Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Jason Weaver, University of Texas, Austin; Kristin Wood, University of Texas, Austin; Julie Linsey, Texas A&M University; John Wood, United States Air Force Academy

Tagged Divisions

Design in Engineering Education

measured by experts in the different fields). The list ofdescriptors is shown below in Table 2. Our assessment strategy entails asking the students toself-evaluate in these 18 areas both before and after they are exposed to the set of CG techniquesdescribed previously. We propose that the difference between their before and after assessmentin these 18 areas is a measure of their increase or decrease in creative ability. Both a controlgroup and experimental group are used as described in detail in the assessment sections below. Table 2 – Gough’s List of Creativity Descriptors Capable Egotistical Informal Interests wide Reflective Sexy Clever Humorous Insightful Inventive

Conference Session

Biological and Agricultural Tech Session I

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Rick Williams, East Carolina University; Stephanie Sullivan, East Carolina University; Loren Limberis, East Carolina University

Tagged Divisions

Biological & Agricultural

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University-Great Valley; Pamela Vercellone-Smith, Penn State Great Valley; Sally Sue Richmond, Penn State Great Valley

Tagged Divisions

Educational Research and Methods

14.613.9Figure 4: KAI score distribution for male students only Page 14.613.10Figure 5: KAI score distribution for female students onlyIn considering the sub-groups sorted by gender, the male students contained both the mostAdaptive and the most Innovative students in the total sample (as expected from generalpopulation studies19), but the female student group also contained individuals with highlyAdaptive and highly Innovative cognitive styles (within a total range of 79 points). While themale students reflected a distribution similar to that of the general male population (mean of 98),the female students (on average) showed a slight skew towards Innovation when compared to thegeneral female

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

results. Mostimportantly, it challenges us to reflect on how we come to determine grades if the students areunable to collectively concur with our assessment process. The concluding question asks, is thisproposed model correct and if so, does it have the necessary pedagogical components for moremature student centered higher learning in the classroom?ReferencesAlbert, R.S. (1975). “Toward a behavioral definition of genius.” American Psychologist, 30, pp. 140-151.Alexander, C., Ishikawa, S. & Silverstein, M. (1977). A Pattern Language: Towns, Buildings, Construction. New York: Oxford.Alexander, C. (1964). Notes on the Synthesis of Form. Cambridge, MA: Harvard University Press.Amabile, T. M. (1983). “The social psychology of creativity: a

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

outcomes of that were intended to facilitate the student’s professionaldevelopment. However, the professional development opportunity was intended to be a subsetof course experience. Emphasizing the importance of reflection in promoting more broadintellectual development, Van Gyn [10] proposed that "if co-op is only a vehicle for experienceto gain information about the workplace and to link technical knowledge with workplaceapplication, then its effectiveness is not fully developed." To this end, the course was alsointended to draw on the international and cultural experiences associated with the class activitiesto enhance student’s intellectual development in terms of their understanding of architecture andthe global and historical context in

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Eric Larson, Seattle University; Agnieszka Miguel, Seattle University

Tagged Divisions

New Engineering Educators

’ achievement of theobjectives (either for a particular question, an assignment, or for the whole course). There are avariety of different ways of measuring student progress. For instance, assessment can be donewith respect to a standard developed by the instructor or it could be done with respect to otherstudents in the course by curving the grades. In either case, great care must be done to make surethe assigned grades reflect the level of understanding of each student.To accurately assess students, it is important to remain fair to all students. Being unfair orinconsistent will often lead to inaccurate evaluations. While almost all educators strive to beunbiased during grading, it is possible to be inconsistent during grading without

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and following those changes in strategy.Data Analysis Through deep immersion in the culture and data, themes and connections to theAdaptable Learning model were generated 18. Focused coding 20 was conducted to identifyinstances where participants engaged in appraisal statements. Using contextual clues, theseappraisal examples were then classified as mastery or performance mode examples. Thedescriptions of events developed reflect a discussion of observed learning and study sessionstrategies and observed utterances of appraisals that occurred before and after changes instrategy.Results These findings focus on descriptions of events from the two selected observations. Thefirst observation represents mastery intention evidenced by

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep B. Deshpande, University of Louisville and President, Six Sigma and Advanced Controls, Inc.

