Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Virginia Westheider, University of Cincinnati

Tagged Divisions

Educational Research and Methods

experience to abstract conceptualization and theformulation of meaning along a continuum from reflective observation to active experimentation.Kolb’s model describes an idealized learning cycle that includes all elements in the model -experiencing, reflecting, thinking and acting – in a recursive cycle as illustrated in Figure 1. Concrete Observation & experience reflections Testing implications of Formation of concepts in new abstract concepts situations and generalization

Conference Session

Projects in Manufacturing Curriculum

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Shraman Kadapa, Drexel University (Eng. & Eng. Tech.); Tzu-Liang Bill Tseng, University of Texas, El Paso

Tagged Divisions

Manufacturing

, DoEd, KSEF and LMC. He is currently serving as an editor of Journal of Computer Standards & Interfaces. c American Society for Engineering Education, 2017 Surface Characterization in the Engineering CurriculumIntroductionEvery material, part, component, device, and system has surfaces and interfaces. The surfaceand interface properties (e.g., roughness, structure, optical reflection, emissivity, and cleanliness)often play a crucial role in the performance of many technologies. Despite its practicalimportance, surface characterization is a comparatively neglected subject in engineeringcurricula. Further, characterization of surfaces is an excellent vehicle for teaching metrology,statistical

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ann D.. Christy, Ohio State University; Oladiran Fasina, Auburn University

Tagged Divisions

Biological & Agricultural

Storage and Handling. He has been a faculty at Auburn since 2002. c American Society for Engineering Education, 2017 Student ePortfolios for undergraduate professional development: A comparison of two programsElectronic student portfolios (i.e., ePortfolios) promote professional development by causingstudents to reflect on what they have learned, integrating their often seemingly disconnectedcoursework, and constructing their own understanding of their chosen profession. Portfolioassignments can be useful for encouraging student self reflection and documenting achievementof student learning outcomes, especially those outcomes that are more difficult to assess such ascommunication

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

graduationrequirements. The goal of the initiative (the Experiential Learning Framework) is to providestudents with a framework to intentionally explore learning opportunities, engage meaningfullyin experiences, reflect on what they have learned, and communicate the value of the corecompetencies they have developed. As most Michigan Engineering undergraduate studentsparticipate in experiential activities, the framework aims to provide students with richer andmore meaningful experiences and more intentional engagement and reflection. This paperprovides an overview of activities to date, key challenges, and possible paths forward.Introduction and OverviewNumerous institutions are focusing on expanding experiential learning opportunities (e.g., client-based

Conference Session

ET Administrative Issues

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Freije, Indiana University-Purdue University of Indianapolis; Barbara L Christe, Indiana University-Purdue University of Indianapolis; Elaine M. Cooney, Indiana University-Purdue University of Indianapolis

Tagged Divisions

Engineering Technology

research grants can offer faculty members the opportunity to explore potential solutions toautomate the collection of student outcome evidence as needed to support ABET assessmentplans. This paper explores the results of two such grants that sought to utilize a studentelectronic portfolio to archive evidence and seamlessly aggregate the evidence for assessmentpurposes. In addition, the integration of an electronic portfolio, the ePDP, could promote bothABET assessment data collection as well as reflective activities to assist students in viewing thecurriculum as a developmental process, aggregating evidence over the enrollment years.However, the research activities exposed several flaws. Taskstream DRF template did notfacilitate seamless

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators

building near engineering class at the same time, weekly meetings between instructors ensures common message 3 5-7 4-5:1-2 Tissue Primary literature to guide club topics improves engineering w/ connection to biomedical engineering, weekly 3D printers, reflection questions on virtual community may be cardiovascular excessive, in-class work time is helpful, don’t mechanics neglect weekly instructor meeting!Year OneUndergraduate students worked on cross-disciplinary teams of ten to sixteen

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Student

Experience(REEFE) during my graduate educational journey on “who I am” and “who I want to be” as anaspiring faculty member in the engineering education community. The autoethnographic studyincludes analysis of interviews conducted at the beginning, middle, and end of the professionaldevelopment experience and weekly reflective journals to identify significant interactions thatinfluenced my construction, negotiation, or rejection of professional identities. In addition, thepaper discusses how my identity development through this experience has informed mydissertation direction for degree completion. This study intends to highlight the benefits ofprofessional development opportunities through avenues beyond coursework and researchprojects to encourage

