core competencies of creativity through in-class activities and games, as well as assignedwork. In addition, the students study and implement various methodologies of creative problemsolving through various problems and product development assignments. Teamwork isemphasized and each student is given at least two opportunities to act as a team leader during aproblem solving or product development project. All students’ leadership skills are both self-assessed and assessed by each team member.On the first day of the course, the students were surveyed on their general perceptions ofcreativity, problem solving, teamwork , leadership, the role of creativity in engineering, and theirpersonal view on their own creativity. After the course, the same
– innovative design and entrepreneurship, engineering modeling, and global competency in engineering. She is currently associate editor for the AEE Journal.Dr. Nathalie Duval-Couetil, Purdue University, West Lafayette Nathalie Duval-Couetil is the Director of the Certificate in Entrepreneurship and Innovation Program, Associate Director of the Burton D. Morgan Center, and an Associate Professor in the Department of Technology Leadership and Innovation at Purdue University. She is responsible for the launch and devel- opment of the university’s multidisciplinary undergraduate entrepreneurship program, which has involved over 5000 students from all majors since 2005. She has established entrepreneurship capstone, global en
understand the content ofthe design project, they are able to address the boundary between being precise and being clear.For even an experienced technical writing teacher, who might have twenty different researchtopics in a class, the ability to comment on precision is challenging. Another advantage of our approach is the depth of the content. Assuming that a student ina typical technical writing course spends 3 hours outside of class for every hour in class onassignments and assuming that 2 of those hours are spent on the writing, the student would spendat most 15 hours researching the topic of the document sequence. However, because eachstudent in Effective Engineering Writing has one entire design course (with 2 hours of largelecture and 3
Paper ID #22361Voices of the Millennial Generation: Connections Between Physics, ScientificLiteracy and Attitudes towards Future Space ExplorationMs. Danielle Roslyn Montecalvo, American University Danielle Montecalvo is a May 2018 graduate from American University in Washington, D.C. with a B.A. in International Studies and Physics. She recently served as an intern on the Space Studies Board at the National Academies of Science, Engineering, and Medicine and for the Office of International and Interagency Relations at NASA Headquarters, where she worked on space policy initiatives and public outreach projects. In the
learning to design teaching and learning, program content and structure, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to introduce blended learning into the chemical engineering capstone design courses, and is the author of a number of recent journal, book, and conference contribu- tions on engineering education. Her research focusses on how to teach innovation and sustainable design practices to engineers and develop a curriculum reflective of engineering practice requirements. Recently she has taught a short course on how to design and teach process engineering courses to professors in Peru and workshops on Metacognition and
Paper ID #9695Faculty Perceptions of Student Engagement: A Qualitative InquiryMariaf´e Taev´ı Panizo, James Madison University Mariaf´e Panizo is a second year graduate student in JMU’s Graduate Psychology program. She has been working on engineering education research projects for one and a half years, focusing on non-cognitive factors that impact engineering student success. She is currently working on her M.A. thesis on Beliefs on Depression.Mr. John Hollander, James Madison UniversityDr. Jesse Pappas, James Madison UniversityDr. Olga Pierrakos, James Madison University OLGA PIERRAKOS is an associate professor and
categories: (1) service consumers, (2) serviceproducers, and (2) service managers. Service consumers utilize the services offered by theCBDM. Service consumers include, for example, students participating in distributed design andmanufacturing projects, researchers/engineers investigating a new design prototypes, orcompanies with geographically distributed manufacturing shops that need to manufacture thecomponents of a new product. Service producers provide human resources in term of intellectualcapital and labor that result in provisioning of useful services. For example, a laboratory assistantor production manager could be a service producer who installs a new set of devices andequipment into the CBDM and integrates these components to form a new
graduate students most of whom havecompleted an undergraduate engineering degree requiring the completion of a capstone teamdesign project. This experience can be pivotal in the transition from the role and identity of anengineering student to that of an engineer in training [20]. Metacognitive skills and experiencesfacilitate student development as students reflect on their experiences and make sense of it.Metacognitive skills and experience play a pivotal role in the liminal space where identitytransitions occur. GTAs have made a transition from undergraduate engineering student toengineer in training, engineer and/or graduate student depending on their career arc. Irrespectiveof their stage of engineering identity development, they are in the
require that they write and speak in such a way that they can be understoodby all of the others; the Mechanical Engineers must be able to talk to classmates who arestudying Civil and Environmental Engineering, Industrial and Systems Engineering, EngineeringMechanics, Nuclear Engineering, or any other of the eleven undergraduate majors within ourcollege – not including the students from other programs who venture into our class. Allstudents, regardless of their major, must be able to describe their chosen technical projects using Page 22.579.3the jargon of their field but explaining those concepts well enough that all of those otherengineers
