Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Vitaliy Popov, University of San Diego; Victoria Rodriguez; Damian Ruiz, San Diego State University; Perla Lahana Myers, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Joi A. Spencer, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

knowledgeparticipants (middle school students) brought to a two-week STEM summer enrichmentprogram. The study, which is a small piece of a much larger research endeavor, primarily reliedon data collected from interviews with eight individual pod leaders. The results of this studyindicated that elicitation strategies are sometimes hindered by programmatic features–primarilythe time constraints and subsequent lack of time for reflection–of summer enrichment programs.IntroductionThe renewed focus in STEM education has led to the increased number of summer enrichmentprograms across the United States. These programs and other out of school experiences areintended to increase student awareness about and interest in STEM while bringing more studentsinto STEM fields

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate

Conference Session

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University, Parks College of Eng.; Claire L. A. Dancz, Clemson University

Tagged Divisions

Aerospace

”, through student produced reflections captured inpre-and post-surveys. We hypothesize that this redesign will result not only in increased studentlearning, engagement and long-term retention of flight dynamics concepts, but also introduce thestudents to a “systems type” thinking, as applied to UAS.Introduction Over the last decade there has been a significant shift from the use of fixed wing remotecontrolled aircraft to multirotor platforms, thanks primarily to a coolness factor, relativelyinexpensive imports as well as their flexibility in terms of flying, hover and carrying variousimaging payloads. But, with user sentiment shifting from “Can you build a Quad, Hex or Octo –copter, it is cool”, to “What tasks can your Unmanned Aerial System

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

first elaborate on the major elements of the liberatory struggle, relationships,understanding, transformation, and solidarity [22]. The first element, relationships, highlightsthe status of the oppressed and oppressor in oppression, “institutionalized dominance of one partof humanity by another” [23, p. 41]. There are oppressors who tend to reproduce the status quo,and there are the oppressed, who are target group in institutionalization of discrimination anddominance. Understanding, is the stage in which the oppressed acknowledge the fact that theyare oppressed and critically seek for the causes. As a result of such critical reflection on the stateof oppression, the oppressed may discover who they really are. However, the oppressed need

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Divisions

Faculty Development Constituent Committee

engineering. Dr. Walther’s research group, the Collab- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola Sochacka is the Associate

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder; Alyssa Miranda Boll, Colorado School of Mines; Jenifer Blacklock, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

structure. This property distinguishes it from other prior attempts atdeveloping sociotechnical-based assignments in the literature, which have primarily focused on asingle course-context.The process of writing and implementing the assignment followed by the authors’ reflection andanalysis required for this paper elucidated many findings that are relevant to other efforts tointegrate sociotechnical concepts into core engineering science and design courses. Specifically,we identified barriers to sociotechnical integration which include addressing the diverse needsand objectives of our courses, managing different instructor backgrounds and biases, usingappropriate terminology which avoids reinforcing the dualism we are trying to address

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana; Bradley Lane Kicklighter, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

summative surveys were distributed with each summative assessment(exams). The formative survey was distributed prior to the summative assessment and thesummative survey was distributed after the summative assessment. See Appendix A for the twosurveys. Questions are included in the figure captions, for convenient reference. Ample time wasgiven to complete the formative survey and the both surveys were generally returned with theexam. Students are informed to answer the formative survey questions reflecting on theformative assignments leading up to a summative assessment. For example, when filling outtheir second formative assessment students are asked to reflect on all homework leading up toExam 2 from the previous exam. Formative scores include the

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

class activities found in the scholarly literature. Thesepractices were grounded in experiential and cooperative learning such as visits from experts,round-table discussions, reflections, but still included traditional learning activities such asassigned readings and lectures. Outside the classroom, students actively worked with communitypartners to improve thriving in the community.Gratitude - Gratitude consists of feelings of appreciation for someone in response to receivingintentional benefits, especially at some cost to the benefactor [2], [3]. There are both interpersonaland intrapersonal benefits of gratitude. Gratitude is one of the strongest correlates to emotionalwellbeing [4], life satisfaction, optimism, and reduced anxiety [5]. In

Conference Session

Thinking Outside the BOKs: ABET, Ethics, Civil Engineering as Liberal Education, and 3-Year Degrees

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

recognizing the diversity of personalvalues among peers. Students delve further into ethical decision making in the context of academicintegrity during the first year with reflections on real-life scenarios.During the second year, students discuss the need for a purpose of a common set of ethicalstandards and review the American Society of Civil Engineers’ Code of Ethics when interpretingethical dilemmas. Students were introduced to an ethical decision-making process during fall oftheir junior year. This process is a step-by-step guide that includes reflection throughout theprocess of assessing and making a judgment on an ethical dilemma. During each quarter of juniorand senior year, students were given a real-life ethical dilemma, and they utilized

