Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Arnold Neville Pears, Uppsala University; Mats Daniels, Uppsala University; Åsa Sofia Cajander

Tagged Topics

Student Development

 University,  Sweden  in  the  late  1990’s7.  The  early  attempts  were  based  in   Page 20.24.2a  Problem  Based  Learning  (PBL)  environment  with  one  or  two  student  teams  comprising  students  from   1both  universities  and  a  primary  focus  on  technical  achievement  and  competencies  was  reflected  in  the  assessment.  From  2000  the  initial  PBL  course  expanded  to  a  larger  cohort,  and  a  range  of  mentorship  components  and  teamwork  assessment  items  were  added.  The  course

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenya Z. Mejia, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Yilin Feng, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles

Tagged Divisions

Faculty Development Division (FDD)

” than tenured faculty [10].Another common difference is the higher rate of women and faculty of color that are in NTTfaculty positions compared to those in Tenure-Track positions [13]. This reality points tosystemic inequities, given that Tenure-Track Faculty are, on average, paid significantly morethan NTT faculty. Given the project’s overarching goal of creating more inclusive environmentsand helping those in the ecosystem “thrive” and “meet them where they are,” it was an organicstep to create this space specifically for NTT faculty, given the tremendous contribution theymake to the ecosystem, and their unique needs.Data and ParticipantsThe data for this paper includes both participant and facilitator reflections in the form of“minute-papers

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Besser, University of St. Thomas; Anna Roiger, University of St. Thomas; Nick Pawlak; Emma Sullivan, University of St. Thomas

oflearning theory lessons which were folded into civil engineering coursework. Sample lessonsincluded topics on metacognition, growth mindset, productive struggle, neuroplasticity,entrepreneurial mindset, novice to expert development, motivation monitoring, Lesh transitionmodel and Bloom’s hierarchical cognitive, affective, psychomotor taxonomies. These shortlessons, which are referred to as micro-lessons, were coupled with discussion, reflection, andfeedback on motivation. The end aim was to build student understanding of their agency inbuilding new knowledge.Central to the aim of student engagement in learning was assessment. Two vetted metrics wereprovided every other week throughout the semester in four discrete civil engineering

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adam Wickenheiser, University of Delaware; Jenni Buckley, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

Design in Engineering Education Division (DEED)

this, we examine methods for promoting an individual team member’s skilldevelopment, confidence, and goal attainment while contributing positively to their team’scohesion and product. We include three data sources: timely surveys of students’ goals, progresstowards those goals, and how they align with their perceived contributions to the team; teamchecklists and manufacturing plans updated in real time to include specific tasks, ownership,status, and any assistance required; and students’ reflective documentation of shared knowledge,skills, and mental models. These data are complemented by peer assessments occurring at majorproject milestones [11]. Combined, these instruments are used to track student and team growthin the context of team

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Donna Riley, Smith College

Tagged Divisions

Liberal Education

of ethics problems. (f,h,j) • Lead insightful discussions on science, technology, and ethics topics. (f,g,h,j) • Conduct original research into a topic in science, technology, and ethics. (f,h,i,j) • Effectively communicate in oral and written forms the findings of original research on science, technology and ethics. (g) • Explain the complex relationships among science, technology, and ethics in current social contexts, and how these contexts inform and influence social choices about science, technology, and ethics. (f,h,j) • Act creatively and reflectively in the world to address science, technology, and ethics. (f,i) • Assess and direct your own learning, and reflect on that process. (i)These map, as noted above

Conference Session

Mechanical Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Reddy, University of San Diego; Breanne Przestrzelski, University of San Diego; Susan M. Lord, University of San Diego; Imane Khalil, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

to develop and implement workable, appropriatesolutions [7], and that failures to do so can have consequences for their technologies [8]. Whileability to reflect on the context of engineering solutions is associated with their success in theprofession [9], training students to do this—and doing so in ways that are well-integrated into therest of a course—is by no means easy. As historian Atushi Akera has pointed out, althoughcurrent ABET criteria would ideally be considered a space for supporting educationalinnovation, these criteria are often just another set of requirements that educators must developstrategies to meet [10]. Indeed, ABET’s shift to focus on students as emerging professionals hasvaluable outcomes [11], but includes many