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University

Tagged Divisions

First-Year Programs

reflect our Engineering Clinic activities that are offered to ourincoming freshman engineering students. As such a brief overview of the Rowan engineeringclinics is provided below:Rowan’s engineering programs include hands-on, team-oriented laboratory and real worldexperiences with a strong interdisciplinary component. All engineering students take eightsemesters of required Engineering Clinic Courses4-5 a unique component of the engineeringprogram. Key clinic features include:• Creating inter- and multi-disciplinary experiences through collaborative teamwork,• Stressing innovation and total quality management (TQM) as the necessary framework for solving complex problems,• Incorporating state-of-the-art technologies throughout

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Kathleen Sernak, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

engineering content in K-12 education through professional development activities, and• Serve as a national model for other undergraduate institutions in integrating engineering content in K-12 education.This is the first university initiative to integrate engineering content in the middle schoolcurriculum and train teachers regarding engineering concepts as well as the identification ofstudents with potential to become engineers. The ECT program is being funded by a generous Page 12.620.2grant from the Martinson Foundation.Rowan’s Engineering Clinic ProgramThe ECT program activities reflect our Engineering Clinic activities that are offered

Conference Session

Computer Engineering Technology Curriculum

Collection

2007 Annual Conference & Exposition

Authors

Pedro Leite, Kansas State University-Salina; Beverlee Kissick, Kansas State University-Salina

Tagged Divisions

Engineering Technology

should look like. Although the authors wereapproached several times with the familiar question “Just tell me what you want …”Students were instructed on basic online research especially concerning reputable online data andinformation. It was also suggested that students read Friedman’s The World Is Flat9 and threeother especially selected articles to sparkle their interest as well as to place the project in someperspective10, 11, 12.The assessment component of the project included: • Pre- and post-test that attempted to measure changes in attitudes toward and perceptions of workplace diversity. • A paper in which students self-reflected on their learning experience. Students were asked to address how this learning experience

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

Tagged Topics

NSF Grantees Poster Session

progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Stephanie Farrell, Rowan University

Tagged Divisions

Chemical Engineering

.  Students completed the assignments in teams of three and submitted one solution per team.  However, in addition, each individual student was required to write an abstract for each problem.  In the abstracts, students summarized the purpose of the problem, the system under consideration, the known and unknown information and the solution procedure.  There were two purposes to assigning the abstracts.  First, it was hypothesized that requiring students to write about their problem solutions in a reflective way could foster a more thorough understanding of the processes being modeled, and instill in students a conscious recognition of effective problem‐solving strategies.  Second, it was hypothesized that the abstracts would provide an effective tool

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Nashwan Younis

Session 1566 STRESS ANALYSIS EXPERIMENTS FOR MECHANICAL ENGINEERING STUDENTS Nashwan Younis Department of Engineering Indiana University-Purdue University Fort Wayne Fort Wayne, IN 46805-1499AbstractThis paper examines the experimental determination of assembly stresses in members utilizingthe optical method of reflected photoeleasticity. It is essential that students understand the basicconcepts in Mechanics of Materials; the paper discusses experiments that can be used byadvanced undergraduate

Conference Session

Design in BME Education

Collection

2010 Annual Conference & Exposition

Authors

Nur Ozaltin, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Biomedical

projects. The data consisted of twice weekly reflections of the activities that studentteams engaged in during their design process, as well as open-ended comments about theirdesign progression. This data was then collapsed into Dym’s model from which empiricalassociations were made between the various stages. Coupled with the teams’ open-ended weeklyreflections, we were able to identify educational patterns that potentially lead to higher or lowerquality designs. Based on their final artifact, teams were judged to be innovative or non-innovative. We found that differences exist between those teams innovative non-innovativeteams. This paper reports these findings.IntroductionInnovation is highly important as competition between companies and

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

balancing state academic standards expectationswhile considering new content contexts including engineering design.This paper will provide an overview of the capstone course content, specific teachers'experiences throughout the course based on written reflections, and the preliminary analysis ofthe implementation of a teacher created integrated STEM unit in their own classrooms. Writtenreflections were gathered throughout the course. These reflections, in conjunction with thecourse goals, provide the framework for classroom observations. Preliminary data collected fromwritten reflections, surveys, interviews and classroom observations are included

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback

Conference Session

Student-Centered Information Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Ruth E. H. Wertz, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette

