Collection

2013 Pacific Southwest Section Meeting

Authors

Matthew T. Siniawski; Adam R. Carberry; Rafiqul I. Noorani

engages students in the design and manufacturing process of a simpleconsumer product. Similar efforts have been conducted in the past in order to improve studentlearning and engagement. For example, practice-based curricula and physical facilities have beendeveloped specifically to focus on student engagement with the product realization process1.Undergraduate courses for mechanical engineering students that provide students with hands-onexperiences in design and manufacturing have proven beneficial, especially in regards totechnical communication abilities and preparation for completion of their capstone projects2.Integrative approaches to design and manufacturing are typically dealt with in senior electives,capstone projects, or graduate

Collection

2008 ASEE Zone 1 Conference

Authors

Michael Berry; Paul Russo; Joshua Wyrick

Cultural and Academic Learning Through Project Based Initiatives 1 2 3 Michael Berry, Paul Russo, and Dr. Joshua Wyrick The Civil and Environmental Engineering Program, College of Engineering, Rowan University, Glassboro, ,ew JerseyEngineers Without Borders (EWB) provides students a unique outlet to experience academia through awhole new lens, one that sheds light on global issues and the opportunity to effect the lives of others.Rowan University’s EWB project, involving clean water distribution in Senegal, is one such project thathas exposed our young intellect to a breadth of different

Collection

2008 GSW

Authors

Luciana Barroso; Jim Morgan

. Marilla Sviniki ; Learning and Motivation in the Postsecondary Classroom.Anker Publishing Company, Boston, MA7. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.8. John Clement, Students’ preconceptions in introductory mechanics, American Journal of Physics, 50(1), January 1982.9. Richard M. Felder and Joni Spurlin, Applications, Reliability and Validity of the Index of Learning Styles, Internalitional Journal of Engineering Education, Vol. 21, No. 1, pp 103-112, 200510. Margaret Fritz, Using Learning Styles Inventories to Promote Active Learning, Journal of College Reading and Learning, 32 no. 2, Spring

Conference Session

Mathematics Curriculum in Transition

Collection

2005 Annual Conference

Authors

Doug Tougaw

SESSION 944 Integration of Active Learning Exercises into a Course on Probability and Statistics Douglas Tougaw Department of Electrical and Computer Engineering, Valparaiso University 1. Introduction The benefits of active and cooperative learning exercises have been promoted in workshops, education journals, and entire scholarly monographs.1-8 In particular, the benefits of these teaching methods have been studied and endorsed in recent years,9-12 including publication of results that show these methods to increase the effectiveness of teaching and the retention of the material by the

Conference Session

Technology Transfer and Commercialization

Collection

2004 Annual Conference

Authors

Chintan Parekh; Anthony Warren; Elizabeth Kisenwether

Conference, January 2003, Monterey, CA.3. Bilén, S. G., Kisenwether, E. C., Rzasa, S. E., & Wise, J. (In press). Developing and Assessing Students’Entrepreneurial Skills and Mind-Set; Journal of Engineering Education.BiographiesELIZABETH C. KISENWETHERMs. Kisenwether is an Assistant Professor, and Director of the Engineering Entrepreneurship Minor in the Collegeof Engineering. In addition to teaching design and entrepreneurship courses, Ms. Kisenwether has been a leadinvestigator in GE Fund grants for undergraduate problem-based learning in entrepreneurship and a new math-in-technology context project, as well as two NCIIA grants. E-Mail: exk13@psu.eduANTHONY C. WARRENDr. Warren is the Farrell Clinical Professor for Entrepreneurship, Smeal

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Tim Healy

development.Related to this complexity is the fact that most important engineering problems must beconsidered as having no unique solution that would be considered optimum with respectto all considerations. E.F. Schumacher2 called these “divergent problems”, and hereminded us that we usually don’t like such problems.“Divergent problems offend the logical mind, which wishes to remove tension by comingdown on one side or the other, but they provoke, stimulate and sharpen the higher humanfaculties, without which man is nothing but a clever animal.”We need to tell our students that most of the problems that they will face have no solutionthat is optimal in all regards, but that they must find a solution anyway. Proceedings of the 2004

