Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. Werner, S. Ishizaki, S. Rohrbach, D. Dzombak, and J. Miller, “An analysis of engineering students’ use of instructor feedback and an online writing tutorial during drafting and revision,” in IEEE International Professional Communication Conference, 2015.[12] S. Taylor, “Comments on Lab Reports by Mechanical Engineering Teaching Assistants,” J. Bus. Tech. Commun., vol. 21, no. 4, pp. 402–424, 2007.[13] D. J. Boud and W. H. Holmes, “Self and peer marking in an undergraduate engineering course,” IEEE Trans. Educ., vol. 24, no. 4, pp. 267–274, 1981.[14] J. McGourty, P. Dominick, and R. R. Reilly, “Incorporating student peer review and feedback into the assessment process,” in FIE’98. 28th Annual Frontiers in

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

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Diversity

Tagged Divisions

First-Year Programs

Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University. c American Society for Engineering Education, 2020 Continuing to Promote Metacognitive Awareness in a First-Year Learning Strategies CourseAbstractThis complete, evidence-based practice paper builds upon our previous work [1] in

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

Tagged Topics

Diversity, NSF Grantees Poster Session

disciplines with special efforts toward womenand underrepresented student populations.The initiatives developed through the grant include a retention center learning space; careerexploration industry partnerships; undergraduate research and travel; peer advising; peermentoring; and pre-college outreach.Implementation & AssessmentRetention Center Learning SpaceAs part of the grant initiatives, a study and resource space was created within the College ofEMS. A classroom in one of the two engineering academic buildings was identified andapproved by university administrators for the center’s location. An interactive forum was held inthe spring of 2013 in the classroom that would be the future location of the center in order togather input from

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

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CoNECD Paper Sessions, Diversity

do you plan to study? What kind ofresearch interests you?" And "Who are you? What is your story?" With peer review,revision plans, and ultimately pulling the writing together into a polished statement;with a day long closing institute in September. 20 Program Design 2021: Adapting and Changing Mid-Stream ▪ GRE scholarships ▪ GEM Grad Lab ▪ NSF GRFP workshop ▪ Graduate school research & personal statements workshops ▪ Monthly asynchronous group workshops ▪ By mid-summer, completely asynchronous, individual & small group ▪ Graduate school research, personal

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

teamsatisfaction and student assessments of team contributions. In first year team-based studentdesign courses, instructors use student self- and peer-assessment information to gauge teamfunctioning and even to affect student project scores. However, students’ identity characteristics,such as their gender and race, may impact the scores they receive from others as well as thescores they assign. The poster will also describe the creation of and results from a learning-analytics style investigation of the researcher’s own student team assessment data, and the posterpresentation will allow others to query the data set with their own questions. The final data setincludes assessment information from 620 first-year engineering students working in 132 teamsof 4

Conference Session

Construction Engineering Division (CONST) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan, Florida A&M University

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Diversity

Tagged Divisions

Construction Engineering Division (CONST)

longer for a weaker student to finalize the project. As a result, theproject sometimes does not improve the students' weak abilities, knowledge, and teamworkcapabilities.This research investigates the educator's methods at the undergraduate level for engineering andparticularly construction engineering technology courses to analyze, assess, evaluate, and resolveteamwork problems. In addition to a literature review of the experienced and reported methods,the author shares different methods practiced in several years of teaching in various institutionsand countries.One of the methods with the better outcome is the student involvement in the assessment of theirteammates. How to arrange peer assessment is one of the topics. The related forms, their

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

column (the maximum grade is the total number of badgesavailable). In the comment section, the instructor adds the recently earned badge name. Thestudents are encouraged to write (or draw) each badge earned onto their name signs.Below are the specific EM/KEEN course objectives [3] that students will gain with throughoutthe course if you implement this type of system. KEEN Related Course Outcomes/Learning Objectives [3]: • Develop an appreciation of hard work & recognize the benefits of focused and fervent effort • Accept responsibility of their own actions and credit the action of others • Demonstrate an ability to set, evaluate, and achieve personal & professional goals • Be able to teach and learn from peers