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark A. Chapman, University of San Diego; Gordon D Hoople, University of San Diego; G. Bryan Cornwall PhD P.E., Shiley-Marcos School of Engineering, University of San Diego

Tagged Divisions

Biomedical Engineering

to provide for rich classroom discussions and allow students to reflect onimportant topics they will likely face in their careers with the advent of new biomedicaltechnologies. Topics such as equal access to healthcare, ethical issues surrounding gene editing,and understanding how a user’s background or culture can affect their healthcare needs/desireswill all be discussed and considered throughout our curriculum directly alongside technicaltopics. This approach will allow us to more specifically address the new ABET outcomes(particularly Outcome 2) that call for more integration between social and technical elements.Our first students will not officially begin the BME track until the fall of 2020, but we arepiloting our biomechanics and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois

Tagged Topics

Diversity, NSF Grantees Poster Session

practice and reflection [11].Pilot StudyThe first year of this study we conducted initial interviews with teachers who had previouslyparticipated in a summer camp with primarily Latinx middle school students. The summer campinvolved 3 in-service teachers, 5 graduate students, and 8 undergraduate students working asSTEM summer camp facilitators for 77 middle school students. The pilot study focused on the 3in-service teachers as they navigated working with students in both formal and informal spaces.The goal of the pilot study was to generate some information of in-service teachers’ perceptionsof funds of knowledge and the strategies that teachers used in understanding and elicitingstudents' funds of knowledge. This pilot study served as the

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

courses. Followingthe first round of exams, students select the course in which they wish to improve theirperformance most significantly and then complete both an exam wrapper survey and learningstrategies survey to evaluate their preparatory behaviors, conceptual understanding, andperformance on the exam. Each student develops an action plan for improvement based on theirresults and begins implementation immediately. Following the second exam, students completean exam wrapper survey followed by a learning journal, in which students evaluate and reflect ontheir adherence to and effectiveness of their action plan and performance on the second exam.We propose that engagement with this exam wrapper activity in the context of the EntangledLearning

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Ebrahim Randeree, Florida State University

Tagged Divisions

Cooperative and Experiential Education

academic and social needs.2.2. Engagement-based learning2.2.1. Experiential learning. Experiential learning allows students to apply specific conceptslearned in the formal environment to the informal environment through opportunities such asinternships, apprenticeships, competitions, clubs, practica, and cooperative education [9].According to Kolb and Fry [10], experiential learning theory is a four-part cycle. 1. The learner has concrete experience with the content being taught. 2. The learner reflects on the experience by comparing it to prior experiences. 3. Based on experience and reflection, the learner develops new ideas about the content being taught. 4. The learner acts on the new ideas by experimenting in an

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

has been designed as an autoethnography, specifically a collaborativeautoethnography is defined as “engineering in the study of self, collectively” [9]. The intent ofcollaborative autoethnography is to engage in a process that reflects on the experiences of acollaborative effort, it is “a process because as the researcher studies and analyzes their ownexperiences, meaning is made influencing future experiences and reflections” [10]. Thecollaborative autoethnography approach merges together three distinct research methods andapproaches: (1) the reflexive study of self through autobiography, (2) a lens from the study ofculture through ethnography, and (3) the multiple perspectives from a group throughcollaboration [11]. This method was chosen

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, University of Georgia; Nicola W. Sochacka, University of Georgia; Sarah Elizabeth Franklin; Kosi Ofunne

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

from one of the state colleges in our state. In order to create a shared understanding of the assetsthat transfer students bring to our institution, two faculty worked closely with two undergraduate studentsand one adviser. Data collection involved guided reflection writing by the two students and adviser ontopics as informed by the theoretical framework. These reflections bring to light some psychological,social, cognitive, and environmental resources that students in transition can draw on to maximizesuccess and minimize the transfer shock phenomenon.IntroductionTransfer students and their transitions to four-year institutions from two-year/community collegeshas been the focus of many investigations and programs. Research has shown that

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Chloe Gibson

Tagged Divisions

Mechanics

activities.Instructional videos were developed to provide students with an alternative way to understandeach of the models and their related concepts. The videos are also used as a teaching approach toshow students how mechanics concepts are applied. Learning takes place through a combinationof observational learning, experiential learning, activity preparedness, and reflective learning.Upon completion of two out of the seven activities, the students were shown one of the videosduring class and guided to the rest of the video series to watch on their own. Students were ableto gain greater perspective on the activities they participated in. For those activities they wereunable to interact with, they had the opportunity to learn about the same concepts through