Conference Session

International Collaborations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

International

. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she co-directs the

Conference Session

Active Learning and Undergraduate Research in ET

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Mirim Kim, Texas A&M University; Jyhwen Wang, Texas A&M University; Myeongsun Yoon, Texas A&M University

Tagged Divisions

Engineering Technology

knowledge “through the transformation of experience” 1. To understand the cycle, anunderstanding of the four basic kinds of experience modes is needed: concrete experience (CE),reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE).A different learning process is conducted depending on which aspect of experiences affectindividuals 12. The ideal experiential learning cycle will have a learner "touch all the bases" 12 ofthe cycle seen in Figure 1. In diverse fields, several positive effects Concreteof experiential learning have been proven. ExperienceExperiential learning benefits learners withproper exercises. For example, researchexperiences increased

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte; Jean L. Coco, University of North Carolina, Charlotte; Mehdi Miri, University of North Carolina, Charlotte; Robert W. Cox, University of North Carolina, Charlotte

Tagged Divisions

Liberal Education/Engineering & Society

Page 24.729.2of instructors’ written feedback and students’ written reflections on electrical engineeringstudents’ speaking skills. Four design courses—sophomore, junior, and two senior designclasses—provided the project’s framework. The research involved assessing the presentations ofa select group of project students and an equal number of control group students, beginning withthe sophomore design class and continuing through the two senior design courses.The project students received feedback via an analytic rubric. The benefits of using rubrics areshown in Conrad et al 7. The Project students viewed their videotaped presentations and wrote areflective paper on their performances. The control group did not receive feedback, althoughtheir

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 1: Robotics and Bio-Inspired Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monsuru O. Ramoni, Navajo Technical University; Jonathon Chinana; Ty Shurley, Navajo Technical University; Kathryn Hollar, Harvard John A. Paulson School of Engineering & Applied Sciences

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

integrating entrepreneurially minded experiential STEAMlearning into a second-year engineering course - Design & Manufacturing Processes I. A total ofsix students enrolled in the course. The project required students to develop engineeringactivities to highlight water pollution via the design, fabrication, and programming of softrobotic fish. During one semester, students formed teams to work on project tasks, includingsketching out a fish, designing a mold (fish) in Solidworks, 3D-Printing the mold, fabricating thefish (pouring silicone into the mold), testing the fabricated fish, programming the fish forblinking light and vibrations. A metacognitive photovoice reflection was used to assess theproject's impacts. The preliminary thematic analysis

Conference Session

International Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johnny C. Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Natali Huggins; Karen Dinora Martinez Soto

Tagged Topics

Diversity

Tagged Divisions

International

Morocco, and 6) 3Australia and New Zealand. To meet the program’s goal of global engineering competencies,students visit companies, universities and are immersed in cultural and social attraction sites inthe respective host countries. In addition, students participating in the program are required tohighlight their learning and broader experiences through a reflective journal [18].MethodsTo answer the research question, we conducted a qualitative study employing the case studymethodological framework. Case study research is based on examining the context and everycomplex condition in the real-world setting of the phenomenon to have an integral

Conference Session

Software Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bruce R. Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

willing to meet with instructors outside ofclass9. Krause writes that engagement does not guarantee learning is taking place, but learningcan be enhanced if it provides students with opportunities to reflect on their learning activities10.In our project, students were encouraged to reflect on the lessons learned from the activitieseither in writing or in a class postmortem discussion.There is consensus among members of our department’s professional advisory board thatprofessional practice invariably requires strong verbal and written communication skills. Todevelop their oral communications skills, students need opportunities to present their work aswell as observe their peers doing the same. Some instructors believe that the project

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Royce A Francis, George Washington University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner, George Washington University