Conference Session

Emerging Computing and Information Technologies II

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Lee Davis, Florida International University, School of Computing and Information Sciences

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Diversity

Tagged Divisions

Computing & Information Technology

Science Majors at alarge HSI. The approaches included the use of: (1) Collaborative, team-based and pairedprogramming, active learning, in-class exercises, as well as additional external assignments; (2)Active learning classroom environment whereby the physical space enhances and encouragescollaborative, small group interactions; and (3) In-class Peer Learning Assistants(undergraduates) that have undergone specialized training to facilitate discussion and interactionwith students in an active learning classroom setting. We conducted a study in a Programming Ifor Computer Science Majors (CS1) course to test the efficacy of the 3-pronged approachdescribed above. The control group (lecture based) pass rates were found to be 71%, whereas

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

working). These peer comments and thenumerical peer feedback grade are used along with reported hours as part of the instructorevaluation grade described below.Instructor Evaluations. In aerospace senior design classes, 20% of the grade comes from"Individual Participation", which consists of two instructor evaluations each semester along withattendance, in-class exercises, and individual writing assignments. As stated in the syllabus, "Theinstructor evaluation considers time card data, input from staff members, faculty and industryadvisors, feedback from student leaders and peers, and the subjective assessment of the courseinstructor." To come up with a grade, first the instructor develops a formula using a weightedcombination of hours worked

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Emily Knaphus-Soran, University of Washington; Tiffany D. Pan, University of Washington; Eve A. Riskin P.E., University of Washington; Sonya Cunningham, University of Washington; Saejin Kwak Tanguay, University of Washington; Elizabeth Litzler, University of Washington

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CoNECD Paper Submissions, Diversity

of color who might nototherwise see themselves reflected in the larger engineering community. Students who are thefirst in their family to attend college may benefit most from the aspects of the program that helpthem develop institutional knowledge and strategies for navigating the university system, andprovide them with community and peers from similar backgrounds. Students who havedemonstrated their academic achievement relative to their peers by receiving a high GPA in highschool, but were not taught the critical reading and writing skills or were otherwise preventedfrom demonstrating their achievement due to cultural/language barriers, benefit from theacademic curriculum provided through the program

Conference Session

Technical Session 11 - Paper 4: Living, Learning & Growing Together: Engineering Your World

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Ana M Dison, University of Texas at Austin

Tagged Topics

CoNECD Paper Sessions, Diversity

create a partnership with the College of Natural Sciences to develop and deliver bias and inclusion workshops and training across the colleges for students, staff, and faculty. She continues to be active in service to the UT community working with peer and professional mentoring programs. She presents to numerous groups on a variety of leadership, inclusion, and career-focused topics. A member of the Women in Engineering ProActive Network (WEPAN) since 2006, Ana completed a three-year appointment to the WEPAN Board of Directors as Communications Director. Ana received the Eyes of Texas Award in 2011, the University’s Outstanding Staff Award in 2012, and the Cockrell School of Engineering Staff Excellence Award. After

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University; Randi Sims, Clemson University; Kelsey Watts, Clemson University; Karin Jensen, University of Michigan; Evan Ko, University of Illinois, Urbana - Champaign; Gary Lichtenstein, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

working with their mentees. All mentees increased their confidence forparticipating in mock review panels and writing grants, with most saying that their confidenceimproved greatly. Both mentees and mentors also felt that there was a significant connectionbetween their peer reviewing skills and their ability to conduct engineering education research.The majority of program participants felt that the workload was reasonable and that the activitieswere well-paced within the program.Although both mentees and mentors indicated positive feelings for the program overall, manyalso felt that program logistics could be improved. The largest issue between both mentors andmentees was the clarity of instructions given by the project team. Many felt that