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Charles R. Sullivan, Dartmouth College; Honor J. Passow P.E., Dartmouth College; Benoit Cushman-Roisin, Dartmouth College

Tagged Divisions

Cooperative and Experiential Education

serves as a learning space and as a showcase of best practices related to sustainable design and construction;• Increase their interest and self-efficacy in sustainable design;• Connect concepts related to tiny house design across disciplines;• Compare and contrast interdisciplinary design options and decisions;• Reflect on their learning.Students in six different courses on campus are collaborating to design the tiny house. This pastsummer, students in Architecture I investigated different sites at the Organic Farm and preparedsite plans for 3 different sites. This winter, students in Architecture II and III will work onarchitectural designs and plans using one of the sites proposed by the Architecture I students. Inaddition, students in an

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

often longer; and they are designed to becompatible with the understanding of the university as a complex ecosystem governed by a rangeof stakeholders and competing interests. The recent report on systemic change to STEM post-secondary pathways by the National Academies of Sciences, Engineering, and Medicinereferenced this work and highlighted PLCs as reflecting these important features (NationalAcademies of Sciences and Medicine, 2016). This report also indicated the importance ofsimultaneously addressing incentive practices and the values of the academy in order to ensurethe institutionalization of the instructional shifts. In designing our PLC, we ensured each of theseelements were present and will expand on each in turn

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sánchez, Loughborough University; Paul P. Conway, Loughborough University

Tagged Divisions

Graduate Studies

training ethos fulfils the three strategic aims (i.e.continuous learning as second nature, reflection in/on action, and deliberate employabilityboosters).Students have been encouraged to take ownership of their PhD and personal developmentfrom the outset (e.g. each student manages their own time, training, travel and consumablesbudget). The nature of the training activities has also been varied, accounting for to thestudent’s learning preferences, exposing students to both individual and group work,technical and non-technical training and with a strong flavour of externally-facing industryexperience. A series of tests and self-awareness exercises have allowed the students toexplore their own objectives and those of the program so that they

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

traditional service-learning experiences in that it possesses four distinct andimportant components: 1. Service, 2. Academic content, 3. Partnerships and reciprocity, and 4.Reflection. However, course outcomes stop short of service-learning’s more ambitious hope—tochange students’ values and level of civic responsibility. Although increased interest in civicengagement may be worthwhile, logistical challenges for large lecture courses may beminimized by broadening the definition of service-learning to focus on more salient areas ofdevelopment. In addition, the types of immersive experiences possible on a smaller scale maynot be consistently possible in large lecture courses. In spite of these limitations, service-learningin the context of this course

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

challenge and open-endedness. 3. Sustained Inquiry: Plan for an extended period to allow students to learn new topics and explore issues in some depth. 4. Authenticity: Motivate students with problems that connect to applications in the world around them. 5. Student Voice & Choice: Provide students with opportunities to select goals, approaches, and/or evaluation procedures for their work. 6. Reflection: Provide opportunities for students to reflect on their learning, consider what they might have done differently, and connect learning to future work. 7. Critique & Revision: Scaffold PBL with interim assignments, and provide formative feedback for improvement. 8. Public Product: Make student work evident

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Brittany Lynn Butler; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University; Cheryl A. Bodnar, Rowan University

Tagged Topics

NSF Grantees Poster Session

Instrument (EPSRI) to assess aperson’s process safety decision making. Most of the research to date in this project has beenfocused on the development and validation of the EPSRI. In summary, anticipated outcomesupon conclusion of this project are (a) development of an EPSRI tool capable of assessingstudents’ process safety decision-making, (b) construction of a virtual plant environment wheremultiple real-world factors may influence a students’ process safety decisions, and (c)identification of best practices for integrating virtual environments into the classroom.MethodsEPSRI Instrument Development The EPSRI reflects the structure of the EERI [13] and DIT2 [12], which contain fivedilemmas, followed by three decision options, and twelve

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Laura R. Ray, Dartmouth College

Tagged Topics

NSF Grantees Poster Session

aspects changed the car's behavior was very helpful in understanding concepts. Please do more.” “The in class projects with the rc car helped see how systems actually work. I thought it was beneficial.”Preliminary results from student surveys and instructor assessments while conducting the small-group activities reflect a high-level of student engagement with the activities and frequent reportsof “a-ha moments” or connections resulting from the experiences. When implementing theexercises, the reporting instructor used anonymous feedback surveys through the course LMS tocapture student reflections. Table 3 shows the percentage of students whose reflections areindicative of an improved understanding of a course concept or design