Tagged Divisions

Liberal Education/Engineering & Society

discourse identity. Although the rationale for developing engineering judgment inundergraduate students is the complexity they will face in professional practice, engineeringeducators often considerably reduce the complexity of the problems students face. Student workintended to train engineering judgment often prescribes goals and objectives, and demands a one-time decision, product, or solution that faculty or instructors evaluate. The evaluation processmight not contain formal methods for foregrounding feedback from experience or reflecting onhow the problem or decision emerges; thus, the loop from decision to upstream cognitiveprocesses might not be closed. Consequently, in this paper, our exploration of engineeringjudgment is guided by the

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Jane Ankeny, Northwestern University; David P. O'Neill, Northwestern University; Lisa Beckmann, Northwestern University

Tagged Divisions

Biomedical Engineering

central to thelearning objectives. Anecdotally, students that receivedthe TRAD rubric while writing their reports appeared toscore similarly on the SBG rubric as those given the SBGrubric. One possible explanation is that the TRAD rubricexplicitly requested items that were inherently required tomaster the standard and unfortunately removed the necessity for students to contemplate whichdetails were important. Nonetheless, this preliminary finding supports call for reflection ongrading to enhance future mastery.7 Student weaknesses across quarters were the sameirrespective of the grading rubric (in the areas of “problem identification” and “interpretation”)and highlighted future teaching points. Anecdotally, students with the TRAD rubric appeared

Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. American c Society for Engineering Education, 2020 WIP: Supporting Faculty Developers’ Engagement with Disciplinary PerspectivesIntroduction This work in progress presents three ways of approaching the analysis of an empiricalresearch study that explores how faculty developers engage with disciplinary perspectives. As acore element of interdisciplinary work, disciplinary perspectives represent the ways individualsmay see and approach a problem based on their unique disciplinary background and training.This paper aims to evoke reflection on faculty development as an interdisciplinary practice withimplications for the professional development and identity of faculty

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Gail Luera, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division

learning helps students learn by increasing their involvement in the process7. Activelearning techniques help students to better understand the topics covered in the curriculum8.Active learning helps students to be more excited about the study of engineering than traditionalinstruction1. The group work that often accompanies active learning instruction helps studentsdevelop their soft skills and makes students more willing to meet with instructors outside ofclass9. Krause writes that engagement does not guarantee learning is taking place, but learningcan be enhanced if it provides students with opportunities to reflect on their learning activities10.In our project, students were encouraged to reflect on the lessons learned from the

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Matthew M Johnson, Penn State University; Tiffany M. Lewis, Penn State Center for Science and the Schools; Christine M Cunningham, Pennsylvania State University; Chantal Giroux Balesdent, Penn State University

packaged into kits and delivered to eachschool. The overall objectives were to introduce teachers to engineering and engineeringpractices through participation in design and reflection activities as a “student” engaged inengineering as well as time as a teacher to reflect on teaching the activities with their students. Day 1 introduced teachers to the concept that a technology can be an object, system, orprocess that solves a problem or makes life easier and that engineers design or improvetechnologies. Then, teachers participated in the activity called “Perspiring Penguins” [43]. In it,teachers designed a habitat using materials given to them for a penguin (ice cube) to survive in aPhoenix Zoo (heat box), attempting to minimize both cost

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jennifer Mullin, UC Davis

Tagged Topics

Diversity, FYEE Conference - Paper Submission

undergraduate degrees. Giventhe general lack of hands-on design experiences in lower division coursework across the Collegeof Engineering (COE) departments and the need for an oral communication elective prior tosenior year, the Introduction to Engineering elective was piloted in Fall 2016.The 4-unit active-learning project-based course was targeted towards lower division engineeringstudents across all majors with emphasis on oral communication skills through a hands-on team-based design project. Communication and engineering design content was delivered in the twiceweekly larger lecture sessions where discussion and reflective activities where emphasized.Hands-on design and team-based activities were facilitated during the weekly studio sessions forup

