Conference Session

Electrical and Computer Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Kaye Jones, Iowa State University; Mani Mina, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. c American Society for Engineering Education, 2018 Designing a curriculum that helps students create connected narratives in electrical engineeringIntroductionThis paper proposes a framework for helping students construct conceptual narrative arcsthroughout a traditional Electrical Engineering

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kalen Kahn, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Student

Military Academy. The lead authorundertook this study during the summer between his second and third year of undergraduatemechanical engineering education. This study of student development arose midway through thecourse of the independent design project, during a meeting between the lead author and the advisor.The advisor suggested that the author’s rich expression of individual development should berecorded and reflected upon. Chief among this theme of individual development was the author’sfrustration with the gap between his performance, his ability, and his ambitions. His academicperformance had yielded a top 40% ranking among his peers, while his tested academic aptitudewas within the top 3%. Research in Engineering Education has

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Bourn, University of Wisconsin - Milwaukee; Sarah Baxter, University of St. Thomas

Tagged Divisions

Mathematics

Calculus, which most certainly covers this topic, but the problem“feels” different to students in the later course because the notation and setting have changed andthe purpose is specific to statistics rather than the more abstract concepts of the area of a two-dimensional region and anti-derivatives.Previous WorkIn recent years the authors have been exploring ways to reframe course assignments to provide agreater variety of application and visualization avenues to enhance critical thinking and promptstudent reflection. The objective is to provide multiple levels of connections that promotestudents’ cognitive retention. Preliminary work1 presented a methodology for using large scale,Fermi-type estimation problems to try to encourage students to

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

students themselves reflected that theapproach presents a more “formulaic” method to leadership compared to similar offerings theyhad received. They noted that while the approach is not truly algorithmic, it has aspects that areallow more logical thinkers to implement while developing the soft skills needed to be effectiveleaders. This paper will explore both the reasons for the student’s conclusions and how otherprograms could adapt this approach in a variety of leadership development situations.IntroductionThe approach described in this paper towards engineering leadership development is a single-semester class experience for selected student leaders, all with significant previous leadershipexperiences. Therefore, while the information presented

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca Deborah Swanson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Pre-College Engineering Education

teachers in seeingthe EDP not as an exact roadmap, but a set of tools that students can use to develop their designs.Part of this work involves helping teachers develop an understanding of the process as fluid anddynamic, reflecting the complex practice exhibited by engineering practitioners [12-14].The question then is how to support teachers in developing an understanding of the complexitiesof the EDP. Recent work [8, 15] calls for teachers to be engaged in the “doing” of engineering tofacilitate this learning. However, to date, there is limited information about what thoseengineering experiences for educators should look like. Many programs, due to limited time andconstrained resources, engage teachers in the same engineering activities they

Conference Session

Curricular Advancements in ECE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brandi Geisinger, Iowa State University; Arlene de la Mora, Iowa State University; Cori J. Hyde; Diane T. Rover, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

each cluster of activities was positioned to create departmental change andrevolutionize engineering education, the evaluators and team members then attempted to identifyhow each cluster of activities worked as change strategies within the model by Henderson,Beach, and Finkelstein (2011). Thus, evaluators were able to identify over twenty distinctclusters of change activities working as change strategies within the four pillars of the changemodel: Curriculum and pedagogy, reflective teachers, policy, and shared vision. Positioningactivities within this model allowed the evaluators and team members to 1) Better understand thebroad scope of departmental activities and change strategies, 2) Identify strengths and challengesassociated with their

Conference Session

Multidisciplinary Design

Collection

2006 Annual Conference & Exposition

Authors

Mariappan Jawaharlal, California State Polytechnic University-Pomona; Uei-Jiun Fan, California State Polytechnic University-Pomona; Saeed Monemi, California State Polytechnic University-Pomona

Tagged Divisions

Multidisciplinary Engineering

learn,develop, and reflect through active participation and thoughtfully organized communityinvolvement. It enhances the academic experience of students by relating academic content andcourse objectives to issues in the community.Community engagement through service learning has become a well-established educationapproach in liberal arts and science education. While engineering education seems like a naturalfit, community engagement through service learning with very few exceptions is not integratedwithin the engineering curriculum. To provide hands-on educational experience, traditionally,engineering schools have developed partnership with industry through various programs such asinternships, co-operative education and sponsored research

Conference Session

Program and Curriculum Design Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, The Petroleum Institute

Tagged Divisions

Manufacturing

of class time interactingwith one another. Because of the student-centered nature of this course, students benefitfrom the other members of student learning community. In this class the instructor’s roleis that of a facilitator of the learning process. S/he will provide student with activities,and facilitate discussions. Activities and field trips have been chosen so as to engagestudents in individual and collaborative problem solving, analysis, synthesis, criticalthinking, reasoning, and reflection. Students will learn through listening to others andsharing your ideas, and by doing. What students learn will depend directly on theirwillingness to participate and there preparedness for the class through reading therequired materials before

