American Society for Engineering Education Pacific Southwest Conference Copyright © 2015, American Society for Engineering Education 400 START * REA D PROCES S DATA PULSE CO PA INCREA RIGHT SE HOLD
spatial visualization brain-teaser, were given a mini-lectureon the topic of the day, reviewed tutorial material using the Developing Spatial Thinking6software, a web-based software package that was developed in the 1990’s containing animationsof how to visualize spatial visualization concepts, and finally worked on sketching and multiplechoice exercises via the iPad SVT™ App.Data was recorded every time a student submitted an answer for a multiple-choice or sketchingassignment. In addition, for each sketching assignment, an image showing the submitted sketchwas recorded, as well as whether the student chose to use the peek option and what attemptnumber the submission correlated to. These detailed data were analyzed for the 52 students whotook
memberships.” The boundaries being drawn here are quite clear:politics do not belong in the IEEE, and LGBTQ individuals are ontologically political. It isinteresting that the latter two posters assumed the proposer(s) of the new language were LGBTQ(must be outsiders!), when in fact there was an organized response from the few out LGBTQIEEE members to alter the proposed wording before adoption of the proposed changes, as theproposed language was not truly inclusive of the LGBTQ community.Sexual orientation is private/doesn’t belong in the workplace: A slightly different (thoughrelated) boundary was drawn between professional and private spheres when frequentcommenter Luke Burgess (relation to Barry Burgess unknown) suggested that sexual
"biological clock" that imposes genuine constraints when women bear children. As anexample, Assimaki et al.’s 1 study of issues that affect the retention and professionaldevelopment of female faculty in Electrical and Computer Engineering in universities in Greecenoted that there are difficulties related to “the demands of an academic career due to the paralleldemands of the role of the woman as wife and mother.” Similarly, women’s perceptions andprofessional issues in Civil Engineering include concerns with the level of commitment that anacademic career requires in comparison to their family obligations.10 Females also take careerbreaks due to their partner’s relocation or to take care of an elder family member.11 Researchsuggests that some females
Depoliticization Hinder Engineers’ Ability to Think About Social Injustices. In Engineering Education for Social Justice: Critical Explorations and Opportunities, (J. Lucena, Ed.) 67–84. New York: Springer.3. Case, J. M., & Light, G. (2011). Emerging research methodologies in engineering education research. Journal of Engineering Education, 100(1), 186-210.4. Bucciarelli., L. (1996). Designing engineers. Cambridge, MA: MIT Press.5. Dryburgh, H. (1999). Work hard, play hard: Women and professionalization in engineering—adapting to the culture. Gender & Society, 13, 664-682.6. Hacker, S. (1989). Pleasure, power and technology: Some tales of gender, engineering, and the cooperative workplace. Winchester, MA: Unwin
, plotting ofgraphs (when needed), and evaluation of the results associated with the lab.The mean and median lab scores of Control Group 2 and Experimental Group 2 are given inTable 5, along with values that assess the statistical significance of any improvement from 2013to 2014. As seen from the table, the mean and median scores for both groups are mostly in themiddle 90’s. The only exception is Experimental Group 2 scored in the middle 80’s for thetension test and Control Group 2 scored in the high 80’s for the beam deflection lab. There wasno improvement in the lab scores from 2013 to 2014, with the exception of the beam deflectionlab where the median score of Experimental Group 2 was statistically higher than Control Group2. Complete lab score
standalone development experiences forstudents who were new to the program, or who might only attend a single session. It was alsoimportant to communicate to students that reading the designated chapter(s) in advance of thediscussion session was not a requirement—students were encouraged to come regardless ofwhether they had the time (or interest) to read “Lean In.”Given the often personal nature of the discussion topics, the curriculum was intentionallydesigned with flexibility in order to be as responsive as possible to participants’ needs andrequests in real time. For instance, the early sessions included a formal time for writing injournals, a member introduction/update activity, a video introducing a professional developmentskill or topic, and
work explores engineering ethics empirically in a “developing world” context through aframework of care ethics. Care ethics, a.k.a., the ethic(s) of care, is particularly suitable for the“developing world” context because it helps draw attention to imbalances of power (e.g.,inequality, differential opportunity, and limitations on autonomy) that are often neglected byother ethical frameworks. In this work, we selected one element of care ethics (responsibility)and operationalized it in several ways: the language of responsibility; notions of paternalism; andawareness of key, influencing stakeholders. These lenses were developed and refined iterativelyby employing them in case study analyses of two design project reports written by teams