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

scheduled based on results from scholar surveys and journaling responses, whichincluded: WCU’s Career Services; Writing and Learning Commons, Math Tutoring Center,Library Research Liaison, and the Honor’s College. Additionally, peer-to-peer workgroups wereestablished to discuss and journal the anxiety themes within each groups’ activities.Year-one activities also included the development of peer-to-peer and faculty-scholar mentorshipgroups. These student lead groups sought to build foundational support for each scholar byestablishing learning communities with shared goals. The formation of these groups were bothorganic, with students self-selecting group membership, or highly structured by the programdirectors. Structured group membership was based

Conference Session

Technical Session 4: Modulus Topics 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashwin Satyanarayana, New York City College of Technology; Karen Goodlad, New York City College of Technology, CUNY; Jennifer Sears, New York City College of Technology, CUNY; Philip Kreniske, Columbia University, The HIV Center; Mery F. Diaz, New York City College of Technology; Sandra Cheng, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

a PhD in Computer Science from SUNY, with particular emphasis on Data Mining and Big data analytics. He is an author or co-author of over 25 peer reviewed journal and conference publications and co-authored a textbook – ”Essential As- pects of Physical Design and Implementation of Relational Databases.” He has four patents in the area of Search Engine research. He is also a recipient of the Math Olympiad Award, and is currently serving as Chair Elect of the ASEE (American Society of Engineering Education) Mid-Atlantic Conference. He also serves as an NSF (National Science Foundation) panelist.Prof. Karen Goodlad, New York City College of Technology, CUNY Karen Goodlad is an Assistant Professor specializing in

Collection

2023 ASEE North Central Section Conference

Authors

Leslie Hopkinson, West Virginia University

Tagged Topics

Diversity

. The presentation was assessed based on completeness, organization, visuals, writing mechanics, and presentation length. • Project 2: Structural and cultural barriers In support of course learning outcome #2, students completed an annotated bibliography and infographic related to one of the structural or cultural barriers women in engineering fields face. Students were required to review at least three primary sources and summarize information in an infographic. They shared their work with classmates in a gallery walk3. Annotated reviews were assessed primarily by source type and quality (i.e., peer reviewed), summary points, reflection response, and format. The infographics were

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

Tagged Topics

CoNECD Paper Sessions, Diversity

-structured interviews allowed us to gather student perspectives on a variety of issues that theyconsidered to be relevant. In this paper, we present the analysis of the interviews. Our analysisfinds that students had three primary sources from which they deduce what they are expected todo, and how to do it: research experience prior to beginning their program, their PhD advisor, andtheir peers. Each of these sources helps students understand different kinds of expectations, withadvisors providing primarily high-level guidance on what tasks to accomplish, and peers helpingeach other with lower-level tasks. Many students began the program anticipating more hands-onsupport from their advisor, and instead found themselves relying more on their labmates

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

more of the teaching practices introducedand 3) developing a scholarship of teaching and learning (SoTL) project based on experiences intheir revised course. The summer academy includes multiple evidence-based teaching practices(such as POGIL, Mental-Model-Building, and Project Based Learning), an introduction to SoTLand IRB processes, and time for reflection and cross-disciplinary discussion of potentialapplications of each practice into participant courses. Discussion on the progress of participantSoTL projects and classroom peer observations both within and outside participant programs arethe key components of the academic year FLC.May 2014 and academic year 2014-2015 witnessed the first offering of the SPARCT Program,which engaged 16 STEM

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Lunt, Southern Utah University; John S. MacLean, Southern Utah University

Tagged Topics

Diversity, NSF Grantees Poster Session

for undergraduates. c American Society for Engineering Education, 2016 The S-STEM Scholarship: An Integrated Approach to Helping Talented Students in NeedAbstractThe S-STEM Scholarship Program at Southern Utah University provides financial, faculty, peer,and professional support to first-generation college students, minority students, and students whocome from low-income families. The program was initiated in response to the identification of ahigh percentage of SUU students with these disadvantages and to the realization that supportingthese students could increase retention at SUU in the STEM disciplines. In addition, the programseeks to help provide skilled scientists

