Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

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

Conference Session

Chemical Engineering in K-12 and the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Chemical Engineering

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

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. “Service learning is anintentional and collaborative pedagogical practice that engages students in structured service toaddress an identified community need and help them ‘gain further understanding of coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility[4]’[5].” Support documents for our QEP go on to highlight the importance of service learningbeing academically integrated with the course learning objectives while focusing oncommunity needs, involvement of the community partner in the design of the service learningproject, the importance of structured student reflection throughout the project, and a preferencefor the service learning experiences to last the majority of the semester. A service

Conference Session

High-impact Learning Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hwangbo Bae, University of Florida; Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and todevelop relationships with professionals. While internships have been studied invarious disciplines, few studies have tried to understand how civil engineeringstudents demonstrate their learning behaviors during an internship. Previousstudies used Kolb’s experiential learning model as a theoretical framework toexplore students’ learning styles as part of an internship experience. This studyextends the use of Kolb’s model as a theoretical framework by focusing on civilengineering students to examine their internship experiences and apparentpatterns of learning styles. Kolb’s experiential learning theory involves fourlearning modes: concrete experience, reflective observation, abstractconceptualization, active experimentation; and four

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

identify distincttypes of incidents. Critical incidents have been sorted into 25 themes and seven categories whichrepresented potential causes of changes in ways of experiencing engineering ethics in the healthproducts industry. Categories included: (1) Cultural Immersion, (2) Acting Ethically, (3) EthicalFailures, (4) Interpersonal Encounters, (5) Mentorship and Management, (6) Reflection andAssociation, and (7) Prior Ethics Training. These findings suggest the importance of workplaceculture in changing or solidifying individuals’ ways of experiencing ethical practice. Thesefindings can inform post-secondary engineering ethics instruction as well as workplace training.BackgroundSince ABET EC 2000, interest in and emphasis on engineering ethics

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

First-Year Programs

students.To understand how students’ initial information-seeking behavior evolved in our first-yearengineering-communications course, we conducted a pedagogical reflective case study of our279 students in thirteen sections of the course. We assessed the students’ initial information-seeking behavior with a pre-research task, a librarian delivered training in source-evaluationstrategies to accommodate students’ uses of diverse source types, students created a final projectin which they investigated a real engineering problem and proposed future design work toaddress that problem, and we evaluated the final projects to determine whether the students hadused credible sources and whether they had improved their use of such sources in the course.Some of

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

​, ​critical thinking and reflection, identity development​,and ​embracing many ways of knowing and being​. Learning experiences provided scaffolding forstudents to identify and prioritize the impacts they hope to make in the world; explore paths formaking these impacts possible; and begin to share these experiences, values, and ambitions withvarious audiences. The course asked students to engage with questions such as: ​As individualsand engineers, how should we pose ethical questions and prepare to advocate for the values thatwe hold dear​? ​How might we start to understand and react to larger global problems, causes,challenges, and opportunities that surround us​? ​Who am I and what is my place in the world​?The course was a new, experimental

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

opportunity has emerged in building brand new liberalarts, science, and engineering programs at Fulbright University Vietnam, a new institution inVietnam. Founding faculty members have engaged in a “co-design year” to prototype and iterateall aspects of this new university together with students and staff. In this paper, we reflect on theco-design year and present the main considerations that have driven the design of theundergraduate program.IntroductionThere has been increasing awareness to “re-engineer” engineering education as society grappleswith increasingly complex, ill-structured, and adaptive problems, such as water scarcity, globalpandemics, climate change, poverty, and the loss of biodiversity, which technology alone cannotsolve. These

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning. c American Society for Engineering Education, 2020 Building Toys for Children by Applying Entrepreneurial-Minded Learning and Universal Design PrinciplesAbstractIncorporating entrepreneurial-minded learning (EML) into engineering curricula has been anincreasingly popular educational practice over

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Farnsworth, Arizona State University; Jean S. Larson, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

LearningIntroductionThis paper describes a case-based, mixed-methods study of how K-12 teachers support andscaffold student learning in a Problem-based Learning (PBL) engineering lesson. The studyexamined how K-12 engineering teachers planned to support student learning using scaffolding,how they implemented scaffolds during PBL engineering activities, and how they reflected upontheir PBL engineering lesson implementation.PBL in engineering educationEngineering practice and other design-focused fields involve solving complex problems, often incollaborative teams. Generally, these engineering problems do not have a single solution andrequire multifaceted skillsets from many domains. However, engineering students often findthemselves unprepared to manage messy

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew T. Stimpson, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Educational Research and Methods

of the six-week summer experience and serve as the source of data for this study,which sought to answer the following three research questions: 1. How do participants use research notebooks to record and catalog research activities? 2. How do participants use research notebooks to record and catalog potential pedagogical practices related to using engineering concepts? 3. How do the notebooks reflect participants incorporating engineering concepts into the development of engineering informed lesson plans?MethodsFrom a methods perspective, qualitative procedures were used to address the project researchquestions. This approach was taken because qualitative methods are better suited to answeringquestions

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Cooperative and Experiential Education

