from reflection entries where students speak about design or instruction sets and tutorials.In six of the ten weeks, prompts explicitly related to design were posed. These

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

C. Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington; Dianne Grayce Hendricks, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

STEM. 2. Identify how cultural concepts of race, gender, sexuality and disability have shaped scientific thought (and vice versa) through history. 3. Critically evaluate literature regarding ethics and diversity in bioengineering. 4. Analyze how engineers handle implicit bias during research and design processes. 5. Propose approaches to promote ethics and diversity in engineering practice.The honors students attended the same class sessions and completed all assignments as their non-honors peers. In addition, the honors students attended a weekly two-hour discussion section andcompleted additional assignments including weekly readings, written reflections, and a finalpaper on a topic of their choice related to the role of

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Richard Hanson Mui, University of Waterloo; Soo Jung Woo, University of Waterloo; Spencer Arbuckle, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Scott Walbridge P.E., University of Waterloo

Tagged Divisions

Architectural Engineering

activities: design, build, and test; which employ the following pedagogicaltechniques: inductive, experiential, and reflective learning respectively (Figure 1). Theseactivities each achieve one or more of the learning objectives: The design activity servesLearning Objectives 2 and 4 by splitting students’ time between two sets of design sketching andfeedback sessions. The build activity facilitates Learning Objective 3. The test activity servesLearning Objectives 4 and 5 through its presentation, load testing, and instructor feedbackcomponents. All activities engage Learning Objective 1 because this is a group work project, andrequires efficient teamwork in order to complete in the modest two-day timeframe. [Figure 1] Three

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Travis Welt, University of St. Thomas; Hannah Dasyam, University of St. Thomas; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

learners to apply new knowledge to ISIEnvision credit ratings, 2. student motivation metrics which are linked to students’ ability toemploy learning strategies and 3. student reflective observation and conceptualization on theirown ability to apply new knowledge. Findings of this study are preliminary and includequalitative measures but point to potential teaching/learning mechanisms which may be furtherexplored in successive studies.IntroductionThe civil engineering profession faces an increasing range of demands including preparingstudents for evolving challenges including design and maintenance of aging infrastructure,development of sustainable infrastructure and resilient design. The shift from an industrializedeconomy to the knowledge economy