also like to thank Dr. ThomasLitzinger and Dr. Sarah Zappe for their support, feedback, and guidance. Page 26.1575.16List of references1.Association of American Universities Committee on Postdoctoral Education Report. (1998).Retrieved August 29, 2012 from http://www.aau.edu/publications/reports.aspx?id=69002.Akerlind, G. S. (2005). Postdoctoral Researchers: Roles, Functions and Career Prospects.Higher Education Research & Development, 24(1): 21-40.3.Akerlind. G. S. (2010). Developing as a Researcher Post-PhD. In L. McAlpine & G. S. Akerlind (Eds.), Becomingan Academic: International
addressed modern structural analysis techniques covered in an introductorygraduate level course that qualified students may still take. The change also effectively reducedthe required track in structural engineering by one credit hour (from seven to six).The evolution of the junior structural design course that is the focus of this paper is summarizedin Table 1. Specific details regarding course structure such as enrollment, number of sections,and class meeting times are given to provide context for the discussions on specific componentsof the inverted classroom format that follow.Table 1 – Evolution of Structural Design Course Format(s) at Villanova University Semester < Spring Spring 2012 Spring 2013 Spring 2014
andGeneral Statistics. Two instructors of Linear Algebra have already run a course using commonhomework. And the group that oversees our multi-section Scientific Computing course isconsidering a similar approach. If successful, these efforts would achieve full coordination of theentire suite of service courses across every STEM or related discipline.Acknowledgments The authors would like to acknowledge the assistance of Jude Garzolini in conducting the humansubjects study. This material is based upon work supported by the National Science Foundationunder Grant Nos. DUE-0856815 (Idaho STEP), DUE-0963659 (I^3), and DUE-1347830(WIDER). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do
evaluationof new learning spaces”. The PST model facilitates the design of an ALC by structuring theprocess into distinct dimensions and stages, and offering guiding questions for each stage. Thedimensions are pedagogy, space, and technology, and the relevant stages are design andoperation. For instance, a guiding question for the classroom design stage is "what is the overallfocus (of the space) and what type(s) of learning and teaching are we trying to foster (in thisspace)?"3 ContextThis pilot study was conducted at a large teaching-focused tertiary institution in Norway, whichhas a long history of engineering education. The institution currently offers eight differentbachelor’s level programs in engineering and four master’s level programs in
even less on engineering technology students. Since we found Page 26.1777.14that students writing skills do improve throughout the semester, research in this area must focuson engineering technology students and the development of their writing skills throughout thecurriculum.Bibliography1 Lester, N. et al. Writing Across The Curriculum: A College Snapshot. Urban Education 38, 5-34, doi:10.1177/0042085902238684 (2003).2 Hart Research Associates. Falling Short? College Learning and Career Success. (2015).3 Fraiberg, S. & Adam, M. in Professional Communication Conference, 2002. IPCC 2002. Proceedings. IEEE
Oriented Capstone Courses, Journal of Engineering Education, January 1997.6. Davis, D., Beyerlein, S., Harrison, O., Thompson, P., Trevisan, M., and Mount, B., A Conceptual Model for Capstone Engineering Design Performance and Assessment, Proceedings of the American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education 2006.7. BachnakR., Verma S. and Coppinger T., Restructuring the Capstone Course Leads to Successful Projects, Proceedings of the American Society for Engineering Education Annual Conference & Exposition , American Society for Engineering Education 2005.8. McKenzie L.J., Trevisan M.S., Davis D.C., and BeyerleinS.W., Capstone Design Courses and
understanding that students bring to the table can be used as a resourcefor more effective ethics education.References Basart, J. M. & Serra, M. (2013). Engineering ethics beyond engineers’ ethics. Science andEngineering Ethics, 19, 179-187.Cech, E. A. (2014). Culture of Disengagement in Engineering Education?.Science, Technology& Human Values, 39(1), 42-72.Culver, S. M., Puri, I. K., Wokutch, R. E., & Lohani, V. (2013). Comparison of engagementwith ethics between an engineering and a business program. Science and Engineering Ethics, 19,585-597.Haidt, J. & Joseph, C. (2004). Intuitive ethics: How innately prepared intuitions generateculturally variable virtues. Daedalus, 133, 55-66.Harris Jr., C. E. (2008). The good engineer: Giving
., Guggemos, A.A., & Shane, J. (2011, April). Exploration of strategies for attracting and retaining female construction management students. Paper presented at the 47th ASC Annual International Conference, Omaha, NE.16. MacPhee, D., Farro, S., & Canetto, S.S. (2013). Academic self-efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues & Public Policy, 13(1), 347- 369. doi: 10.1111/asap.1203317. Marra, R.M., Rodgers, K.A., Shen, D., & Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 98(1), 27-38. doi: 10.1002/j.2168