Tagged Divisions

Multidisciplinary Engineering

Allahabad and the state of Uttar Pradesh wereresponsible for the high defect levels. Not long ago, the author also came to know aboutthe high level of internal excellence of the Dabbawalas from a Newspaper article [12]. So,the six sigma process of the Dabbawalas was only partially responsible for theirexemplary performance, the high level of internal excellence contributed to their successas well. The bottom-line is this: What six sigma considers as minimum variance is reallynot the true minimum variance state and therefore, further improvement in performance ispossible by increasing the level of internal excellence. These findings are reflected inFigure 6, and they have profound implications for a better and a more peaceful world. Thefindings also

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

identify systematicallyparticular aspects of latent diversity that are most important to understanding student success andchallenges in engineering through a national survey of first-year engineering students andlongitudinal qualitative data collection.AcknowledgmentThis work was funded by a National Science Foundation EEC CAREER grant (No. 1554057).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation.References1. Chubin DE, Babco EL. Diversifying the engineering workforce. J Eng Educ. 2005;94(1):73-86.2. National Science Board. The Science and Engineering Workforce: Realizing America’s Potential. (National

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Rohit R. Kandakatla, Purdue University, West Lafayette (College of Engineering); Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Nimit Patel, McKinsey & Company; Austin Zadoks, Purdue University, West Lafayette; Taylor Prebel, Purdue University; Claudio Cesar Silva de Freitas, Purdue University; Charles Morton Krousgrill, Purdue University, West Lafayette (College of Engineering); Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Mechanics

two experienced Freeform instructors was video recorded over the course of the Spring2016 semester and subsequently analyzed with respect to instructor actions. Continuous videocoding analysis was used to capture how much time these two instructors dedicated to variousinstructional activities such as assessments, traditional lecturing, demonstrations, and writing notesor examples in real-time. The analysis provides a clearer picture of how and when these twoveteran instructors employed active, blended, and collaborative approaches in their classrooms.The implications of the analysis are two-fold. First, we strive to improve Freeform instruction atour institution by providing instructors with an opportunity to reflect on their

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

movingforward/being stalled in the engineering undergraduate pathway.This perspective shift is further reflected in Sara’s statement that Pre-Calc students are “notthrilled” to be in a course “below where they need to be starting,” which is a surprisingly deficit-based statement about where the Pre-Calc students are in relation to their peers who areapparently superior by virtue of their initial positions (Calculus I or beyond) in the mathsequence. Sara’s words partially confirm Liza’s belief, presented above, that Pre-Calc is a“weed-out” class designed to filter out those who are not worthy of proceeding through theengineering math curriculum and in conjunction, engineering degrees. Again, this is incongruouswith the initial goals of the GS Program

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Yates, National Society of Black Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

leader.” – Asian American EngineerA few participants indicated that they had worked as interns or during college for certaincompanies. They reflected on the importance of the support that they had received from theircoworkers, as well as the value of having that work experience when it came time to look for a jobafter graduation. “As I was going to school, I was also working full-time at the CAD designers. I worked in the industry another four years prior to working as an engineer. My coworkers were willing to help me with homework. My employer was very acceptable and very supportive of me going to school, so they allowed me to work out hours to make up those hours.” – Asian American Engineer “I started off

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

families are invited to one of SfT’s partner institutions, including theMuseum of Science and Industry, The Field Museum of Natural History and the PeggyNotebaert Nature Museum.The question the SfT initiative explores is if there are changes in participants’ and out-of-school time organization leadership’s attitude towards STEAM, as well as a gain in contentknowledge. To study this question, participants are given a survey gaging their attitudes andknowledge about STEAM before and after each module. Additionally, all instructors arerequired to complete Activity Journal Logs after each of their class sessions. These journalsallow instructors to reflect on their classes and help to identify where they needed moresupport from the SfT initiative

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cory Cooper, United States Air Force Academy; Daniel D. Jensen, United States Air Force Academy; Michael Lawrence Anderson P.E., United States Air Force Academy

Tagged Divisions

Design in Engineering Education

incorporate all four of the phases in the cycle: Concrete Experience,Abstract Hypothesis & Conceptualization and Active Experimentation. However, if the capstoneexperience is one of the first times that formal design process is introduced to the students, theopportunity for Reflective Observation becomes more difficult as the students are literallythrown into a high intensity design process where failure to develop a good product or systemcould lead to failure to obtain their engineering degree [17, 11, 18]. Concrete Experience (dissection, reverse engineering

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

experiments and assignments. This sample and the teamingenvironment reflected several similarities to the first-year engineering programs for which thisinstrument was intended. An email introducing and containing a link to the online survey wassent to all students during the final days of the course. Response rates were extremely low (≈7%) due to the timing of the survey and lack of in-class announcements. However, the fewresults that were obtained demonstrated that students would identify others outside of their teamsand even their sections, through use of the free-response questions.The final version of the survey consisted of a cover letter describing the purpose of the researchand data collection, a prompt asking the students to indicate all