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Masoud Ghodrat Abadi, California State University, Sacramento; Sean Lyle Gestson, Oregon State University; Shane A. Brown P.E., Oregon State University; David S. Hurwitz, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Provided Multiple Contextual RepresentationsAbstractThis research documented the glance patterns and conceptual understanding of practicingengineers attempting to solve conceptual exercises with different contexts. Two mechanisms fordata collection -- eye-tracking and reflective clinical interviews -- were employed to moreholistically understand practicing engineers’ interaction and reasoning while solvingtransportation and hydraulic design problems. Data collection involved the use of three carefullydeveloped questions in both transportation (with 3 contextual representations) and hydraulicdesign (with 4 contextual representations). The process required each participant to sit in front ofa computer monitor that displays the problem statement and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Congying Wang, Purdue University; Tikyna Dandridge, Purdue University; Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Carol A. Handwerker, Purdue University

Tagged Divisions

Pre-College Engineering Education

sustainability. In this study, a constructive educational module ofsustainability was integrated into a K-12 industry-oriented curriculum at a public middle school asa practice to introduce the societal, economic, and environmental mindsets to pre-college studentswith reduced technological content. Data collected are instructor’s reflections for the module thatlead to a summative critique of the outcomes and improvements. This study provides theengineering education community the evidence that middle-school youth can well perceivesustainability framework and the insights for researchers who are looking to integrate sustainableengineering to pre-collegiate engineering settings.Keywordscurriculum integration, K-12, sustainability, course design, societal

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell; Wendy M. Barnard, Arizona State University; Alison Cook-Davis, Arizona State University; Adam R. Carberry, Arizona State University; Stephanie B. Adams

Tagged Divisions

Pre-College Engineering Education

the presented activities was performed byasking students: Please write something you learned after visiting each of the projects in today’sfield trip. Students were given a reflection worksheet at the first activity they attended and wereinstructed to respond to the same prompt after completing each activity. Student open-endedresponses were analyzed using a thematic data analysis approach [12-13].Content InterestStudent interest toward the outreach event activities was gathered by asking students to respondto a single question on a poster board: Did you learning something interesting from this activity?A poster board was mounted on the wall adjacent to each activity (Figure 1). The poster boardsincluded three response options selected by

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

NSF Grantees Poster Session

goal of developing“Changemaking Engineers”. This revised canon teaches technical skills within a contextualframework that includes humanitarian, sustainable, and social justice approaches. This requires acurriculum that includes a focus on student teamwork, a greater consideration of social factors,improved communication with diverse constituents, and reflection on ethical consequences ofdecisions and solutions. This broader perspective of engineering practice will produce graduateswho can address a wider range of societal problems bringing new perspectives to traditionalareas. In this paper, we review our recent efforts towards achieving this vision, focusing on thedevelopment of curricular materialsSummary of course materials developed and

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

their personal experiences, reflect on howthey are affected by the course, or critically assess the course curriculum and classroompedagogy” (p. 46). Moreover, as they argued, in traditional approaches, students’ knowledge andexperiences are often disregarded and more than not perceived as irrelevant to the coursecontent. Knowledge is treated as static, distant, and disembodied from class members (Ochoa &Pineda, 2008).Despite the sources of resistance that have been noted, other researchers have pointed out thepotential benefits of stretching engineering curriculum beyond technical content. Ochoa andPineda (2008) raised the importance of creating environments that benefit from collaboration byproviding democratic spaces to “enhance learning

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, Ohio State University; Genevieve Thanh; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

matrices or House of Quality. However, in the process of providing rationalistic toolsto students, engineering education may be implicitly perpetuating the belief that engineers makedecisions through rationalistic reasoning alone. In reality, other types of informal reasoning, suchas empathic and intuitive reasoning, are utilized for decision making in ill-structured contextssuch as engineering design. The beliefs that undergraduate students hold about decision makingin the context of design is not well understood, and this work contributes to this gap in theliterature.To learn more about students’ beliefs about decision making, we collected qualitative pilot datain the form of both one-on-one, semi-structured interviews and written reflections

Conference Session

Course Transformation in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines

Tagged Divisions

Electrical and Computer

to introduce the device and the motivation for its design,state the objectives of the design, and present the final design using diagrams, tables, and text.One or more CSR considerations needed to be explicitly and clearly accounted for and integratedinto their design. Then, in their draft CSR report, the students were tasked with summarizing –for a broad audience—how they accounted for CSR in their design. They were also expected towrite a 1-2 paragraph reflection of how incorporating CSR influenced their design process andfinal design, because reflection is another suggested component of PBL [9]. Finally, they had togive a short in-class presentation to Peach’s Board of directors justifying their design and theincorporation of CSR.  Over