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Mary Goodwin

objectives listed for the course on the syllabus were the following: • Understand the importance of self-knowledge. • Enhance developmental and interpersonal skills. • Explore various leadership frameworks. • Understand gender influences in society and on leadership. • Discover the multi-disciplinary nature of leadership studies. • Identify and discuss ethical dilemmas in leadership. • Develop a personal definition of what it means to lead and of the role of personal responsibility in leadership. • Begin building a leadership portfolio that demonstrates and integrates classroom learning, leadership experiences, and personal reflections

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Stani Vlasseva; Valentin Razmov

where students were in the driver’sseat while we, the instructors, served as facilitators, providing some guidance4 but largelyteaching with our mouths shut10. All students were assigned to work in a single large team on asingle project. The intent was that in the process of working closely with each other on theproject, students would gather sufficient material to reflect upon and learn from. To reinforcethe need for practicing reflection as a necessary component of learning, the course devotedconsiderable time to reflective techniques, including journaling, team conversations8,retrospectives13, reflective essays22, and portfolios – techniques that enhance learning in anydomain17. Finally, we invited industry experts for several class sessions

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Mark Wherley; David DiBiase; Eric Spielvogel; Jonathan Mathews; Sarma Pisupati

2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”II) Assessment & FeedbackQuizzing:Another feature of student-centered design is the shift towards a wider array of assessments andfeedback opportunities for students. In EGEE 101, we utilized numerous low-stakes quizzes,short reflective written assignments, and a few of the standard, high stakes exams. Computerbased testing is commonly used to evaluate student ability. It is less commonly used as anenhanced learning opportunity. In this course the commercial software TestPilot was used bothin an evaluation mode (40% of the exam score was based on multiple choice, select all that

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lynne A. Slivovsky, California Polytechnic State University; James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; J. Kevin Taylor, California Polytechnic State University; David W. Hey, California Polytechnic State University

Tagged Divisions

Community Engagement Division

study was conducted consisting of a quantitative instrument and qualitativeanalysis of written reflections and focus groups transcripts. The 74-item Ableism Index includessubscales on intergroup anxiety, resistance to equalizing policies, negative internal states,contempt, phobic, and confidence. It was administered to students pre- and post- their capstonedesign class during which students worked on either an adapted physical activity service-learningproject or an industry-sponsored project. Students responded to directed reflection prompts ondesign, clients, and teaming in written essays. Eighteen focus groups were conducted withstudent teams who worked on adapted physical activity design projects. This paper reports on theresults of a

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tim Ransom, Clemson University; Alysa Rose Lozano, University of Kentucky; Betul Bilgin, The University of Illinois Chicago; Courtney Pfluger, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida; Katie Cadwell, Syracuse University; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Engineering Ethics Division (ETHICS)

' written reflections on ethical dilemmaswill be grouped according to three types of possible outcomes: client-based, company-based, andinnovation-based according to their answers to corporate social dilemmas. Students will have asurvey to determine what type of moral reasoning they adopt when they face an ethical dilemma.Students will be presented with an ethical decision-making scenario and answer it based on theirown individuality. The pre and post activity reflections will be compared to verify any changesin perspective in addressing the dilemma. The EM component to this decision-making activity isnot only mimicking decision-making situations as entrepreneurs, but it also includes thediscussion of the entrepreneurial mindset framework to either

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

the diverse individuals.Throughout the summer, students complete weekly guided reflections, and before and after theprogram, complete a pre- and post-assessment.MethodologyThis research study used mixed methods to collect data throughout the NHERI REU SummerProgram for a five (5) year period, which included five different cohorts of student researchers.The data collection is designed to follow a case study that is bound by time as studentsparticipate in the program together, attend the same events virtually, and provide the sameweekly deliverables. Although students have different experiences and perceptions based onindividual interactions at each of their sites, they are immersed as part of the community ofundergraduate researchers for the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica A Kuczenski, Santa Clara University; Christelle Sabatier, Santa Clara University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

end of this course, students will be able to 1. Reflect on interests and potential career paths 2. Leverage existing digital technologies ethically and efficiently to solve the problem of how to create professional relationships from scratch 3. Perform outreach and schedule career conversations, via video chat, with professionals via warm networking and cold networking strategies 4. Effectively conduct career conversations (making small talk, active listening, asking smart questions, expressing gratitude, etc.) 5. Develop a professional brand, including an effective LinkedIn profile 6. Utilize newfound relationships to access