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Brian Humann

; Exposition Copyright © 2004, American Society for Engineering Educationdevices has become more common, leading to the need for non-MEMS specialists to be involvedin the design process. With this in mind many companies have developed MEMS designsoftware that aids in the design and characterization of MEMS devices. While current PLMsoftware has no design aids targeted specifically at MEMS development, the databasemanagement software can still be used for document management and the design and analysistools may be applied in a limited amount.Also of importance if MEMS design is to be performed by non specialists is the need to exposeengineering students to basic MEMS devices and their functionalities. This would be

Conference Session

Curriculum Development in Computer ET

Collection

2002 Annual Conference

Authors

Anthony Trippe

Session 3547 Designing Programming Courses For ET Students Anthony P. Trippe Rochester Institute of Technology Electrical, Computer and Telecommunications Engineering Technology DepartmentAbstractRochester Institute of Technology offers a three-course technical programming sequencefor Engineering Technology students. All three courses are required for ComputerEngineering Technology students. The first two courses are required forTelecommunications ET students. Electrical and Civil ET students are required to takeonly the first course of the sequence.This paper reviews and

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

- Champaign Lawrence Angrave is a Fellow and Teaching Professor at the department of computer science at the University of Illinois at Urbana-Champaign (UIUC). His interests include (but are not limited to) joyful teaching, empirically-sound educational research, campus and online courses, computer science, engag- ing underrepresented students, improving accessibility and creating novel methods that encourage new learning opportunities and foster vibrant learning communities.Prof. Suma Bhat, University of Illinois Urbana - Champaign Suma Bhat is Assistant Professor in Electrical and Computer Engineering at University of Illinois, Urbana- Champaign, USA. Her primary research interests are natural language processing and she

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University-Pueblo; Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Ananda Mani Paudel, Colorado State University, Pueblo; Hüseyin Sarper, Colorado State University-Pueblo; Ding Yuan, Colorado State University - Pueblo

Tagged Divisions

Community Engagement Division

Paper ID #7429Community Outreach and Engagement through SustainabilityDr. Jane M. Fraser, Colorado State University-Pueblo Jane M. Fraser is chair of the Department of Engineering at Colorado State University, Pueblo. She was formerly on the faculty at the Ohio State University and Purdue University. She has a B.A. in Mathematics from Swarthmore College and a M.S. and a Ph.D. in industrial engineering and operations research from the University of California, Berkeley.Dr. Leonardo Bedoya-Valencia, Colorado State University, PuebloDr. Jude L. DePalma, Colorado State University, PuebloDr. Nebojsa I Jaksic P.E., Colorado State

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

Paper ID #24997Exploring Faculty Perceptions of Students Characteristics at Hispanic Serv-ing InstitutionsDr. Meagan R. Kendall, University of Texas, El Paso An Assistant Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is helping develop a new Engineering Leadership Program to enable students to bridge the gap between traditional engineer- ing education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop an identity as an engineer, methods for enhancing student motivation, and

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Jeffrey Shafer, University of the Pacific; Navdeep Singh, University of the Pacific

Tagged Divisions

First-Year Programs Division (FYP)

design thinking, problem-solving, collaboration, and communication skills (visual,written, and oral) that are necessary for success in engineering and computer science disciplines.The Common Threads: Course ThemesThe design of an introductory engineering course – broadly defined as a course thatencompasses multiple majors, acclimates new students to a university learning environment, andintroduces them to the broader field of engineering –has been explored at many institutions. Suchcourses have been designed with specific outcomes in mind, such as improving student skills inengineering problem solving and teamwork [1], integrating real-world engineering challengesinto the curriculum [2], and community building [3][4]. In many cases, multiple

