Collection

2000 Annual Conference

Authors

Nisreen Ghaddar; Nassir Sabah; Jamal Abed; Fouad T. Mrad

, and employers).The educational objectives are translated into program educational outcomes reflecting theacquired skills of graduates. Continuous assessment is needed to demonstrate that the outcomesare being measured, and to provide evidence that the results of the assessment are being appliedfor further development and improvement of the program. The ultimate goal of the Faculty ofEngineering and Architecture (FEA) at the American University of Beirut (AUB) is toinstitutionalize quality assurance as an ongoing process for continuous improvement in pursuit ofexcellence.The desire and ability to engage in life-long learning has assumed such importance in recentyears so as to be singled out as a separate educational outcome in EC 2000. Life

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Untra Corporation; David Delaine, Drexel University; David Hansberry, Drexel University

Tagged Divisions

Educational Research and Methods

body and maximizelearning outcomes.Figure 3: Relative proportions of Active and Reflective Learners among Current BiomedicalEngineering Students at Drexel (Active learners prefer to learn through engaging in a physicalactivity or discussion while reflective learners are more comfortable using introspectivetechniques11)Initial results from the proof-of concept trials have begun to provide insight into the depth ofinformation available from these suggested practices. Data from the Myers-Briggs showed thatas the students progress through the program, they become more satisfied with how and whatthey are learning. An approximate rating of 1.75 satisfaction for freshmen develops intoapproximately 3.0 for upperclassmen on a scale 1 to 4. The

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University Math Dept.

outcome is on: Formulation and solution of mathematical models describing the behavior and performance of physical, chemical, and biological systems and processes; and use of basic scientific and engineering principles to analyze the performance of processes and systems. (Besterfield- Sacre et al., 2000)Central to the framework is the understanding that true learning cannot be measured withoutobservable behavior. Each learning outcome must reflect the integration of the cognitive and thebehavioral – the knowing and the doing.Further, research has shown that what students think about their learning experiences (attitudinaloutcomes) is also a critical component in understanding student performance, especially in thefirst year

Conference Session

Developing Young MINDS in Engineering - Part I

Collection

2010 Annual Conference & Exposition

Authors

Tanya Ennis, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Beth Myers, University of Colorado, Boulder; Jacquelyn Sullivan, University of Colorado, Boulder; Diane Sieber, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Ann Scarritt, University of Colorado, Boulder

Tagged Divisions

Minorities in Engineering

College of Engineering andApplied Science enrolls 3,059 undergraduate and 1,162 graduate students. Among engineeringundergraduates, only 8% are underrepresented minorities (URM), 21% are women, and about15% are first-generation college students. Even though 25% of Colorado high school graduateswere underrepresented minorities in 2008, enrollment of such students in our college remainedunchanged for a decade, at 7.6% in 1999 and 7.9% in 2009. Enrollment of femaleundergraduates has also remained flat over this period, at 21%. This enrollment condition isgenerally true nationwide: even as college campuses are becoming more diverse, engineeringcollege demographics have been stubbornly resistant to reflecting the nation’s demographics.Inadequate pre

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

of closed-ended fundamental of engineering type problems, to the starting of the execution of student designed deeper learning activities. Learning activities during these phases include “learning conversations” (daily scheduled 2 hour faculty led or student led active learning workshops), one on one faculty conversations, workshops by external experts such as practicing engineers, peer group learning, self guided research and learning, problem solving sessions, and reflection. Figure 2. Approximate time on task for learning activities vs. project execution during semester. • Upon reaching the completion of the personal model development, students stand for an oral exam where high levels of

Conference Session

Design Education II

Collection

2010 Annual Conference & Exposition

Authors

Martin McCarthy, University of Auckland

Tagged Divisions

Manufacturing

-workers, etc.In a later work Herrington 26 defined the critical features of situated learning for computer-based instructional design and wrote that situated earning environments must, together withother elements, provide an authentic context that reflects the way the knowledge will be usedin real-life and provide, also, authentic activities that mirror real problems. Other elementsincluded providing authentic context that reflects the way knowledge will be used in real-life,providing authentic activities, providing multiple roles and perspectives for students toobserve, and assisting the collaborative construction of knowledge with peers and others.These elements were used as guiding design criteria in the design of the virtual enterprise