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica J. Lofton, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

began as a week-long residentialexperience, with counselors and mentors leading more of the workshops than faculty. Theworkshops are less technical than those offered at the high school level, but reflect the broadintroduction to multiple engineering disciplines and computer science. The program also advisesparticipants how to prepare for future studies in STEM. Middle school is a critical age for youngwomen where self-confidence and perceptions of others have a big impact on actions anddecisions. A well-known study has shown that young girls have gendered perceptions of STEMeven as middle school students [8]. By reaching the girls at a younger age, the program aims toincrease the STEM pipeline and encourage more young women to explore and

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

(engineeringmanagement is the most popular). And yet, the number of students enrolled in the CU TeachEngineering concentration does not nearly reflect the scale of interest initially expressed by theundergraduate engineering student body on a 2012 survey: while one-quarter of the almost 1,000respondents indicated an interest in K-12 teaching on the survey, just 14 students are currentlypursuing the CU Teach Engineering concentration. What is keeping those who indicated ahypothetical interest in K-12 teaching from enrolling in it and pursuing secondary STEM teacherlicensure as part of their engineering degrees? This paper seeks to begin probing this complexquestion by taking a historical perspective, integrating data from the initial launch of the programwith

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

incorporated in the form of educational technology to promote effective pedagogy, whichhas fostered the development of a new conceptual framework termed as the technological-pedagogical-content-knowledge (TPACK).2-4 The concept of TPACK reflects the status oftechnological, pedagogical, and content knowledge of educators.3 Moreover, the intersection ofthe three constitutive knowledge domains of TPACK, viz., technology, pedagogy, and content giverise to four additional knowledge domains, viz., technological pedagogical knowledge,pedagogical content knowledge, technological content knowledge, and technological pedagogicalcontent knowledge.4It is believed that the application of TPACK framework can make its three core knowledgedomains complementary to

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

large universityin the Midwest with more than 3400 graduate students spread among 13 different engineeringprograms. This sample size, though small, is sufficiently large for quality qualitative work in thisinitial exploration.33 This small sample size was also a reflection of the limited population ofreturners. A potential list of students was initially identified through Graduate School records,sorted by the number of years between the BS or MS degree and when the students started theirPh.D. With those criteria, only 29 domestic engineering students at the University met ourdesired conditions. We emailed these students to invite them to participate in the study andscheduled interview times with those who responded. The demographic data for our

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

,  implement  integrated  water  resources  management  at  all  levels, including through transboundary cooperation as appropriate  6.6  By  2020,  protect  and  restore  water‐related  ecosystems,  including  mountains, forests, wetlands, rivers, aquifers and lakes  The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with  the  Water  SDG  targets.  The  subsequent  section  presents  the  multi‐level  assessment approach and results. The final section discusses the challenges and successes of the USPCASW project  with  particular  reflection  on  the  benefits  of  having  a

Conference Session

Electrical and Computer Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meeko Oishi, University of New Mexico; Vanessa Svihla, University of New Mexico; Victor Law, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

conceptualgains on a concept inventory, but made smaller gains on final exam problem solving questions,compared to a traditional classroom.Overall, we see the collaborative quizzes as a well-aligned assessment tool for the active learningclassroom. This approach fostered improved co-regulation skills, and students who started withthe lowest levels of conceptual knowledge had similar course outcomes to those who began withhigher scores.In reflecting on our observations of the course, we also feel the collaborative quizzes were well-received. The majority of students participated fully and were engaged with the materials. It wasnot uncommon to hear students in extended discussions, particularly about the latter questions inthe quizzes, which tended to

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pryce Davis, University of Nottingham; Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

Tagged Divisions

Educational Research and Methods

theengineering workforce as a social context—making sure you succeed by ensuring you receivethe credit you are due. It is only at this point that the interaction moves from passive supervisingto active mentoring.We can also say something about the nature of Will’s stance toward mentoring in this vignette. Itwould seem that Will was not actively positioning himself in a mentoring role until the needarose. The long pause Will takes between the giving praise and giving advice could suggest it isan afterthought. Furthermore, his cursing about Gary might suggest this advice reflects hisfrustrations with Gary more than a desire to mentor Curtis. The reasons behind this passiveattitude toward Curtis is unclear, but we should point out that Curtis had only

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

steps to their project. Questions 6 & 7 addressed identification and elimination ofwaste to ensure that students learned the types of waste defined by lean methodology anddemonstrate they could identify areas in which their senior design projects wasted time andresources. The feedback from these responses was grouped by the most common answers,including the 8 categories taught in lecture, as well as wastes that were applicable to studentprojects but did not fall into one of the major categories. Post-survey question 8 allowed studentsto show that they could identify non-value adding activities and value adding activities, andconstruct a value stream map. Question 9 had students reflect on the basic idea that customerdefines value, and is