Tagged Divisions

Engineering Libraries

advanced students and experts in engineering are more likely to gather information than first year engineering students. To determine whether students perceive this behavioral difference, first year (n= 158) and junior (n=154) engineering students were given the Self-Assessment of Problem Solving Strategies (SAPSS). This instrument was designed to measure students’ reported behaviors in gathering, locating, reflecting on, and using information. The factor structure of SAPPS was examined with exploratory factor analysis, which supported that students have distinct areas of information literacy. First year and junior engineering student scores were compared through an independent t-test. The results indicate that there is no

Conference Session

Global Perspective and Experiential Learning in Civil Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Sue Niezgoda P.E., Gonzaga University

Tagged Divisions

Civil Engineering

Education, “Experiential education is aphilosophy that informs many methodologies in which educators purposefully engage withlearners in direct experience and focused reflection in order to increase knowledge, developskills, clarify values, and develop people's capacity to contribute to their communities.”1 TheExperiential Learning Theory (ELT) highlights “experience” as a key role in the learningprocess.2 The ELT process is an integrated cycle of gaining knowledge through a ConcreteExperience (CE), upon which is the basis for Reflective Observation (RO), followed bygathering these reflections through Abstract Conceptualization (AC) to develop inferences andgenerate new experiences of Active Experimentation (AE).2

Conference Session

Multidisciplinary Design

Collection

2003 Annual Conference

Authors

Stephen Peretti; Paula Berardinelli; Naomi Kleid; Deanna Dannels; Chris Anson; Lisa Bullard; Dave Kmiec

members who were unable to attend that module(members from other disciplines who had class at that time) were asked to relay information totheir team members during the team’s normal meeting times. Teaming instruction focused on fourcontent areas: creating team ground rules, the stages of team development (forming, storming,norming, performing), establishing team roles, and writing team minutes. Throughout the course,multidisciplinary teams had to complete three team assignments: team minutes and logs, peerreview sheets, and reflection assignments. Team minutes and logs detailed what happened atteam meetings in terms of the design progress. Peer review sheets were assignments wherestudents had to evaluate other team members so that the advisor

Collection

2001 Annual Conference

Authors

Nicholas Arcolano; Richard Vaz

, reflection on learning achievement, and learning independently. These sevenoutcomes were then used to structure the course, and to provide a focused basis for assessment oflearning and continuous improvement.A significant component of the course involved independent student project work; each studentcompleted three projects, each of which involved learning advanced topics not discussed in class.Each project also involved substantive use of Matlab and Simulink software, which the studentswere also expected to learn independently. Finally, each project culminated in a writingassignment in which the students were challenged to consider what they had learned, how newmaterial fit into their previous knowledge base, and how this learning process related

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Edward Wheeler; Cliff Grigg; Zachariah Chambers; Richard Layton

which state that the assimilation of new knowledge is aided by connecting to an existing base of knowledge. 4,5 We need to bring these established educational ideas to the engineering service course. It is crucial that these students tie the knowledge gained in these service courses to that of their major discipline. 5. We should help our students develop the capacity for reflective thought. It is well known that reflection and self-assessment is an essential aspect of constructing knowledge and meaning. Long ago, John Dewey emphasized the importance of reflective thinking as an educational goal.6 He argued that students should be asked to reflect, to perform self- assessments of their

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin W. Kile, Quinnipiac University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

responding to others verbal and nonverbalcommunication. These aspects were identified, by the author, through conversations withemployers, practicing engineers, and recent graduates. Although the key areas are easily agreedupon, how best to satisfy them during a conversation is open to some interpretation by theindividuals involved in the conversation. Therefore, the goal of the activities is to get students tothink and reflect on how they communicate, how others communicate, successfulcommunication, poor communication and goals of professional communication. Hopefully,through this thought and reflection, the students will become aware of their communicationstyles and can become better communicators

Collection

2024 South East Section Meeting

Authors

Natalia Cardelino, Mercer University; Laura E Moody, Mercer University

Tagged Topics

Diversity

reflection [3].The service provided can take many forms. It may include a community project, communityeducation, or the administration of a community survey to understand what problems need to beaddressed [4]. The academic connection refers to the learning aspect students gain throughcoursework and hands-on experiences, and is oftentimes, multidisciplinary. The reciprocalpartnership between the university and the community partner must be beneficial for both. Onechallenge of service learning versus traditional capstone projects is that a meaningful, ongoingrelationship with the community must be maintained [4]. In addition, many projects cannot becompleted in a single course and need the buy-in from the local community to ensure their long-term