Conference Session

Developing Young MINDS in Engineering - Part II

Collection

2010 Annual Conference & Exposition

Authors

Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Arturo Fuentes, University of Texas, Pan American; Cristina Villalobos, University of Texas, Pan American; Stephen Crown, University of Texas, Pan American; Robert Wrinkle, University of Texas, Pan American; Olga Ramirez, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American

Tagged Divisions

Minorities in Engineering

(thelearning tasks and desired knowledge outcomes are presented – allows for pre-assessment andserves as a benchmark for self-assessment in the Reflect Back step), 1. Presentation of Challenge(the student is provided with information needed to understand the challenge), 2. Generate Ideas(the students work alone and/or in teams to express what concepts or knowledge they think isimportant in solving the challenge – learner and community centered), 3. Multiple Perspectives(thoughts of various experts and/or simulations are presented to the students – community andknowledge centered), 4. Research and Revise (reference materials and formative assessmentarticles are presented to assist the student in exploring the challenge – knowledge and learnercentered

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Robert Homolka, Kansas State University, Salina; Greg Stephens, Kansas State University, Salina

Tagged Divisions

Mathematics

Washington; DawnWilliams, Howard University; and Ken Yasuhara, University of Washington conducted aresearch project supported by the National Science Foundation to explore storytelling inengineering education. They found storytelling can provide an important instructional method forengineering educators and they encourage taking storytelling research forward so others canbuild on their ideas. “Simply put- our stories matter—and storytelling provides a vehicle forscholarly discourse that makes explicit knowledge, promotes reflective practice, and providesentry points into a community of practice.”28Storytelling is also now being applied in the business, industrial, and corporate world bymanagers and human relations specialists for employee training

Conference Session

Chemical Engineering Education: Underclass Years

Collection

2010 Annual Conference & Exposition

Authors

Valerie Young, Ohio University-Athens

Tagged Divisions

Chemical Engineering

- - 1 Have not heard - - 7 Page 15.1118.9It is disappointing to see SI participation apparently unaffected by easy access and positivestudent perceptions. This could be a positive reflection of the accessibility of the mathinstructors, particularly of the instructor hired in 2009-2010 by the Russ College to teach mathsections exclusively to engineers. 7/19 respondents who were enrolled in Math in Fall went tosee the instructor at least once for help (including 4/9 enrolled in engineer-only sections),compared to only 2/13 respondents enrolled in chemistry. It could also reflect an

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Rajesh Ganesan, George Mason University; Philip Henning, James Madison University; Donna Sterling, George Mason University

Tagged Divisions

K-12 & Pre-College Engineering

development * Ability to write concisely and clearly for non-scientists * Enhanced awareness of global perspective * Increase in fellow interdisciplinary knowledge and communication * Increase in the ability to work in heterogeneous teams * Impact on fellow research * Increase in GK12 awareness and advocacyThe surveys were designed by the external evaluator with input from the PI and a CO-PI. Thethree surveys did not present identical questions but differed in order to reflect the particularperspectives on fellow growth as seen by fellows, teachers and advisors. In addition to 1-14quantitative responses, those surveyed were asked to comment on one or more of their responsesin the last question.The

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Martin Knecht, South Texas College; Taylor Martin, Univ of Texas at Austin; Arturo Fuentes, University of Texas, Pan American; Joan Walker, Long Island University; Araceli Ortiz, Tufts University

Tagged Divisions

Mechanics

activities. In the LC, the following steps are performedand repeated:Look AheadThe learning task and desired knowledge outcomes are described here. This step also allows forpre-assessment and serves as a benchmark for self-assessment in the Reflect Back step.Challenge 1 (shown in Figure 1)The first challenge is a lower difficulty level problem dealing with the topic. The student isprovided with information needed to understand the challenge. The steps shown below representthe remainder of the cycle, which prepares the students to complete the challenge. Note thatformative instructional events can and probably should occur in each step of the cycle. Thefollowing LC steps are to motivate and engage the students: Generate ideas: Students are