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Jacquelene Erickson, Colorado School of Mines; Alyssa Miranda Boll, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

additional projectdata in combination with the survey data, ensuring that students understand that their instructorsare not performing the detailed survey analysis will help to mitigate concerns that students mayanswer in the manner that they believe they are expected. The influence of different instructorswithin a specific class is outside of the scope of this paper.The survey alone is not well-suited to assess which specific pedagogical elements were moreinfluential in promoting sociotechnical thinking or shaping engineering habits of mind. Instead,the other data sources generated within the overall project – namely, focus groups, assignmentdata, and faculty reflection logs – are being analyzed to better answer this question. Analyzingthese data

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Decker B. Hains, Western Michigan University; Leslie Nolen CAE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

include a prescriptive number of credit hours. Mentored Experience (ME): Early career experience under the mentorship of a civil engineer practicing at the professional level, which progresses in both complexity and level of responsibility. Prior editions of the CEBOK referred to this as “E” for experience. The CEBOK3TC wanted to emphasize early career mentoring as part of the experience and adopted this new terminology to reflect and promote the importance of mentoring. Self-Developed (SD): individual self-development through formal or informal activities and personal observation and reflection. This is a new component of a typical pathway that was introduced in the CEBOK3. The CEBOK3TC

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

fewer formulas a world violates, the more probable it is. Each formula has an associated weight that reflects how strong a constraint it is: the higher the weight, the greater the difference in log probability between a world that satisfies the formula and one that does not, other things being equal.”Given a set of statements (F ) and a set of weights associated with them (w) representing theimportance of each constraint, Markov Logic Network could evaluate multiple design alternatives,or test multiple values for each priority. Such an approach, potentially allows engineering designersto systematically adopt a more inclusive and reflective attitude by being conscious of the normative,and subjective aspects of

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School

Tagged Divisions

Pre-College Engineering Education

high school science classroom, each student 1)located and drilled holes in metal and plastic, 2) tapped a threaded hole in metal, and 3)assembled a completed working pencil-top fidget device.Cycling a classroom of ~25 students through a safety talk and all fabrication process steps todevice competition took four 45-minute class periods, and these activities were repeated acrossmultiple periods each day. To assess indirectly the activity’s impact, students (N = 79) filled outan exit survey with questions posed against a Likert-like response scale. 35.44% and 65.82% ofrespondents respectively reported never using a drill press or threading a hole prior to thisproject. Reflecting on the project, 89.87% agreed or strongly agreed it demonstrated

Conference Session

Making an Impact: Building Support with Data and Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xiaoju "Julie" Chen, Carnegie Mellon University; Jessica Benner, Carnegie Mellon University; Sarah Young, Carnegie Mellon University; Matthew R. Marsteller, Carnegie Mellon University

Tagged Divisions

Engineering Libraries

: 1) collaboration; 2) data practice; 3) published information; and 4)scholarly communication. Given the semi-structured nature of the interviews, it is not surprisingthat the themes reflect the sections of the interview instrument itself. The first theme“collaboration” describes the natural of research practice among the researchers in the privateinstitution; the remaining three themes show the activities related to their research practices. Table1 summarized the main themes and sub-themes found in this study. The details of these themesare described below in this session. Table1: Summary of main themes and subthemes in this study Main Theme Subthemes Collaboration Collaborating for

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris Carroll, Saint Louis University, Parks College of Eng.; Scott A. Sell, Saint Louis University, Parks College of Eng.; Michelle B. Sabick, Saint Louis University, Parks College of Eng.

Tagged Divisions

Entrepreneurship & Engineering Innovation

what theresults mean and how they compared with engineering students. The results showed that thefaculty participants tended to prefer a more reflective than active learning style, a more intuitivethan sensory learning style, a more visual than verbal learning style, and were essentially neutralwith regard to preferring a sequential or global learning style. Comparison data fromengineering students provided contradictory learning styles preferences. Students tend to prefermore active than reflective learning styles, more sensory than intuitive learning styles, and amore sequential than global learning style. The only category where faculty participants learningstyles preferences aligned with engineering students’ learning styles preferences

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

student language reflect or challenge entrenched ideologies in the engineeringcurriculum? Do student’s perceptions of Con/Decon problems help us gain insight into how theyprescribe a proper engineering education? What do students believe to be a complete education?In Cech’s [19] phrasing, what is supplemental and what is fundamental?Our primary study questions are as follows:R1: Given that students are conditioned to work with decontextualized problems, what is theirattitude towards contextualized ones?R2: What strategies are students using to create context?4Research Design and MethodologyIn fall 2018, we adapted the Problem Rewrite Assignment (in an engineering ethics course,ENEE200) in order to better understand how students perceive