objectives and conducting assessments. Outcomebased education (OBE) is a critical educational development [1], employing both traditionalassessment methods of homework, quizzes, exams, and papers throughout each term as well asnewer paradigm techniques of flipped classrooms and PBL projects which are transformingcurriculum and students alike [2].Furthermore, the competency of the institution, particularly at the tertiary university level, maybe directly or indirectly measured by national and international rankings of the entire institutionor of academic units therein, such as a college. ABET assists with ensuring competency ofinstitutions on a global scale by ensuring minimum levels of preparation of qualifications forindustry [3].Likewise, one may
the people who were involvedwith ELD during the last fifty years are still alive and active members, none were formallyinterviewed due to time and resource constraints. An oral history project would be a valuableaddition to the history of ELD. This paper does not presume to be a comprehensive history ofengineering libraries and librarianship, engineering information, or education although it toucheson these subjects in the context of the history of ELD.ASEE goes to Washington: 1960-65The early 1960s was a time of transition for ASEE. Since its founding in 1893, ASEE had beenadministered by member volunteers with substantial support from engineering colleges. Forexample, the College of Engineering at the University of Illinois provided office
Innovations in Software Engineering Education: An Experimental Study of Integrating Active Learning and Design-based LearningABSTRACTSignificant advancements have been made in engineering education in recent years. An importantoutcome of these advancements is the integration and extension of fundamental pedagogies as part ofengineering curricula, as well as the need for continued research into the effectiveness of thesepedagogies on students’ learning within engineering knowledge domains. In this paper, we focus on anengineering educational research study in the domain of software engineering. This study considers theimportant research question of the efficacy of traditional lecture-homework-project teaching approachescompared to peer-to
animportant aspect of the quality assurance in engineering education. Related researchesconcentrated on general course assessment, capstone design course assessment,22 EPICSproject assessment,23and also share experiences based on course assessment withininstitutions practice.24The research perspective tends to the nature of “practice” when responding the programaccreditation, however, weakens the nature of “theory” when discussing the quality ofengineering education. Most researches are conducted to better answer the technicalquestions, which has the obvious nature of “practice”. The issue is the lack of diversity inresearch dimensions and perspectives. First of all, most researches focus on the programaccreditation system of engineering education in
EVANS is a Post Doctoral Fellow and Research Associate in the Evaluation Services center, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati Ohio, USA. Page 14.80.1© American Society for Engineering Education, 2009 A NSF-Supported S-STEM Scholarship Program for Recruitment and Retention of Underrepresented Ethnic and Women Students in Engineering AbstractThis paper describes a scholarship project, funded by the National Science Foundation’s S-STEM Program, to enhance recruitment of underrepresented
students toexperience urgent time through longer-term experiences, such as capstone projects andinternships. In this way, urgent time can serve as a bridge to aspirational time, helping studentsremember “the why” that lead them to engineering in the first place. Additionally, self-reflectiveprograms like the Grand Challenge Scholars Program can help students access the expansivespace and aspirational time of the Engineering Moment chronotope by framing their concreteeducational experiences in broader terms. Even minor interventions, such as the one in thisstudy, can have some impact; this study could be adapted, for instance, by having students attendalumni talks or networking events. Because Engineering Moment is an institutionallyperpetuated
science courses, networking electives and the Computer Science Capstone Course. She is a Program Chair for ACM’s SIGCSE TS 2023-2024, and member of the Academic Committee of the Grace Hopper Celebration 2020-22. Dr. Battestilli is the Faculty Advisor for NCSU’s ACM-W student chapter, 2020/2021 NCSU DELTA Faculty Fellow and 2021/2023 Cultural Competence in Computing (3C) Fellow, NCSU Equity for Women Award Nominee 2020 and Invited Member to NCSU's COVID Instruction and Student Support Task Force.Matthew Stephen Zahn Matthew Zahn is a PhD student in Computer Science at North Carolina State University. He received his bachelor's degree in Computer Science at NC State in 2021. He has worked as a Peer Teaching Fellow for the
both the metaphorical and literal“flight” back to the ordinary world. We found evidence of all phases of Campbell’s model in thesingle interview provided by Zafira.RQ2) How do the findings of this analysis compare with previous research findings (currentlyunder review)?The protagonist of our first paper, Jean, achieved her hero status by excelling in engineering—gaining a top designation and award for her Bachelor of Engineering capstone project, joiningthe industry, embracing new challenges, being promoted within a year, and balancing all thiswith family life—raising a son on her own and cultivating a committed partnership with anothersingle parent, a relationship that evolved slowly and purposefully over time. Campbell’sframework was very