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Christina Viau Haden, Lehigh University; Marci J. Levine, Lehigh University

Tagged Topics

CoNECD Paper Submissions, Diversity

womenis highlighted with an awards ceremony for each team being recognized for itsparticular strengths, and an appreciation activity whereby women write about theirfavorite instances with each other. For dessert, starting in the 2nd year, we’ve invitedLWE alums to join and mingle with the incoming class. When PRELUSION is over,they then help with mOOV in for the rest of the arriving first year class.Let’s look at Lehigh’s overall first year class demographics to understand who mightsign up for PreLUSION LWE. Indicators of LWE Value and Impact ● LWE Participation and Scholarship Rates ● OFYE surveys to participants shortly after preLUsion experience ● Past participants become future LWE Peer Mentors

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students and develops aconceptual model focusing on STEM Identity for conducting further research. The College ofEngineering at an urban research university is acutely aware of the increased need for retentionprograms in engineering colleges across the US. To respond to this need, a unique mentorshipprogram, the LMP, was established as one of the main components of an Engineering LearningCommunity (ELC) for first-year engineering students. Students self-select into the ELC programand, upon being registered, are assigned a peer mentor. The peer mentors are sophomorethrough senior-level undergraduate engineering students in the college who hold looselystructured meetings with the mentee students. The peer mentors are in turn supported by

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

who work cohesively towards the cohorts' success. A combination ofcurricular and co-curricular activities was selected according to evidence-based best practices [1-5] and implemented to support the academic development of CREATE scholars throughgraduation with an engineering degree. Curricular support includes tutoring, intrusive advising,regular progress reports from instructors, and peer and faculty mentoring. Co-curricular supportincludes community-building activities, a minimum of two mandatory theme seminars based onevidence-based best practices, and two required "choice" activities, including participation in joband internship information sessions, student clubs, engineer's week, K-12 outreach,undergraduate research, and study abroad

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 are advisers and peers. With this in mind, McCormick decided  to hire four advisers that also taught classes in the First­Year sequence. This decision was key in developing a Advising­as­Teaching Model. The advisers teach sections of Design, Thinking and Communications I and II, the Cornerstone Design classes, departmental service classes, or Engineering Problem Solving classes. The goal is to get the advisers in front of the students in either First­Year, Basic Engineering, or Departmental Core Classes. While it would have been easier to hire professional advisers, but the administration thought the advisers would have more credibility if students interacted with them as professors

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Deters, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

practice-based knowledge and writing knowledge andemphasized the importance of visualization tools in learning certain concepts.An Engineering Way of DoingAn engineering way of doing appeared most frequently across the interviews, and three relatedcodes emerged: being a student; hardness, rigor, and quality; and how classes should be taught.First, being a student captures participants’ beliefs about how engineering students should act,including approaches to classes, as well as reflections about their experiences being anengineering student during the pandemic. Each participant reflected on their approach to classesduring the pandemic. For example, participant 1001M described his work style as “get ahead,stay ahead” and did not feel his peers were

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

recommendation.5. Considering whether peer review letters should be included in P&T dossiers, as is required by current policy. We speculate that committees may hold back on putting substantive feedback in writing for fear of harming the candidate during tenure review. Allowing peer- review letters to stand alone and not be made part of tenure review may encourage more honest and helpful feedback.6. Developing effective mechanisms for supporting faculty whose research discipline and/or workload falls outside of department/college/university norms.7. Developing training and resources to support mentoring of faculty based on departmental peer review and P&T documents as well as mentees’ assigned workloads (because all UD reviews are

