Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; April A. Kedrowicz, North Carolina State University, Raleigh

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

calls withinengineering for civic engagement, diversity, equity, inclusion, and social and environmentaljustice.IntroductionAn engineering instructor recently told us, “For those of us who were trained as engineers in the1980's and have taught the past 20 years, there's a bit of a Pavlovian response thatcommunication means writing.” Indeed, “communication = writing” is a widely accepted proofamong engineering instructors and is confidently echoed by engineering students when asked,“What is communication?” Those with broader perspectives include “and presenting” to theequation, but even some of the most experienced and open-minded engineers and engineeringprofessors we have met stop there. Engineering students, becoming competitive in

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Gross; Keyoni McNair

are important to identity, interests are part of identity formation, too. Byconsidering CS students’ interests in a broad range of activities, we can help potential students seethat students in CS share some interests with them, even if they struggle to find peers and mentorswho represent their race, gender, disability status, or other factors relevant to them. Exploring thiswill allow us to show diversity of interests, one of the few areas in which CS is diverse.Engineering is defined by the students who become engineers, and by the people who educate thosestudents. The question of “What is engineering?” cannot be answered without also answering“Who are engineers?” Our hope is that we can improve the discipline by providing a more

Conference Session

Research and Graduate Studies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Korine Steinke Wawrzynski, Michigann State University; Rachel Mangiavellano, Michigan State University; Evan McCune, Michigan State University

Tagged Divisions

Graduate Studies

seminars covering topics in interdisciplinary Engineering research;(2) bi-weekly workshops on the graduate school application process; (3) writing assignments tohelp students clarify their interests and begin developing application materials for graduateschool; (4) individual and small-group outreach activities to encourage broader participation inSTEM (science, technology, engineering and math); (5) interdisciplinary networking events withundergraduates, graduate students, and faculty from across campus; and (6) presentation of theirresearch at a university wide research forum. These professional development activities wereimplemented as part of a 10-week summer research program for undergraduates sponsored bythe College of Engineering at

Conference Session

Student-Centered Information Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer (Cong Yan) Zhao, McGill University; Tara Mawhinney, McGill University

Tagged Divisions

Engineering Libraries

theundergraduate level at McGill and elsewhere. Within our context at McGill University,providing support for undergraduate research is an increasingly important role for the library.Purpose of this study The first step in better serving this user group is to understand their challenges. Thisstudy investigates challenges related to information literacy that Chinese undergraduateengineering students face in comparison with their native English speaking peers in completing aresearch paper. Next, we hope to apply this knowledge to create increasingly relevantinformation literacy skills training for Chinese students and international students ingeneral. The current paper reports on preliminary findings from initial face-to-face interviewsand an online

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rucha Joshi, University of California, Davis; Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

backside of your concept map, please write down answers to : a) In your presentation, what about that concept was difficult to explain to peers? b) What ideas did you get from the group to understand this concept better?While concept map exercise was completed by all students when they came to the class wherediscussion activity was held, the self-reflection on concept maps was turned in by 46 students outof 86, for an extra credit. From student responses to prompt a), the difficulties students reportedin explaining to peers were thematically coded. The frequency of the concepts mentioned asdifficult to explain was also accounted for generating a word cloud. Student responses to promptb) were analyzed to get an insight

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Mark Tehranipoor, University of Florida; Caitlin Nichole O'Brien, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering Students with ADHDAbstractStudents with Attention Deficit Hyperactivity Disorder (ADHD) tend to experience thetraditional education system differently than their peers. The engineering education system hasyet to realize unique potential of these students and identify ways in which to handle thesedifferences in order to keep them engaged and successful. Published literature suggests thatindividuals with ADHD have the potential of strong divergent thinking skills and unparalleledrisk-taking. However, this group of students is significantly underrepresented in engineeringprograms; some work suggests that only 3% of college students with ADHD choose to studyengineering. The current design of engineering education largely fails to provoke the

Conference Session

Innovative Instructional Strategies and Curricula in ECE I

Collection

2011 ASEE Annual Conference & Exposition

Authors

MaryPat Beaufait; Duyun Chen, University of Pennsylvania; Carl B Dietrich P.E., Virginia Tech; Cecile Dietrich; Garrett Michael Vanhoy, University of Arizona

Tagged Divisions

Electrical and Computer

developing software that supports cognitive radio reconfiguration, includingapplication of software engineering practices and tools, as well as experience in presentingresearch results to peers, university researchers, and other wireless communications professionalsand end users as part of the program.Following the program, these students transitioned to a role as research collaborators anddevelopers and maintainers of open source research infrastructure. The students‘ continuedcollaboration with each other and their mentor, resulted in availability of the students‘ softwareand documentation as an open source resource for further research and education at the hostinstitution and worldwide. This collaboration is described, as is their participation