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda M. Head, Rowan University; Melanie Basantis, Rowan University; Steven H. Chin, Rowan University; Bernard Pietrucha, Rowan University

Tagged Divisions

Graduate Studies

students with funding for four semesters as theywork toward a Master’s Degree in their chosen major. With this opportunity in mind, theCollege of Engineering Dean’s Office and the four department Chairpersons formed a committeeto develop a summer training program that prepares the Teaching Fellows for the classroomexperience. The program has four stages: 1) Orientation, 2) Instruction, 3) ClassroomImmersion, and 4) Individual Practice. In this paper each stage is described in detail. Thisintensive training program with its novel use of classroom experience in summer programs hasprovided the Teaching Fellows the opportunity to gain the confidence and skills to succeed intheir Fellowship requirements. A full description of the program and assessment

Collection

2001 Annual Conference

Authors

Teresa Larkin-Hein

in physics, some critical questions are raised. (1) What factors serve tomotivate students to participate in on-line discussions outside of class? (2) Can studentmotivation and performance be linked to students’ individual learning styles? (3) Can studentparticipation in on-line discussions be linked to enhanced understanding? To address thesequestions, formal learning style assessment data along with results from a survey conducted in anintroductory course for non-majors during the 2000 academic year will be shared.I. IntroductionA growing number of technology-based educational tools currently exist within the domains ofscience, mathematics, engineering, and technology (SMET) education. In addition, the use ofeducational technologies is

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

Program Evaluation Aligned With the CDIO Standards Doris R. Brodeur and Edward F. Crawley Massachusetts Institute of TechnologyAbstractThe CDIO Initiative is a collaboration of engineering programs at universities in morethan eight countries in North America, Europe, Africa, Asia, and Australia.Collaborators have developed a set of twelve standards that characterize CDIO programsand provide the basis for program evaluation. This standards-based program evaluationextends the evaluative criteria of ABET's EC2000 and other outcomes-based approaches.Evidence of overall program value is collected from multiple sources, using bothquantitative and qualitative methods. Evidence and results

Conference Session

Student Teams and Active Learning

Collection

2003 Annual Conference

Authors

Helen Qammr; H. Michael Cheung; Edward Evans; Rex Ramsier; Francis Broadway

Session 2330 Reflective Journals: An Assessment of a Vertically Integrated Design Team Project Francis S. Broadway Department of Curricular and Instructional Studies Edward A. Evans, H. Michael Cheung, Helen K. Qammar Department of Chemical Engineering Rex D. Ramsier Departments of Physics, Chemistry, and Chemical Engineering The University of Akron Akron, Ohio 44325Abstract: The use of affective/associative reflective journals and skill

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

displacement of Bedouins. Ari’s international community service to Palestinian rights align with international law and the Geneva Convention.Christine Reiser Robbins, Texas A&M University, KingsvilleDr. Hua Li, Texas A&M University, Kingsville Dr. Hua Li, a Professor in Mechanical and Industrial Engineering at Texas A&M University-Kingsville, is interested in sustainable manufacturing, renewable energy, sustainability assessment, and engineering education. Dr. Li has served as P.I. and Co-P.I. in various grants funded by NSF, NASA, DoEd, DHS, etc.Jianhong Ren, Texas A&M University, KingsvilleDr. David Ramirez, Texas A&M University, Kingsville Dr. David Ramirez is a tenured Associate Professor of the Department

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Sheryl Gowen; Alisha Waller

than to imagine what could be. This focus reminds us of learning geometryas a method of proving what one already ‘knew’ (such as the sum of two sides of a triangle islarger than the third side) rather than constructing new knowledge. We see visual communicationas being an important way to explain to others a vision in one’s mind which may not yet exist. Given these observations, we recommend that engineering educators consider expandingtheir use and teaching of visual communication to include representing processes, using physicalmanipulables alongside graphics, and discovering new knowledge. In addition, we encouragethose who do research to consider additional ways of observing, measuring, and evaluatingstudents’ development of various