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

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

reflections. The GallupStrengthsFinder Inventory has been previously implemented in engineering classrooms[6], [7], [8]. However, this study is the first to look at students’ perceptions of how thistool impacts their teamwork. Also, this paper addresses how students’ perceptions andattitudes concerning teamwork change as a result of working on a semester-long projectwith the same team.ContextThe activities described in this paper were implemented during one semester of anIntroduction to Engineering course at Elizabethtown College. The department offersABET-accredited BS degrees in engineering and computer engineering. Both majors arerequired to take Introduction to Engineering. The course was comprised of 46 studentsin two sections, 22 in Section A

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

industrial engineering and engineering education have helped him develop innovative ways to deliver engineering curriculum for freshman engineers and talented high school students interested in engineering. c American Society for Engineering Education, 2020 Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies CourseAbstractThis Complete Evidence-Based Practice paper explores the use of exam wrappers in alearning strategies course designed for first-year engineering students in the General EngineeringLearning Community (GELC) at Clemson University. Exam wrappers are most commonly usedas tools to facilitate the process of self-evaluation as students reflect on

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

University of California, San Diego sserslev@ucsd.edu Madison Edwards Chemistry and Biochemistry University of California, San Diego m4edward@ucsd.edu Abstract This study explores how industry internships, paired with scaffolded reflection, shape student attitudes and learning behaviors. Building upon the literature on student motivation, we seek to answer the following question: how do internships influence student attitudes towards their studies and their future approaches towards learning? Data at three critical points in a student

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Ibach, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Deepak R. Keshwani, University of Nebraska, Lincoln; Sydney E. Everhart, University of Nebraska, Lincoln; Leah Sandall, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

programwith career professionals (mentors) and undergraduate college students (ambassadors). Duringprogram activities youth from underrepresented groups are paired with a mentor employed in aSTEM-related agriculture field. Cultivate ACCESS ambassadors are University of Nebraska-Lincoln students who study a STEM-related major. Mentors and ambassadors are recruited fromdiverse backgrounds that reflect the demographics of high school scholars. Scholars receivementoring from an adult and a peer who physically looks like them and can share personalstories of overcoming obstacles and facing adversity that youth may have encountered.Participation in mentoring experiences aids students in gaining scientific knowledge and engagesthem in career exploration and

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

reflect on how ethics instruction can be modified to incorporate imaginationconcepts. Examples of modifications to an ethics curriculum that is currently in use for thesenior-level engineering class, Design of Steel Structures, in the Department of Civil andEnvironmental Engineering at the University of Massachusetts Amherst in the United States arepresented to initiate discussion.We invite educators to engage with the questions of moral reasoning and reflect on the role ofimaginal capacity in designing and developing pedagogies. Treating imagination in connectionwith fantasy and images of the impossible downplays the significance of its importance inreasoning and understanding, as illustrated by the scholars whose works we briefly review in

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Topics

NSF Grantees Poster Session

or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineer- ing curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership team that has developed innovative ways to integrate Humanities, Science, Math, and Engi- neering curriculum into a studio based education model. In 2015, Sriram was selected as the Outstanding Young Alumni of the year by the School of Informatics and Computing at Indiana University. Sriram serves as a facilitator for MACH, a unique faculty development

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego

Tagged Divisions

Biomedical Engineering

[23] and fracture fixation devices [24].Written assignment. Students are given a week to read the article and turn in a 1-2 page writtenassignment detailing a summary of the article, an evaluation of the article, and a list of definedterms. In the summary section, students summarize the introduction, materials/methods, resultsand discussion sections of the paper. In the evaluation section, students are asked to reflect onhow the authors have interpreted the data, how the data are presented and the appropriateness ofthe experimental design chosen by the researchers. Furthermore, the students are asked toevaluate whether the authors’ claims are supported by the data as well as if there are any missingexperiments that they would recommend to

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. c American Society for Engineering Education, 2020 Aspirations: Overcoming barriers to success and developing character through pre- and post-secondary school partnershipsAbstractThe goal of this study is to improve understanding of how participation in learning and teachingpartnerships between elementary classrooms facing high barriers to success and collegeclassrooms can: 1) influence the knowledge of, interest in, and aspirations toward post-secondaryeducation in populations less likely to explore college; 2) impact college students’ sense of civicknowledge, civic learning, civic reflection, and civic efficacy. Qualitative evaluation methodsdesigned by Lafayette College’s Landis Center for Community Engagement in

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

related to self-understanding (personal strengths [8], values, ethics and social identity).Students completed eight reflection assignments, based on the lecture and discussion topics.Prior to Fall 2018, course evaluations for ENGR 110 consistently indicated that some studentsdesired more exposure to careers within the engineering field, while other students needed moresupport leveraging academic resources and integrating into the engineering communitysuccessfully. Many students indicated that their primary motivation for enrolling in the coursewas to determine which major to pursue and had limited interest in other topics provided by thecourse. In an effort to improve student engagement and motivation across a range of needs, weintroduced student