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Cheryl West, UMass Lowell; John Duffy, University of Massachusetts Lowell; Manuel Heredia, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts Lowell

communityneeds.” In addition to our S-L program definition, there are a number of definitions used in theliterature (Jacoby, 1996; Bringle and Hatcher, 1995; Stanton et al., 1999; Learn and ServeAmerica, 2009). However, key elements that appear to be important to researchers andpractitioners include: projects or placements that meet academic objectives in a credit-bearingcourse, the meeting of real community needs, analysis or reflection on the part of students torelate the service to the subject matter of the course, and reciprocity with the community partner.The approach of S-L, with its roots in experiential learning, is consistent with the theories andempirical research of a number of leading educators and developmental psychologists, asdocumented

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Christopher Williams, Virginia Tech; Erin Crede, Virginia Tech; Janis Terpenny, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2010-2201: EFFECTS OF STUDENT-CUSTOMER INTERACTION IN ACORNERSTONE DESIGN PROJECTChristopher Williams, Virginia Tech Christopher B. Williams is an Assistant Professor at the Virginia Polytechnic Institute & State University, where he directs the Design, Research, and Education for Additive Manufacturing Systems (DREAMS) Laboratory. His joint appointment in the Mechanical Engineering and Engineering Education departments reflects his diverse research interests which include layered manufacturing, design methodology, and design education. As a member of an instructional team that orchestrated a service-learning design project for the first-year engineering program, Professor

Conference Session

Scholar Program Proposal/Develop Courses and Materials/Collaborations and Accredatation Systems for Global Engineering Education / Preparing Engineers for the Global Workplace and Successful Graduates for a Flat World: What Does It Take?

Collection

2010 Annual Conference & Exposition

Authors

Lueny Morell, Hewlett-Packard; Jennifer DeBoer, SPEED

Tagged Divisions

International

was a link to a 2004 paper by Dr. Jack Lohmann on the ideal engineering education13, and most of the remaining top 10 items were advertisements of engineering faculty positions looking for ideal candidates (of course, focused on research). Lohmann’s paper reflects on an article by Professor W.H. Burr, Professor of Civil Engineering at the Columbia College School of Mines in New York. (Burr’s article, published in 1894, appeared in the first proceedings of the then-newly formed Society for the Promotion of Engineering Education, ASEE’s predecessor.) Lohmann argues that although engineering curricula has not changed much in a hundred years, assuring a solid education requires a vibrant community of scholars dedicated to the continual

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Prasad Edamana, Indian Institute of Technology Madras (IIT M), India; Ajit Kumar Kolar, Indian Institute of Technology Madras; Pramod S. Mehta, Indian Institute of Technology Madras; Sujatha Srinivasan, Indian Institute of Technology Madras; Jefferey E. Froyd, Texas A&M University

Tagged Topics

Track 3 - Faculty Development

conversation to talk about observations andideas based on the video. This was highly appreciated by the participants.Data Acquisition and AnalysisIn order to analyze the impact of the various FDPs conducted in association with Texas A&M,feedback from the ninety participants of the FDPs was requested to have a database to facilitatefuture activities. One-fifth of the FDP participants responded to the questionnaire that asked:(a) To what extent had participants incorporated learning outcomes for their courses and reflections about applying learning outcomes in teaching–learning processes?(b) To what extent had participants incorporated ‘active and cooperative learning methodologies’ and reflections on its application?(c) To what extent had

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Henry Griffith, Wright State University; Riad Ajami, Director, Center for Global Business, WSU; Angela Griffith

Tagged Topics

Curriculum and Lab Development

provided by the course though the improvement of mathplacement scores, consider the scenario for a student scoring at the mode of the above sample(MPL = 2). In the current mathematics program sequence at WSU, such a student would berequired to enroll in a developmental mathematics course, thereby leaving them at least 3semesters removed from a course in mathematics which would count towards their degree. As suchcourses represent unnecessary steps towards the fulfillment of the ultimate end goal of thecustomer, it is evident that successful implementation of the EGR 1980 course reflects a uniqueopportunity to achieve the primary objective of lean process design.Based upon the unique demographics of this cohort, it is worthwhile to devote some

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

indicate successful performance in the 21st century globalprofessional engineering environment. This is critical, given the nature of the instrument, as weposit that high scores on the EPS Rubric will suggest high performance in engineeringprofessional skills in the global workplace.Table 6. Questions to Examine Validity Evidence (adapted from Moskal & Leyden 25 ) Content Construct Criterion • Do the rubric’s criteria • Are all of the • How do the scoring rubric’s criteria address any extraneous important facets of reflect competencies that suggest content? the intended construct success on related or future • Do the