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

-LearningService-learning can be defined as a type of experiential education in which studentsparticipate in service in the community and reflect on their involvement in such a way asto gain further understanding of course content and of the discipline and its relationshipto social needs and an enhanced sense of civic responsibility7. The pedagogy of service-learning has four key characteristics. They are: service, the academic connection,reciprocal partnerships, and analysis or reflection8.Service - A central component of the service-learning experience involves serviceopportunities that meet the needs of the underserved in a community and/or contribute toprojects for the common good of the community. In engineering, service can take manyforms, from

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gene Hou, Old Dominion University; Feifei Zhong, Southwest Jiaotong University; Orlando M. Ayala, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

traditional,descriptive ones. Furthermore, as new technologies continue to progress rapidly and coursecontent and laboratory instrumentation continue to evolve in order to keep pace, laboratorymanuals will also have to be revised frequently in order to stay relevant and effective. A laboratory manual revision process was developed in this study in order to supportthese new types of laboratory classes. It is a four-step process, which includes: 1) CollectingAudience Responses, 2) Scaffolding the Class Project, 3) Project Report Writing Requirementand 4) Peer-Review and Reflection. This development was carried out based upon the technicalwriting framework, as it is believed that technical writing can promote critical thinking andactive learning

Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Earl Weidman, Brigham Young University ; Clifton B. Farnsworth, Brigham Young University

Tagged Divisions

Construction

simulated projects possess the potential to provideunique learning opportunities particularly, designed experiences triggering different emotionswithin the structures of the traditional classroom.KeywordsExperiential learning, simulations, constructionIntroductionThis paper discusses the use of a small-scale design-bid-build project simulation to provideexperiential learning for construction management students in the College of Engineering andTechnology at Brigham Young University. Experiential learning opportunities like this allowstudents to explore the implications of principles and theories of the industry by learning in theclassroom through their own direct, lived experience in a low risk setting. Reflecting on theirexperiences helps them

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Stephanie Sheffield, University of Michigan; Magel P. Su, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

self evaluations  Feedback based on those evaluations  A Gantt chart to plan project tasks and timelines  Peer mentors  Reflections on teamwork topics  Mid-semester progress meetingsIce Breaker and Communication Activity. Teams are revealed during lecture, at which pointstudents are encouraged to take seats near their new teammates and quickly exchange names andcontact information. After the teams have a few minutes to chat, we introduce a teaming activity:a logic grid puzzle with 30 written clues, divided as evenly as possible among the team memberson slips of paper. Our puzzle was adapted from [11], and we have made our version availableelectronically [12]. Generally, our students seem familiar with this type of

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha D. Mallette P.E., Oregon State University; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Liberal Education/Engineering & Society

evidence-based conceptsand practices, the activities were designed to be directly relevant to the course material, designedto enrich, not simply amend, course content. All efforts were based upon a conceptualframework for teamwork knowledge, skills and functionality that moves the knowledge ofteamwork into the practice of teamwork. The aim is for students to develop sustained practices incommunication, inclusion, self-reflection, conflict management and team norming. Here wereport progress of our efforts in the senior year, including discussion of assessment data, and endwith a brief view towards the longer-range goal of stretching the teaming instruction across thefour-year programs.Keywords: Teamwork, Engineering, Evidence-based

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amit Jain, Boise State University; Noah Salzman, Boise State University; Donald Winiecki, Boise State University

Tagged Topics

NSF Grantees Poster Session

Engineering Education from Purdue University.Dr. Donald Winiecki, Boise State University Don Winiecki, Ed.D., Ph.D. is the ‘Professor of Ethics & Morality in Professional Practice‘ in the Boise State University, College of Engineering. He teaches undergraduate and graduate courses in ‘Foundational Values‘ and ‘Professional Ethics‘ in the Computer Science Department and Organizational Performance & Workplace Learning Department in the Boise State University College of Engineering. His research focuses on the attributes of technology and technology-in-use as a reflection on, and an influence on social morals and social ethics. c American Society for Engineering Education, 2019