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Educational Research and Methods

, creating mind maps, and reflection writing. Finally, whole-class orextensive metacognitive teaching methods include student-developed tests or grading rubrics,self-assessment of assignment, and creating concept maps. Further study of the search resultsreveals that many metacognitive teaching methods have been the subject of scholarly study,including, for example, rubrics22, self-assessment23, student-written exam24 and concept map25.These studies all demonstrate positive outcomes for student learning, attitude, or both. Given the overwhelming evidence of effectiveness, the question is why are metacognitiveteaching methods not widely adopted in science and engineering disciplines? Given this nation’sneed for more and better trained engineers

Conference Session

Issues and Solutions in Mathematics Education

Collection

2010 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

Engineering students see their signals (voltages and current functions oftime) on oscilloscopes. Civil and mechanical engineering students visualize in their minds,loading, shear and moment diagrams in order to predict deflections. Freebody diagrams areessential to the solution of statics problems. It is wrong to deny engineering students theadvantages of visualizing math functions in their math courses. But the Dirichlet function andthe other “monstrous” functions that scared the 19th century mathematicians cannot bevisualized. Limit the first course in calculus to the piece-wise continuous and monotonicfunctions that the engineering students need and are able to visualize. Let us concede it isunsound to teach everything all at once and let these

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie (Behrend College); Steven Nozaki, Pennsylvania State University, Erie (Behrend College); Sheryl A. Sorby, University of Cincinnati ; Mary A. Sadowski, Purdue University, West Lafayette (Polytechnic Institute); Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Ronald L. Miller, Colorado School of Mines; Kaloki Nabutola, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

Paper ID #22470Creating a Concept Inventory - Lessons LearnedDr. Nancy E. Study, Pennsylvania State University, Erie (Behrend College) Dr. Nancy E. Study is on the faculty of the School of Engineering at Penn State Behrend where she teaches courses in engineering graphics and rapid prototyping, and is the coordinator of the rapid prototyping lab. Her research interests include visualization, standardization of CAD practices, and haptics. Nancy is a former chair of the ASEE Engineering Design Graphics Division and is currently the Circulation Manager and Treasurer of the Engineering Design Graphics Journal. She received

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elif Ozturk; Bugrahan Yalvac, Texas A&M University; Michael Johnson, Texas A&M University; Xiaobo Peng, Prairie View A&M University; Ke Liu, Prairie View A&M University

Tagged Topics

NSF Grantees Poster Session

Paper ID #11971Adaptive Expertise and its Manifestation in CAD Modeling: A Comparisonof Practitioners and StudentsMrs. Elif OzturkDr. Bugrahan Yalvac, Texas A&M University Bugrahan Yalvac is an associate professor of science and engineering education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Society for Engineering Education Annual Conference & Exposition Proceedings, Session 10806[11] A. Guerra, R. Ulseth, and A. Kolmos, PBL in Engineering Education: International Perspectives on Curriculum Change, Sense Publishers, Springer, Rotterdam, the Netherlands, 2017.[12] J. E. Mills and D. F. Treagust, “Engineering Education – Is Problem-Based or Project-Based Learning the Answer,” Australasian Journal of Engineering Education, The Australasian Association for Engineering Education, Inc., pp. 2 – 16, 2003.[13] L.S. Vigotsky, Thought and language, Cambridge, MA: M.I.T Press, 1962.[14] L.S. Vigotsky, Mind in society, Cambridge, MA: Harvard University Press, 1978.[15] A. Kozulin, “Vygotsky’s theory in the

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Paper ID #6407Making the Most of Site VisitsLindsey Anne Nelson, Purdue University, West Lafayette Lindsey Nelson is a Ph.D. student in Engineering Education at Purdue University. Her work centers upon helping engineering students connect meaningfully with global problems. She received her B.S. in Mechanical Engineering from Boston University and her M.A. in Poverty and Development from the Institute of Development Studies at the University of Sussex. Her research interests include engineering design for poverty alleviation, sustainable design, the public’s understanding of engineering, poverty mit- igation, student