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

Global Engineering Competencies and CasesWhether working on multi-national project teams, navigating geographically dispersed supplychains, or engaging customers and clients abroad, engineering graduates encounter worlds ofprofessional practice that are increasingly global in character. This new reality poses challengesfor engineering educators and employers, who are faced with the formidable task of preparingengineers to be more effective in diverse global contexts. In response, more global learningopportunities are being made available to engineering students, as reflected in gradual yet steadyincreases in the number of global engineering programs and participating students.1 Manycompanies are also offering professional development

Conference Session

Engineering Education Research and Assessment I

Collection

2005 Annual Conference

Authors

Donald Carpenter; Trevor Harding; Cynthia Finelli

index. Students who reported the pressures “cheating works”, “the materialwas too hard” and “grade pressure” reported the highest average temptation index. Thesepressure themes might be reflective of students who are more “grade-oriented” than their peers,seeing grades as the ultimate purpose of college. This contrasts with those pressures with loweraverage temptation indices, such as “lack of motivation”, “it’s not cheating” and “others neededmy help”, which are not as easily linked to a grade-oriented disposition. Table 3: Temptation index for the college setting as a function of the reported pressures and hesitations to cheat. Pressure to Cheat Temptations Hesitation to

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Joseph LaLopa; Mara Wasburn

Copyright 2004, American Society for Engineering EducationThe Benefits of Mentoring, with Some CaveatsWhen asked to reflect on their career successes, many if not most people point to role modelswho helped and/or influenced them. In academe, mentoring programs for new faculty, bothformal and informal, have grown in number in recent years.5, 6 Many of those embarking on newcareers have concerns about their competence, their ability to succeed, and their understanding ofand ability to navigate the organizational culture in which they find themselves.6, 7 They oftenfeel isolated in their new milieu, and uncertain of exactly how to fulfill their job requirements,8, 9which can ultimately lead to feelings of alienation.6Research indicates that mentored

Conference Session

International Engineering Education II

Collection

2004 Annual Conference

Authors

Eck Doerry

given communication channels. • Poor use of software tools. The MOGWI system was under-utilized. Several teams made use of the group mail alias, the Filebrowser (for sharing design documents), and the NewsPost module (to post design discussions). The Task and Workflow module received little usage, reflecting the poor coordination between local and remote team elements. MOGWI usage was highest at first, then tapered off as design and testing became more intense. Although this reflects a general tendency in student design teams to ignore “non- productive” (e.g. documentation, communication) tasks when time pressures grow, such lack of communication is particularly damaging when remote collaborators are depending

Conference Session

Integrating H&SS in Engineering III

Collection

2005 Annual Conference

Authors

Rosalyn Berne

completely different field of knowledge[3] . When referring to a particular aspect of the field, some researchers would reply “that’s Drexler”, or “that’s physics”, reflecting their belief that this isn’t truly nanoscience. Hence, there are different degrees of belief in the existence of the nano field itself, and in the multidisciplinary aspect of this field also. On the other hand, when the researchers are asked to talk about their work, what they do, and what they invent, there is a unique element that comes up. Indeed, the discourse suggests another revolution in terms of economics, social implications, laws of physics and chemistry, and devices soon to be created. There are those researchers who do claim that the field instills never

Conference Session

Engineering in High School

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

engineeringand engineering education. Should these ideas prove useful to a beginning teacher who isworking with a very complex and important subject matter, it would lend considerable supportfor this sort of curricular integration.Theoretical framework“Reasoning scientifically” or “thinking like a scientist” are two expressions frequently used byeducators to describe an important, long held and almost universally shared educational goal; seeDewey [1]. Recent suggestions for reform in science education such as those from AAAS [2],or NRC [3], reflect this by making scientific inquiry a primary learning goal and alsorecommending that the actual conduct of scientific inquiry serve as a core instructional strategy.“Reasoning scientifically” and “thinking