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity, NSF Grantees Poster Session

studentteam leader and held to co-develop the process, deliverables, timeline and implementation plans.Students complete bi-weekly personal journal reflections to unpack their experience throughoutthe term. Projects are presented at the end of the term with agency representatives attending. Peerevaluations are conducted, as well as periodic surveys and focus groups to understand theefficacy of the experiences for both students and community partners. Students report highsatisfaction with the experience, pointing to several gains: deeper understanding of the plight ofcommunities in need (e.g., homeless, seniors, underprivileged kids), skills they honed during theproject (e.g., essential skills such as organizational, communication, presentation

Conference Session

Computers in Education Poster Session

Collection

2005 Annual Conference

Authors

Igor Verner

knowledge inscience and technology to students with different backgrounds; (4) promotes reflective anddivergent thinking, self-directed learning, and encourages collaboration.The need to improve project-based instruction and include studies of the project method inpre-service teacher education is emphasized in literature5. However, only minimalinformation is available on educational approaches and examples of courses which prepareteacher students to guiding design projects. Clear recommendations for development of suchcourses are currently required.This paper considers our Teaching Methods in Design and Manufacturing course in whichstudents study engineering subjects and gain project guidance skills. The students performlaboratory and project

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Linda Hilsen; David Wyrick

concept. An alternative definition of these steps isdoing, thinking, modeling, and checking. This cycle is shown in Figure 1. More total learningoccurs when each of these four steps occurs 5, 6.It can be argued that learning can begin with any step of the process. Engineering, for example,is often taught by introducing a concept or model and assigning homework to reinforce theconcept. In a course that has a lab component, the students can sometimes put the concept into Concrete Experience (experiencing/feeling) Active Experimentation Reflective Observation (applying/doing) (examining

Conference Session

Projects in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati; Fred Richard Beyette Jr., University of Cincinnati

Tagged Divisions

Electrical and Computer

single student or group of students. Rather, UnLectures are based onpromoting reflective learning through peer instruction. Studies have shown that reflection of Page 24.1300.2students’ own or others’ experiences results in development of new perspectives or clarificationof concepts and techniques8, 9. It is also evident from these studies that reflective learning hassignificant value in professional practice10. Given that our students have integrated cooperativeeducation into their curriculum, UnLectures provide meaningful ways to reflect on lessons fromboth engineering practice and classroom education.Development of UnLectureThe UnLecture

Conference Session

Electrical and Computer Engineering Division (ECE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gon Namkoong, Old Dominion University; TIAN LUO, Old Dominion University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

response to these trends, more engineering courses are being designed to incorporate moreinnovative, creative problem-solving skills2,3,4,5. Some examples include field trips or minicompetitions as a creative model to encourage creativity6. In addition, problem-based learningand critical thinking skills in the context of real-world problems have been integrated intoengineering education to facilitate students’ divergent thinking during the idea generation phase7.Among them, the most common instructional approach in engineering education is open-endeddesign projects, where the target product is not defined in order to allow creative opportunities3,5.One argument in favor of open-ended design projects is that students reflect on their owncreative

Collection

2017 ASEE Midwest Section Conference

Authors

Rachel Mosier P.E.; Virginia Charter P.E.; Carisa Ramming; John Reck; Heather Yates

forfuture success even with low college entrance exams.These previous studies have provided the basic question for the new study; are learning stylescorrelated with discipline? Felder and Silverman (1988) sought to identify mismatches betweenlearning styles and the teaching styles of engineering faculty through a survey instrumentdeveloped from the learning style model from David Kolb (1984). The Felder and Silvermanmodel of learning styles is exemplified by a survey instrument developed called the Index ofLearning Styles (ILS) (1988). This instrument will be used as a basis for this study as well. TheILS includes active or reflective, sensing or intuitive, visual or verbal, and sequential or global.The survey instrument builds upon Kolb’s learning

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Bhavana Kotla; Lisa Bosman

entrepreneurial mindsetin students, particularly engineering students (who work at the forefront of design, technology,and new product development). One such pedagogical intervention is photovoice, which hasbeen widely used in educational, social science, health, and non-traditional literature [3] as aresearch approach to problem-solving through the use of photo (e.g., image) and voice (e.g.,narrative reflection). Photovoice is based on three primary goals: 1) enable individuals to reflecton existing issues and evaluate their strengths and weaknesses, 2) promote critical dialoguethrough group discussions, and 3) initiate a call to action to drive social change. In recent years,photovoice has been extensively used in engineering education research to