for the message and the brand? 5. What images have you chosen to tell your story? Does each image work together and independently to enhance your message? Are they relatable to the audience? 6. How are you incorporating language, images and media to be compelling and contemporary (aka avoiding walls of text)? 7. Is the channel(s) you’ve chosen the most appropriate for the message and the audience? Page 26.772.168. ConclusionAt the graduation ceremony for the YTT, the members stepped up to a podium in front of theirfellow members, parents, friends, and representatives from the engineering community whomthey had interviewed
-observation meeting is where we thoroughly describe the full observationsequence and expectations, it’s a somewhat didactic activity: useful, but not necessarilyenlightening. In the future, we could encourage a deeper conversation during these meetings—for example asking the faculty to be reflective about past teaching experiences how they (or alack thereof) impact their current teaching. Figur 3 id post ob r atio m ti nn t t ll n S na Moti ate You to ange lab t Ye S w at Set hange Start with Self
teams that evolve by student self-selection processes over time that most often provide these benefits, while success in assignedteams may not be as prevalent. Thus, educators may benefit from observing and examining theinformal, self-assembled working teams students create in order to modify the way theyorganize, assign, diagnose, and support more formal project teams within courses and classroom.ACKNOWLEDGMENTSThe authors would like to gratefully acknowledge the National Science Foundation for theirsupport of this work under the REESE program (grant numbers DRL-0909817, 0910143,0909659, 0909900, and 0909850). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily
graduate student gatherings, and have found that keeping a “formal”structure to the monthly lunches—invited speakers or specific topics for discussion—seems toelicit more participation than a less formal setting. Yet, the program needs to remain flexibleenough to accommodate students’ conversations and community building.AcknowledgementsFunding for this project was provided by the Michigan State University Office for Inclusion andIntercultural Initiatives through the Creating Inclusive Excellence grant program. Additionalsupport was provided by the MSU College of Engineering. The authors also gratefullyacknowledge the efforts of Theresa Gonzalez, who served as the graduate program assistant andhandled meeting logistics.References1. Sandberg S
Paper ID #12041Hex-Oid Habitat Design Challenge: Teaching Engineering Design in a Multi-disciplinary Role-Play ScenarioDr. Robert H. Mayer Jr., U.S. Naval Academy Dr. Mayer is a professor of ocean engineering at the U. S. Naval Academy. He is a past chairman of the Naval Architecture and Ocean Engineering Department and currently teaches courses in ocean engineer- ing design, probability & statistics, and underwater search & recovery operations. His research interests relate to the application of statistics, operations research methods and computers to the management, en- gineering and construction of ocean
interactionsof society and engineering.Since its inception in the early 2000’s, CvEEN 1000 has consistently used the history andheritage of the profession as a vehicle for course delivery. In recent years, the course has moredeeply integrated contemporary issues and history and heritage via two primary class activities:an instructor-guided study of an historic civil engineering project or event (the Example Project),and a team-based student research project of a different historic or significant contemporaryproject. The instructor-guided project introduces the students to a large variety of civilengineering related topics. It also provides a role model and example by which student groupsthen research and present (orally and in written form) an assigned
to the worlds problems.References [1] CE Blue, LG Blevins, P Carriere, G Gabriele, S Kemnitzer, V Rao, and G Ulsoy. The engineering workforce: Current state, issues, and recommendations: Final report to the assistant director of engineering. National Science Foundation, 2005. [2] G Wayne Clough et al. The engineer of 2020: Visions of engineering in the new century. National Academy of Engineering, Washington, DC, 2004. [3] Catherine Hill, Christianne Corbett, and Andresse St Rose. Why So Few? Women in Science, Technology, Engineering, and Mathematics. ERIC, 2010. [4] Anthony P Carnevale, Nicole Smith, and Michelle Melton. Stem: Science technology engineering mathematics. Georgetown University Center on Education and the
study of problematic reasonings of undergraduate electrical engineering students in continuous time signals and systems courses (Unpublished doctoral dissertation). Purdue University, West Lafayette, 2014.[6] Simoni, M., Fayyaz, F., & Streveler, R. A. Data Mining to Help Determine Sources of Difficulty in an Introductory Continuous-Time Signals and Systems Course. American Society for Engineering Education conference and exposition. Indianapolis, IN, 2014.[7] Nasr, R., Hall, S. R., & Garik, P. Student misconceptions in signals and systems and their origins - Part II. IEEE Frontiers in Education Conference, T4E. Indianapolis, IN. 35(1), 2005.,[8] Chi, M. T. H. Conceptual change within and