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Milonas, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Alaskan Native, Asian, black or African American,Hispanic/Latino, Native Hawaiian or Other Pacific Islander, faces unique challenges that candiscourage them from continuing with a STEM degree including the lack of writing and degreereadiness skills such as mathematical and computational thinking [2]. Minority female studentsare also faced with economic challenges and family commitments which can hinder ordiscourage them from continuing in a degree program [2]. In addition, minority females lackfemale role models in academics and industry. They are influenced by the stereotypical beliefthat white males dominate the computer field and that certain groups do not belong in this field[3]. These prejudices and stereotypes can be reinforced in the home

Conference Session

Cultivating Engineering Scholarship and Research Mindsets Among URM Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sedig Salem Agili, Pennsylvania State University, Harrisburg; Aldo Morales, Pennsylvania State University, Harrisburg; Linda M. Null, Pennsylvania State University, Harrisburg; Janice E. Smith, Pennsylvania State University, Harrisburg; Sofia M. Vidalis, Pennsylvania State University, Harrisburg

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Paper ID #12057Reflections on Experiences of a Successful STEM Scholarship Program forUnderrepresented GroupsDr. Sedig Salem Agili, Pennsylvania State University, Harrisburg Sedig S. Agili received his BS, MS, and Ph.D. in Electrical and Computer Engineering from Marquette University in 1986, 1989, and 1996, respectively. Currently he is a Professor of Electrical Engineer- ing teaching and conducting research in signal integrity of high-speed electrical interconnects, electronic communications, and fiber optic communications. He has authored numerous research articles which have been published in reputable peer refereed

Conference Session

International Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

International

year, members of the teams undergo a survey toassess their strengths and weaknesses. Through this survey, it was determined that a number ofinternational and domestic students had proficient technical skills, but lacked in the areas offormal technical and non-technical write-up reports and presentation skills. At the end of theschool year, another survey is conducted to assess the skills of the students. In the 2013-14academic school year, the EVP had 80 members. A majority of international students did nothave experience writing reports and giving presentations. The end of year survey of thesestudents revealed that they had improved on these skills. Via peer-led teams and constructivecriticism, international students developed skills working

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan L. Anderson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, providing practice for the student, is essential for successful learning andretention of programming. Feedback time during these sessions becomes more limited as thenumber of students increases, hence supplemental instruction (SI) can be utilized to increasefeedback and student interactions. Here, we demonstrate how the implementation of SI, asdeveloped by UMKC, in combination with tablet based demonstrations and hand-written/program-specific examples are effectively used to improve student grades and courseevaluations. Weekly SI sessions were developed to reiterate key concepts from the lab for thatweek and also provided students with a peer-friendly environment where they could engage inquestions/discussion without the presence of the course

Conference Session

Mechanical Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

PS Dhanasekaran, University of Minnesota, Duluth; Ping Zhao, University of Minnesota, Duluth

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

engagement. Inshort, active learning is any activity that engages students in a classroom, and demands studentsto do significant learning activities and analyze what they are doing, rather than simply focusingon traditional lecture. Student engagement in classroom via review, discussion, application andpractice, demonstrated that the students learn more than in traditional classrooms. In-classreading and writing exercises also, improve student engagement in learning process even in largesize classes.To improve student engagement in the class size of up to 40, in senior mechanical engineeringcourses, such as machine design. Every student was provided with similar problem havingdifferent variables to solve. The instructor was solving a similar problem

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

with little design experience or understanding ofengineering practice. This paper provides suggestions on how these challenges can beovercome and, in particular, how self-assessment rubrics can help eliminate much of thetraditional design course assessment workload for teachers. This paper provides suggestionsfor preparing incremental self-assessment rubrics for a capstone design course. While bothself- and peer-assessment can provide significant assessment time-saving for tutors, self-assessment also promotes student learning, according to recent education research.Appropriately designed rubrics can also provide students with guidance on levels ofattainment required for design tasks and students also learn to assess design