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Shannon K Reynolds

Tagged Divisions

Civil Engineering

by the authors. In thispaper, the module is described and its effectiveness is assessed using a new civil engineeringsustainability literacy questionnaire, quality of Envision application to the student project, andinstructor reflection. The module and the questionnaire are described in the next section followedby presentation of the results of the assessment.Module DescriptionThe sustainability module described herein builds on a previous set of sustainability curriculummodules by the lead author, which included a lesson on sustainability in the capstone designcourse. The lead author noted the need for increased application of sustainability knowledge andtechniques in the capstone design course to complement the overview lesson. This

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Robert Bruce P.E., Fulbright University Vietnam; Sebastian Dziallas, Fulbright University Vietnam

Tagged Divisions

Liberal Education/Engineering & Society

acceptance of liberal arts or active learning concepts in relation to this community.Complementary to this analysis is reflective qualitative remarks from the student body in theform of individual comments submitted after course completion. Through analysis of results therefinement of the programming in this unique first year interdisciplinary program can be furtherdata driven and hopefully lead to improved understanding of the intricacies of combined liberalarts – active learning – engineering environments.IntroductionEducation as a genre can be self-defined with a pedagogical dimension that is forever in searchof further understanding. This ever-present shifting of perspective on variety and applicability ofeducation styles has afforded an

Conference Session

Chemical Engineering in K-12 and the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tommy George, Harvard University; Alexander Seth Klein; Kristen B Wendell, Tufts University

Tagged Divisions

Chemical Engineering

3D modelling software, justifying theirdesign choices by considering reactor volume and geometry favorable for mixing. Throughoutthese activities, learners were curious and engaged, thoughtfully weighing and selecting designchoices, offering and debating new ideas, and raising questions to be answered throughout therest of their chemical engineering studies.Designing this workshop, we aimed to activate the existing knowledge, skills, and motivations ofthese learners as resources for building knowledge about the chemical engineering discipline andfor identifying and practicing skills for creative and productive engineering design. Moreover,these learning experiences followed a cycle of reflection and action to support collaborativelybuilding

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Benjamin Simon, Georgia Institute of Technology; James Field; Lauren Stewart, Georgia Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

around student teamingis the distinction between academic settings and the environments students will experience inprofessional settings. This omission is problematic when juxtaposed to the motivation behindmuch of educators' work: to better prepare engineering students for the profession ofengineering. If classroom settings continue to be just that, students will continue to be ill-equipped for their transitions into the workforce. This paper tests a unique approach to studentteam formation, reflective journaling, and final grading by mimicking certain aspects of theprofessional setting in the classroom – especially as it relates to team formation, projectmanagement, and feedback. This work builds on a previous work-in-progress paper that

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Campbell, Oklahoma State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

, and we’re looking into fixing it” [7].Due to the issues encountered with the first exercise, students did not complete the assignment andwere instead asked to focus their attention on writing a reflection on why AI Chatbots may not beready to produce graphs within Excel at this time. Students also reflected on the issues theyencountered when trying to complete the assignment and if they felt they could have accomplishedthe task in Excel faster and more accurately without the assistance of the AI Chatbot. The feedbackreceived overwhelmingly suggested that AI Chatbots are not ready to produce VBA code thegenerates graphs within Excel for the time being and creating these graphs manually may be a betteroption since it would be faster and result

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Shaw Courter, University of Wisconsin, Madison; Lauren Seabury, University of Wisconsin, Madison; Benjamin Lee; Gregory Alan Payne; John A. Hoopes, University of Wisconsin, Madison

Tagged Divisions

Civil Engineering

a presentation; (3) review feedback and revise slides; and (4) write and post areflection. This assignment enables students to • Demonstrate their understanding of a specific fluid mechanics concept; • Apply a specific fluid mechanics concept to a real-world situation; • Communicate their application in a clear, concise manner to their peers; • Design visuals to accurately demonstrate a concept; • Provide and accept constructive criticism; and • Reflect on their learning.The App was introduced in fall 2010 to improve both instructor teaching and student learningand to connect learning outcomes more explicitly with engineering practice. The App integratedthe core principles of effective teaching and learning with