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instrumentation is to drive ongoing cycles of continuousimprovement in teaching with a focus on transforming student learning. Owing to theongoing, dynamic practices of reflective educators, pedagogy and plans iterativelyevolve. These changes in practice exist in a complex environment that has the potential toprofoundly impact students’ ability to engage with and internalize content. Given thisenvironment, instrumentation is deployed to collect data in a process of developmentalevaluation while proactively responding to student learning and development throughdisaggregated data. This work equips educators with information to support thedevelopment of prototypes and innovations that strive toward providing undergraduatestudents with authentic, deep, and

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University

Tagged Divisions

Entrepreneurship & Engineering Innovation

encouraged to explore a range of possibleinternships. With the approval of the program director, each student makes a commitment for asummer role which will contribute to advancing technical innovation in a real organization.Because each internship is also anticipated to have educational value, the program provides asupporting structure to help each internship experience become a student’s “ultimate elective”.Since the launch of the program, formal and informal assessments of each student’s learningfrom their own internship have been integrated into the program curriculum as part of theprogram design. Initially, learning assessment was primarily from written journal entries and afinal paper of accomplishments and reflections. In recent years

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Georgia; James John Bale Jr., University of Georgia ; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

. James John Bale Jr., University of GeorgiaDr. Nicola W. Sochacka, University of Georgia Nicola W. Sochacka is the Associate Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of Environmental Engineering from the University of Queensland.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education

Conference Session

Graduate Student Support

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Matilde Luz Sanchez-Pena, Purdue University-Main Campus, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

language.Given the diversity within this field, engineering education students’ experiences in this journeycan be very different from one another during their doctoral years. Like any other diversesettings, engineering education students may have needs in common or completely differentwhich required different ways of support.In this study, we are a group of engineering education students and alumni who speak English asour second language (ESL). Using co-operative inquiry, we aimed to reflect on our doctoraljourney in engineering education and highlight the challenges we went through and ways wewere able to overcome them. We are taking the positionality of researcher to participant toexamine our experiences. The challenges are mostly centered over

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

Tagged Divisions

Engineering Leadership Development Division

individual ‘portrait’ of themselves, which is then used as a starting point fordiscussion, training, interaction with others, and conscious, insightful reflection. With the KGI,each student receives a personal profile comprised of numerous action items to develop groupskills at his or her own pace. Our work in this freshman course provides the basic training on theutilization of information provided by these instruments, asks each student to pick two skillsfrom their personal KGI profile, and has developed assignments to promote reflection on theirimplementation of KGI skills and personal behaviors.INTRODUCTION/ MOTIVATION“Today, the Myers-Briggs Type Indicator (MBTI) is the most widely used psychologyinstrument in the world for the normal

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech Department of Engineering Education; Julia M. Williams, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

instruction on different leadership theories (situational,transformational and servant)19,20,21, and were asked to reflect on how their ropes courseexperience related to the different leadership styles they just learned about, and about importantlessons learned during the academy.Purpose of assessmentThe purpose of the assessment plan developed in this study was to investigate how theLeadership Academy activities tied to the outcomes of the KEEN program. Additionally, thisassessment was used to gauge the student perspective on the leadership academy and identifyaspects of the academy that students found important to their current academy pursuits and futurecareers in STEM fields. Outside the context of the KEEN program, the Leadership Academy andthis

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Novoselich, U.S. Military Academy; Russell P. Lemler, U.S. Military Academy

Tagged Divisions

Engineering Leadership Development

to accomplish the mission and improve the organization,” [26, p. 13]. Anyorganizational member, regardless of rank, can be an effective leader if she possesses theintellect, presence, and character (attributes) to lead, develop, and achieve (competencies). Figure 1: ADP 6-22 Logic Map [26, p. 9]Figure 1 visually displays the leader requirements model and highlights the Army’s Be, Know,Do framework which resonates with college students. Attributes (Be and Know) arelongstanding characteristics of the individual, refined through experience and reflection, whilecompetencies (Do) are learned skills developed through training and education. West Point’sapproach to leader development aligns with Army doctrine but has

Conference Session

Integrating HSS into the Engineering Curriculum

Collection

2003 Annual Conference

Authors

Dave Hergert; Ron Earley; Suguna Bommaraju

Session 502 INCORPORATING LIBERAL EDUCATION CONCEPTS INTO ENGINEERING TECHNOLOGY SENIOR DESIGN COURSE AT MIAMI UNIVERSITY Suguna Bommaraju, Ron Earley, Dave Hergert Miami University, OhioINTRODUCTIONThe LEC (Liberal education council) at Miami University monitors and guides the incorporationof liberal education component in capstone course in the engineering technology department.Specifically, the focus points of the liberal education outlined in Miami bulletin1 are criticalthinking, understanding contexts, engaging with others, reflecting and acting. The senior