-world problem encounteredafter graduation enjoys no such context [7]. In addition, the difficulty of creating one’s decision-making schema naturally becomes greater as the number of possible tools or approachesincrease, or as the decisions otherwise become more complex.Having years of practical experience is not the only possible way to build a level of expertise thatincludes conditional knowledge. Swan, Plummer, and West [4] contend that intentional focus onbuilding conditional knowledge can help improve the level of expertise developed in a universityprogram. Problem-based learning, capstone projects, and other teaching methods 1 may all helpstrengthen student conditional knowledge [5], [6], to a greater or lesser extent.Another instructional
communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and
faculty advisor for the senior capstone design course and several independent research projects.Col. Mark Robert Read, United States Military Academy American c Society for Engineering Education, 2021 Applying Resilience Theory to ‘Bounce Forward’ from COVID-19 for Environmental Engineering ProgramsThe COVID-19 pandemic has disrupted higher education in numerous ways. As COVID-19spread worldwide in the spring of 2020, most colleges and universities closed their campusesand transitioned to remote learning platforms. As uncertainty surrounding COVID-19 persistedinto 2021, many colleges and universities continued to employ remote learning or
contract engineer at Engineer Inc., a Gainesville education enterprise that designs and distributes STEM laboratory kits to remote learners. She is currently working as an intern in an effort to expand her scope to the aerospace field.Dr. Sean R. Niemi, University of Florida Sean R. Niemi is a Lecturer in the Department of Mechanical and Aerospace Engineering at UF, and founder of the MERGE (MEchanical engineeRing desiGn pEdagogy) Lab focusing his research and teaching efforts on Capstone Design, Mechanical Design, Design for Manufacturing, and Instrumentation Design. Sean co-advises the UF Rocket Team (Swamp Launch), mentoring a group of interdisciplinary students in developing a 10,000 ft. apogee rocket for the
Paper ID #30014Utilizing Peer Learning Assistants to Improve Student Outcomes in anIntroductory ECE CourseDr. David John Orser, University of Minnesota, Twin Cities David Orser teaches and develops undergraduate education curriculum with a focus on laboratory courses for the University of Minnesota, Twin Cities, Electrical and Computer Engineering Department. His courses leverage project-based learning, experiential learning, and self-paced activities. David has over ten years of industry experience specializing in mixed-signal high-speed integrated circuit design, power systems, and power electronics.Kyle Dukart
engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at
Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect
loweroutside pressure (such as atmosphere) through a small opening. The goal of this experiment is topredict either the time required to discharge the tank, or the pressure inside the tank, after aspecified time. The exercise is useful to students because it is a rather straightforwardapplication of conservation of mass, and introduces the concepts of choked and subsonic flows.Further, the solution integrates aspects of thermodynamics and heat transfer, making for anexcellent capstone experiment in thermal sciences. The most comprehensive solution to the problem is presented by Bober et al.1 Theyapplied conservation of energy to a discharging tank of air to predict the temperature andpressure inside the tank as a function of time. They analyzed
State University Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, design and selection of materials, general materials engineering, polymer science, and characterization of materials. His research interests are in innovative education in engineering and K-12 engineering outreach. He has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for Physics and Chemistry and also a course on Engineering Capstone Design. He has also co-developed a Materials Concept Inventory for assessing fundamental knowledge of
polymers and semiconductors. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in introductory materials engineering classes. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a courses on Connecting Mathematics with Physics and Chemistry and also a course on Engineering Capstone DesignChell Roberts, Arizona State University Chell A. Roberts is an associate professor of industrial engineering. He received his Ph.D. in Industrial Engineering and Operations Research from Virginia Tech in 1991. He has a MS in Industrial Engineering and a BA in Mathematics from the University
capstone experiences [69-70], specific components in courseworkdedicated to professionalism [71-72], topical seminars [73], as well as integration throughout theentire curriculum [74-76]. Ultimately, the inclusion of biorefinery concepts in undergraduateengineering education will be dependent upon individual faculty interest and implementation,and will be primarily influenced by the creativity of the instructor.ConclusionsThis paper has been intended to introduce engineering educators to the emerging field ofbiorefining. Essential definitions and concepts have been discussed, as have the relevance toengineering education and curriculum infusion techniques. Although it is not completelycomprehensive in nature, many references have been included, so
is the course director in circuits and electronics area. She taught variety of underrated and graduate courses including capstone design in Electrical and Computer Engineering area. c American Society for Engineering Education, 2017 Embedding YouTube Videos and Interactions in PowerPoint Using Office Mix for Adaptive Learning in Support of a Flipped Classroom Instruction John M. Santiago, Jr., Ph.D. and Jing Guo, D.Eng. Colorado Technical University (CTU), College of Engineering, Colorado Springs, COBackground on Using Camtasia and YouTubeShortly after retiring from the United States Air Force in 2003, the Professor Santiagoinvestigated the viability of teaching engineering