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

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

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

Collection

2025 ASEE PSW Conference

Authors

Bailey Anne Wall, California Polytechnic State University, San Luis Obispo; Benjamin J. Hoefer, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

deepen and solidify understanding. The instructional tools can be used in a classroom settingwith the physical models, or in a virtual setting using a simulation-based version. Many of theALMs include both a video of the scenario outcome (e.g., which way a spool accelerates whenpulling on a string) and a simulation that provides insight into the various forces involved [5].Reflection and Formative ReportA series of reflection questions are asked after the Instructional Tool. These questions askstudents to consider what they have learned, summarize the main key concepts, connect thematerial to applications in their daily lives, and reflect on areas in which they still need morepractice and support. These questions are designed to allow students

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bo Tao, Wentworth Institute of Technology; Haifa Salman El-Sadi, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

practices or knowledge. • Personal Reflection: Reflect on why you chose this individual and what you found most interesting or inspiring about their life and work. • References: Include all the sources you used to gather information for this report. Be sure to follow the appropriate citation style (APA, MLA, Chicago, etc.).o Submit the Report: (the end of Week 9)o Presentation: (Week 10) Prepare a brief presentation (5 minutes) summarizing your report. This presentation should highlight the most significant aspects of the figure’s life and contributions. Be ready to answer questions from your peers.For this assignment, a list of historical figures across many engineering disciplines is provided,including Issac Newton

Conference Session

ELOS Technical Session 2: Innovative Strategies for Fostering Deeper Learning in Engineering Laboratories

Collection

2025 ASEE Annual Conference & Exposition

Authors

David M. Czerwonky, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Kay C. Kobak, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

may or may not incorporate active learning to variousdegrees. Currently, we are working on a mini conference itinerary. Therefore, we are not able todivulge many details of what topics and active learning techniques will be used at this time.However, we have chosen reflective writing activities to help students develop theirmetacognitive skills. Ryan et al. (Ryan, 2013) define reflection as “(1) making sense ofexperience in relation to self, others and contextual conditions; and importantly, (2) reimaginingand/or planning future experience for personal and social benefit.” One of the features of STEMexperts is that they reflect on their cognitive decisions and make real-time adjustments (Felder,2016). While expertise takes years to acquire

Conference Session

ELOS Technical Session 1: Integrating AI, VR, and MR in Engineering Lab Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathanael Kloeppel, Purdue Polytechnic Graduate Programs; Denis Uebiyev, Purdue University; Lisa Bosman, Purdue University; Joshua J Ellis, Purdue University at West Lafayette (PPI)

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

complex [2]. Recentinnovations in immersive technologies, particularly 360-degree video, offer a promising solutionby providing realistic yet controlled training environments [3].In this paper, we propose that 360-degree video can serve as a stepping stone toward fullyimmersive Virtual Reality (VR) training modules, reducing the barrier to adoption fororganizations with limited budgets, technical expertise, or aircraft availability.This study has two primary aims. The first aim is to document a collaborative autoethnographycapturing our interdisciplinary project team’s personal experiences and reflections. The secondaim is to present a practical guide for those interested in implementing 360-degree video inaviation maintenance training, using the

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

Collection

2013 GSW

Authors

Melanie Sattler

Friday Morning Session 2 - Faculty Benefits of Service-Learning in Meeting Learning Objectives: Examples from Air Pollution/Environmental Engineering Courses Melanie Sattler Civil Engineering Department University of Texas at Arlington AbstractService learning is “a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility.”1 Dozens ofstudies have documented many benefits of service learning for students, including improved 1)ability to

Collection

2014 ASEE Zone 1 Conference

Authors

Tara Kulkarni

in the state (engaging local citizens opposed to the project), Partnerships such as the Campus Compact, whichand a Geographical Information Systems (GIS) based map comprises of over 1,100 colleges and universities, with over 6project for southwest Haiti to locate and display health clinic million students across over 30 states, have brought thelocations for use by the area health workers. Students interactedwith four different community partners, and reflected on their message of service as an integral component of learning to theexperiences answering questions focused on their interactions mainstream of the education

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

YongChun Lin, Zhejiang University; Wei Zhang, Zhejiang University; peiyun xu

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

not be a necessary participant. It can be defined as “individual transformationresulting from reflection on direct experiences, leading to the development of new abstract and appliedskills in the learner” [19]. In 1984, based on the learning theories of John Dewey, Kurt Lewin, and JeanPiaget, Kolb proposed a four-stage experiential learning cycle model (Figure 1): “concrete experience,reflective observation, abstract conceptualization, and active experimentation.” This model clarified thefundamental process of experiential learning [20]. Kolb categorized these four stages into twofundamental dimensions: the comprehension dimension and the transformation dimension. Concreteexperience and abstract conceptualization belong to the comprehension

Conference Session

First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

SLO 3, and a range of audiences (from Engr PLO 1) would‬ ‭encompass multiple perspectives. Engr PLO 2 comprises the foundational skills of the liberal arts‬ ‭from FYC SLO 4.‬‭ rogram objectives are utilized to assess the progress made by students, they provide a‬P‭standardized goal for student learning achievement. These objectives led the instructor to utilize‬ ‭indirect assessment statements which helped students reflect on their growth, and direct‬ ‭assessment short-answer questions which helped students reflect on their values and experiences.‬ ‭Both the statements and questions (presented in the Methods of Assessment section of this paper)‬ ‭individually correlate with the learning objectives.‬ ‭Figure 3