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joreen Arigye, Purdue University; Alejandra J. Magana, Purdue University at West Lafayette (COE); Joseph A. Lyon, Purdue University; Elsje Pienaar

Tagged Divisions

Educational Research and Methods Division (ERM)

self-assessment of whether or notthey are confident in their ability to write and debug simple programs” [p. 125]. Self-concept is“a composite of self-perceptions that one can be a good programmer, which is formed throughexperience with and interpretations of one’s environment” [p. 125]. Interest is “the extent towhich an individual enjoys engaging with programming-related activities”[p. 124]. Anxiety isthe “self-reflected state of experiencing negative emotions, such as nervousness or helplessnesswhile writing and debugging programs” [p. 125]. The programming aptitude mindset represents“the strength of a learners’ belief in the notion of a fixed programming aptitude (e.g., aptitude isinherent and cannot change)” [p. 125].The implications of

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Melissa McCabe, University of Dayton; Vincent Lewis, University of Dayton; Rebecca Blust, University of Dayton; James Brothers, University of Dayton; Phil Doepker

shows that the program is creating value for their startup companies. Consequently, theprogram received an additional donation of $100,000.1. IntroductionExperiential learning enables students to engage in a substantial experience and reflect on thatexperience "until they can create abstract conceptualizations that link the experience to previousexperiences, which ultimately results in active experimentation when the student determines howthey will put the experience into future actions" [1]. Experiential learning thus is a very activemethod of learning, contrary to the typically passive classroom environment where students listento lectures and do not participate in reflective activities on the material presented. Experientiallearning commonly

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jorge Loyo Rosales, Rice University; Maria Raynal Gutiérrez, Tecnologico de Monterrey (ITESM)

independent organizations such as ABET. International coursecollaborations able to fulfill these goals are challenging under regular conditions, but the COVID-19pandemic and the migration to virtual learning in both Mexico and the United States presented anopportunity to test multinational collaboration during a regular course context. In the Fall 2021, wepiloted a month-long collaboration between two engineering courses at Rice University (US) andTecnológico de Monterrey (Mexico). This collaboration was designed to meet the two student outcomesstated above in the context of UN Sustainable Development Goal 6 using COIL. A series of activitieswere designed to promote student reflection on topics such as the cultural, social, and technical

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania

was identified as “technologically challenged”, which may not always best reflectthe characteristics of upper-level engineering students.Given the challenges outlined above regarding online courses, and more specifically onlineengineering laboratory courses, the goal of this exploratory study was to assess the use of Gatherin creating an online environment conducive to peer learning and as-needed support.Additionally, students were asked to reflect on their perceived sense of community within thecourse and the contribution of Gather to this perception.MethodsThe Gather platform was introduced in an online, upper-level, bioengineering laboratory electivecourse on medical devices as the primary meeting “location” for laboratory work. The

Conference Session

Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen T. Frezza, Gannon University; Justin Michael Greenly, Franciscan University of Steubenville

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

,implementing and/or making operational the product. When considered in toto, having this (orany) marker for goodness provides a bridge between ethics and the actual business ofprofessionally-conducted engineering, and consequently the development of a competent,professional E/C professional.Competence, at some level is always our judgment on the values that we expect of the engineer,reflected through how they go about engineering. In essence they are a reflection on thegoodness of the engineer, yet these are always judged in the context of the state of the art,meaning the goodness of the engineering process applied. But it is in the choices of the engineersthemselves that the connection between the goodness of the engineering and the goodness of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

Tagged Topics

NSF Grantees Poster Session

the Southwest embarked on a study of how the introduction ofmetacognition and strategies on “learning how to learn” to engineering students could impacttheir performance in class. Our preliminary data indicates that 75% of freshmen, 50% ofsophomores, and 35% of juniors do not routinely adopt effective study strategies. Our NSF-funded research project focuses on freshman students enrolled in Engineering 100, Introductionto Engineering, which is part of the innovative First-year “Engineering Experience” program.Along with improving instruments to assess metacognitive thinking, we are developingminimally-intrusive interventions including a workshop, handouts, and reflective writingdesigned to improve students’ metacognitive awareness (their