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

engineeringand engineering education. Should these ideas prove useful to a beginning teacher who isworking with a very complex and important subject matter, it would lend considerable supportfor this sort of curricular integration.Theoretical framework“Reasoning scientifically” or “thinking like a scientist” are two expressions frequently used byeducators to describe an important, long held and almost universally shared educational goal; seeDewey [1]. Recent suggestions for reform in science education such as those from AAAS [2],or NRC [3], reflect this by making scientific inquiry a primary learning goal and alsorecommending that the actual conduct of scientific inquiry serve as a core instructional strategy.“Reasoning scientifically” and “thinking

Conference Session

Programming for Engineering Students

Collection

2005 Annual Conference

Authors

Eric Hamilton

resonance in the class. It wasboth easier and harder she decided, and certainly more complex. But more rewarding. She feltmore challenged and knew that her students were functioning at a higher level throughout theclass than they ever had before. Yes, more challenging and more rewarding.She would share these reflections at the weekly CS105 debriefing. Her own agent functioneddifferently from the student agents. It had kept track of some vital information from the class,and would help her discussion. These debriefings were becoming one of the most importantparts of her week. Page 10.604.4Scenario Discussion Proceedings of the 2005 American

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

James Sherman

the academicachievement of their child in this College, this factor had the highest numerical countoverall and had the highest level of concern by both male and female parents. Thiscomes despite the child’s high school academic achievements, high test scores, andacceptance into this College. This choice is most likely to be reflective of parentconcerns over the academic preparation of their child, the quality of the child’s secondaryschool education, their perception of the child’s study habits and skills, and the perceivedrigor of an engineering undergraduate education. The literature referenced on parentalinvolvement contains several references to parent concerns with how their child mightperform in a competitive curriculum in college.The

Conference Session

Design in the Engineering Core

Collection

2002 Annual Conference

Authors

Hamid Hadim; Sven Esche

EducationStevens Institute of Technology is currently in a phase of dynamic transformations of all itseducational offerings in light of an institute-wide strategic initiative aiming at providingeducation rooted in Technogenesis ®. This term was coined to signify the educational frontierwherein faculty, students, and colleagues in industry jointly nurture the process of conception,design and marketplace realization of new technologies. As part of this restructuring of theeducational programs at Stevens, a new undergraduate engineering curriculum was recentlyimplemented that reflects the latest trend towards innovative pedagogies. The new curriculumincludes an expanded design course sequence. Each semester features one design course to forma design spine

Conference Session

Improving Statics and Dynamics Classes

Collection

2002 Annual Conference

Authors

Mark Orwat; Mark Evans; Joseph Hanus

. Page 7.357.6 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationB. Effect On Outgoing GPA Compared To Incoming GPAThe incoming and outgoing grade point averages (GPA) averaged for all the students in thecourse provided a before and after glimpse of their academic performance in the course. TheGPA reflects the distribution of letter grades rather than the raw course average. Figures 4 and 5show the average incoming and outgoing GPA of all the students in the course for each of springand fall semesters, respectively. The incoming GPA reflects the students’ average for all theircourses up to EM302 and the

Conference Session

Innovative Laboratory Instruction

Collection

2002 Annual Conference

Authors

Martin Morris; David Zietlow

pnts 9) Cost (minimum cost = highest score) 15 pnts Total: 100 pntsBased on our observations of the class behavior, it is clear that the balance of points awarded forthe budget and performance can be adjusted to simulate a variety of industrial environments.This balance could be adjusted to reflect an environment where great emphasis is placed onminimizing cost, like a manufacturer of consumer products. In contrast, the balance could beadjusted to reflect an environment where great emphasis is placed on extremely reliableperformance regardless of cost, for example a company developing a system to land men on themoon or place an expensive satellite in an

Conference Session

Innovative Curriculum in ET

Collection

2002 Annual Conference

Authors

Robert Mott

work and life situations. 2,3,4,5,6Savery and Duffy (1995) 2 outline eight principles of constructivism as follows: 1. Anchor all learning activities to a larger task or problem. 2. Support the learner in developing ownership for the overall problem or task. 3. Design an authentic task. 4. Design the task and the learning environment to reflect the complexity of the environment the learner should be able to function in at the end of the leaning. 5. Give the learner ownership of the process used to develop a solution. 6. Design the learning environment to support and challenge the learner’s thinking. 7. Encourage testing ideas against alternative views and alternative contexts. 8. Provide opportunity for and support of