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

Tagged Topics

Diversity, NSF Grantees Poster Session

totheir academic success. A new Student Assessment of Learning Gains (SALG) is beingdeveloped for the coming year for the mentors. Past mentor assessments have been provided inend of semester presentations and reflections. The SALG will supplement and not replace thepresentation and reflection.CE-MENT Program Components and OperationAt its inception in the first year of the grant, the peer mentor program had seven mentors. Overthe past two-plus years, the program has grown significantly. Currently, there are 25 activementors, many of whom were former mentees. The program is operating on a volunteer basisand credit is not provided to the mentees, so there is a wide range in level of involvement bymentees. On average, this year the mentees had 2

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A Enszer, University of Delaware; Catherine A Fromen, University of Delaware

Tagged Divisions

Chemical Engineering

of the course were completedin groups, but to hold individuals accountable, every student wrote a weekly reflection on theirpersonal progress and learning. At the end of the semester, in lieu of a final exam, each studentsubmitted a 10-15 page learning portfolio in which they wrote a narrative and included curatedexamples of the work they completed during the term. Each assessed element of the course wasdirectly mapped to one of the course learning goals explicitly on the syllabus.In this paper, we provide key assignment and assessment documentation associated with thecourse and discuss how these elements connect to the literature on education. In next offering ofthe course, the pace of the course will be adjusted and more guidance will be

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

” group, led by the secondauthor. The group provided a forum for brainstorming ideas and the course provided a platformfor testing these strategies. Four recommendations evolved from this effort: 1.) Education onteam function and bias in team dynamics is helpful. 2.) Teamwork skills and strategies forcollaboration and conflict resolution need to be taught. 3.) Mentoring and engaging withstudents is an important aspect of the process and can be enhanced to better serve women. 4.)Reflection and self-assessment exercises can be integrated to build self-efficacy and confidencein students. Assessment was done using data collected from mid-term evaluations, peerevaluations, self-assessment exercises, input from industry judges, and teaching evaluations

Collection

2017 Gulf Southwest Section Conference

Authors

Pranav Bhounsule; Deborah Chaney; Lorena Claeys; Randall D. Manteufel

reflection to enrich the learning experience, teach civicresponsibility, and strengthen communities. Students in a technical elective robotics class in theMechanical Engineering Department at the University of Texas at San Antonio (UTSA) optedfor either a final project or service learning for 25% of their grade. For SL, the students had towork with elementary and middle-school children in San Antonio over a period of 10 weeks tomentor them on building and programming robots with LEGO® Mindstorms® for the FIRST®LEGO® League tournament. In parallel, the undergraduates also learnt LEGO® Mindstorms inthe class by creating robots for assigned labs. This way they were able to apply concepts taughtin the class towards community service. As part of the

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech

Tagged Divisions

Engineering Ethics

Paper ID #29206WIP: How Should We Decide? The Application of Ethical Reasoning toDecision Making in Difficult CasesMrs. Natalie C.T. Van Tyne P.E., Virginia Tech Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Univer- sity, where she teaches first year engineering design as a foundation courses for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as aids to enhanced

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Paper ID #31581Determinants of initial training for engineering educatorsDr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program of Minnesota State University, Mankato. She enjoys helping student engineers develop entrepreneurial mindsets through project-based and expe- riential learning. Her research interests include improving engineering education through faculty devel- opment, game-based learning, and reflection. Elizabeth was a Certified Public

Conference Session

A Focus on Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Azadeh Bolhari P.E., Angelo State University; Daniel Ivan Castaneda, James Madison University; Kenneth Stewart, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

exit interviews(blue shaded cells). Table 2- Artifacts reflecting sustainability mindset categorized by present or future orientation. Location of Artifacts Artifacts Household Present Future Two Entry Household 2 1 0 4 Interviews Household 4 0 1 Four Interim 2 Household 2 0 2 Interviews or Focus Groups 10 Household 4 7 3 Household 2 0 0 Two Exit Interviews 5

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Vazgen Shekoyan; sunil Dehipawala, City University of New York, Queensborough Community College; Dimitrios S. Kokkinos, City University of New York, Queensborough Community College; Rex Taibu; George Tremberger Jr; Tak Cheung

”transference to “remotely doing a lab” would not be easy to assess during lockdown, when face-to-face practical final exams are impracticable to schedule. Assessment would certainly includegrading but grading alone would not provide an adequate holistic assessment. The constructionof an assessment rubric for the online experiential learning, based on the McGill University face-to-face experiential learning assessment principle concerning content-process mixture, bigpicture perspective and reflection is presented here. The advances in artificial intelligencesoftware as it pertains to online experiential learning are discussed.KeywordsAsynchronous online delivery, experiential learning, tacit and explicit knowledgeIntroductionThe online delivery of

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea J. Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

designs fail the test; groups testing iterate and continue testing, trying to improve their designs. Day 7: What can we learn by looking across all our design attempts? Reflection Groups reflect on their design attempts; teacher facilitates a whole class discussion comparing across designs. Day 8: How do engineers share their ideas through speaking and writing? Design Groups share their designs and design process with other students and members of the conference school and greater community. DESIGN BRIEF Goal: Design, build, test, and iterate on a retaining structure that keeps sand away from the model train tracks, allows the sand to support the weight of a model building, and stays up when