Collection

2001 Annual Conference

Authors

Lynn Mack; James Wood

Session 1648 Problem-Based Learning and Interdisciplinary Instruction James C. Wood, Ph.D., Lynn G. Mack Tri-County Technical College/Piedmont Technical CollegeAbstractThis paper describes the development and implementation of a problem-based learning approachfor interdisciplinary instruction in introductory courses for engineering technology majors.Required general education courses in mathematics, physics, and communication have beenintegrated with introductory engineering technology courses. This project was undertaken toimprove the retention of students in engineering technology curricula and

Conference Session

Workshop, Program, and Toolkit Results

Collection

2005 Annual Conference

Authors

Allen Estes; Ronald Welch

Session XXXX Board Notes and Questioning: Two Time-Tested Techniques for Effective Teaching Allen C. Estes, Ronald W. Welch, Fred Meyer United States Military AcademyAbstractThe ExCEEd (Excellence in Civil Engineering Education) Teaching Workshop is celebrating itsseventh anniversary this year. So far, 171 schools have participated and this long runningAmerican Society of Civil Engineering program has produced 307 graduates. Last year, theUnited Engineering Foundation provided funding to expand the program to include electrical,chemical, and mechanical engineers

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Gibin Raju, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #37248Exploring Transformative Learning from a Summer Bridge ProgramMs. Sukeerti Shandliya, University of Cincinnati Sukeerti Shandliya is a doctoral student in Engineering and Computing Education and a GRA in the De- partment of Engineering and Computing Education at the University of Cincinnati. Her research interests include engineering workforce development, DEI in STEM, experiential learning, development of global competencies and cultural competencies in higher education and the workforce. She has completed her bachelor’s in Electronics and Communications Engineering from Banasthali University, India

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Ed Doering, Rose-Hulman Institute of Technology; Xiaoyan Mu, Rose-Hulman Institute of Technology

. Trick (1996). “Mallard ™: Asynchronous Learning In Two Engineering Courses,” Frontiers in Education Conference, 1996. pp. 1023 - 1026 vol.3.13. NEEDS Digital Library for Electrical Engineering, http://www.needs.org14. MERLOT (Multimedia Educational Resource for Learning and Online Teaching), http://www.merlot.org15. M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, eds. (1999). How People Learn: Bridging Research and Practice, Washington, DC: National Academy Press.16. Bransford , John D., Ann Brown, and Rodney R. Cocking, eds. (1999). How People Learn: Brain, Mind, Experience, and School, Washington, DC: National Academy Press.17. Atkinson, R. (2003). “Transitioning From Studying Examples to Solving

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

, irreversible, andintegrative. By troublesome, they mean the concept or capability is difficult for students to learn;for example, it may be conceptually complex. By transformative, they mean it changes the waythe student views the discipline and knowledge of the subject. By irreversible, they mean oncethe student “sees” this new view, she/he will not revert to a more naïve perspective that she/hepreviously had. Finally, by integrative, they mean it allows the student to see connectionsbetween elements that were previously disjointed.Development of curriculum based on the identification of threshold concepts has recently beenenacted in engineering.3 However, in addressing threshold concepts, we must be mindful thatmany approaches to instruction do not

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Renee Clark, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen Bursic, University of Pittsburgh

used to describe, make sense of, explain, or make predictions about asystem.Reality: the problem must be set in a realistic, authentic engineering context that requires thedevelopment of a mathematical model for solution. In a well-designed MEA students mustresolve a complex scenario by extending their knowledge of and experience with concepts andmodels. Realistic assumptions should be used by the students to assess the quality of theirsolutions. The MEA must create the need in the minds of the students for problem resolution,ideally making them behave like professional engineers.Generalizability: students must create models that are sharable, transferable, easily modifiable,and/or reusable in similar situations. The model must be generally