Conference Session

Hunting for MINDs

Collection

2002 Annual Conference

Authors

Liz Oshaughnessy; Barbara Goldberg

%. This represents an increase of approximately 6% in the pastfew years. Within the electronics program, however, the number is less than 10%. Womenfrequently find themselves enrolled in classes where there are 3 or fewer other women in a groupof approximately 40 students. Women enrolling in these programs enter with GPAs andentrance exam scores equivalent to their male peers. The impetus for the research was whether ornot they perceived that they were treated as equals once they were enrolled. Did they findthemselves accepted by their male counterparts? Did they perceive that faculty members had thesame expectations of success for them? Socially, did they feel comfortable? Did they perceivethat they were subject to gender discrimination or

Conference Session

Capstone and Senior Design in Engineering Technology

Collection

2009 Annual Conference & Exposition

Authors

Ivana Milanovic, University of Hartford; Tom Eppes, University of Hartford

Tagged Divisions

Engineering Technology

Page 14.1051.7All capstones use peer assessment administered at the end of the semester during the finalpresentation. MET capstones employ an external panel of judges, a natural extension of industry-sponsored projects. The quality of assessment and interaction between the panel and the teamsduring the final presentation is good since some judges have been indirectly involved in theprojects. The peer and panel assessment data is both semantic (comments) and objective(numerical). The writing consultant provides input on the final grade to the instructor. EETcapstones do not use a judging panel therefore assessment of student work rests solely with theinstructor. Table 6 lists the pros and cons of assessment techniques. Peer

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Educational Research and Methods

finalstage, these analyses will be processed to create a set of recommendations to reduce variability.Context. This study is contextualized in a first-year engineering program at a large publicuniversity. Analysis is centered in the second course of a two-semester sequence of courses.This course typically has over a dozen sections of over 100 students each spring semester. Eachsection usually employs an instructor, a graduate teaching assistant, four undergraduate peerteachers, and two undergraduate graders. For any given assessment, each grader typically gradesone-third of the section responses and the peer teachers split the remaining responses. All of thegrading is generally overseen by the graduate teaching assistant, though specifics vary

Collection

1998 Annual Conference

Authors

Willie E. (Skip) Rochefort

-5 students; laboratory and computer teaching assistants; and in all cases mentors for theunderclassman. In the freshman course they also assist with course development, scheduling ofactivities (OSU orientation, plant trips, library tours, etc.), writing instruction, computerinstruction, and as “big brothers or sisters” to the freshman students. In each course where thesementors have been used, evaluations are conducted such that the students evaluate the mentors andtheir group members (peer evaluation), and the mentors evaluate the students. These evaluationsare given a weighting in the final grade determination for both students and mentors.The results after ten quarters of use are encouraging, though not without some “glitches”. The “good

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

that student acquisition of the “technologies” of reading and writing werecausally responsible for cognitive and developmental benefits that could subsequently be transferred to othereducational tasks. [1,2,3,4] This “autonomous” model has gradually given way to a more “social” model of literacythat takes into account the context in which a literacy practice takes place, and the effects that setting may have onhow literacy is conceived and enacted.[5,6,7,8,9] One of these new literacies, Academic Literacy, indicates a fluencynot only in reading and writing, but also in particular ways of thinking, doing and being that are peculiar toacademic contexts such as undergraduate engineering education. This paper reviews the changes in the concept

Collection

2010 ASEE Midwest Section Conference

Authors

Josh Coffman; Joseph J. Rencis; Daniel J. Jensen; Ashland O. Brown; Jiancheng Liu; Kristen Kaufman; Christina White

educationalmeasurement and multiple-choice exam writing books by Bloom7, Gronlund10, Haladyna11,Hambleton12, McDonald14, Reynolds27, and Linn28. Only these texts presented organizedchecklists. A majority of other texts contain long lists of guidelines followed by additionalreading. These lengthy readings are impractical due to instructor time constraints. Checklistsprovide a direct means to evaluate quiz quality in a timely manner. Based on the literaturereview carried out by the authors, this is the first checklist that has been used in an engineeringeducation environment.Multiple-Choice Quiz Checklist FormThe Multiple-Choice Quiz Question Checklist Form developed in this work is shown in Figure1. This checklist has been revised to meet the needs of our

Conference Session

Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Summer Dann Johnson, Louisiana State University, Baton Rouge; John Scalzo, Louisiana State University, Baton Rouge; Sarah Jones, Louisiana State University, Baton Rouge; Kelly Rusch, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge

Tagged Divisions

First-Year Programs

, Yr 1 45 Participants 80/20% male: female 5 Peer Mentors 22% minority E2 Camp, Yr 2 84 Participants 82/18% male: female 18 Peer Mentors 6% minority ENGR 1050, Yr 1 56/ 3 sections 69/31% male: female 33% minority ENGR 1050, Yr 2 74 74/26% male: female 28% minority ERC, Yr 1 110

Conference Session

Mechanical Engineering Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Ronald W. Welch P.E., The Citadel; William J. Davis P.E., The Citadel; Deirdre D. Ragan, The Citadel; Jason Geathers, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

focused on underrepresented populations, specifically women and minorities, whileothers are implemented for the entire engineering student population. Mentoring efforts include:demographic-specific advisors, faculty advisors, peer mentors, faculty mentors, and engineeringindustry mentors. The School has taken a four-year approach to its mentoring efforts. Overallobjectives of the mentoring program are multifaceted: 1) to help new students transition to highereducation and identify with their particular program; 2) to help students who are struggling inupper level courses and in leadership positions or conducting undergraduate research; and 3) tohelp students with their transition to the engineering profession.This paper describes how one

Conference Session

Capstone and Design Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin, East Tennessee State University; Keith V. Johnson, East Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

mitigate the problem. It was anticipated that the students would learnabout international business environment, cross cultural elements of engineering problems, andsustainable solutions. Students learning outcomes were evaluated using pre and post survey,focus group’s evaluation, and peer evaluation. A sensitivity analysis was also conducted tojustify effectiveness of new learning outcomes. All students agreed that the course projectincreased their knowledge and skills to solve engineering problems in global settings. About92% students responded that the project increased their interest about different cultures andmulti-perspective analysis, and 72% students, up 52% from pre-survey, said that the project washelpful understanding engineering and

Conference Session

Two-Year College Division Transfer Topics Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Divisions

Two Year College Division

to bolster the transition and retention of our students. It is worthyto mention that no other states in the US have the same level of desperate need as Mississippi toincrease its STEM degrees. A September 2011report published in Industrial Engineer Magazinereveals that Mississippi ranked the lowest in preparing STEM students.As part of the initiative, we implemented several programs such as Let ‘em Know, Inter-Institutional Visits, Portfolio Tracking, 2+2 consortium, and Peer Led Team Learning (PLTL).Our Let ‘em Know program, (which is similar to the Catch the Dream program implemented atLake Michigan College) focuses on increasing transfer rates from CC to our university. Let ‘emKnow program provides first year STEM students with four year

Collection

2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

simple. It simply asked each student to write their impressions of theirteammates and their contribution to the project. No guidelines were given to help studentscategorize the evaluation (e.g. no rating scale was provided) and it was not clear if they were torate technical ability or contributions and commitment to the team effort. Also, students did notreceive enough feedback following the submission of the forms. Some of the student who werenot performing to teammates’ expectations were probably not aware there was a problem.For the following year a new peer evaluation form and process based on the work of Felder wasadopted 13. This form clearly indicated that the students were to reflect on their teammates’efforts and contribution to the

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., Pennsylvania State University; Erin A. Hostetler, Pennsylvania State University; Patrick Joseph Tunno, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

traditional classroom. A large number of studentspursue undergraduate research, service-learning, and even study abroad experiences, receivingacademic credit documented on a transcript. Students value these experiences even though theircredit hours during these semesters are higher than their peers. University leadership sees valuein micro-credential programs in terms of revenue and professional development opportunities forstudents, staff, faculty, and alumni. Micro-credentials and digital badges have gained popularityin recent years as ways for higher education institutions to provide competencies, knowledge,and skills quickly and effectively, especially when the needs of the workforce change faster thanthe curriculum. However, a recent development

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christa M Wille, University of Wisconsin, Madison; Dalton James Hess; Jake Mitchell Levin, University of Wisconsin-Madison; Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Biomedical

module. The students are required to write a short reflection covering thefollowing three questions: What are the main points?, How is the material useful to you?, Whatmore information do you think should be included?.LaboratoryThe three-hour laboratory each week developes a diversity of hands-on skills covering the basicsof each discipline and associates the lecture and laboratory exercises toward the guided designproject, a physical prototype of a medical research device. Laboratory topics were developedthrough interactions with and input from our student advisory committee (BSAC), studentsurveys, industry including co-op and employer surveys and the external advisory board. Theskills that were utilized most frequently by students in their

Conference Session

Been There, Done That: Advice for New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Robert Garrick, Rochester Institute of Technology; Scott Anson, Rochester Institute of Technology; Mario Castro-Cedeno, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Christopher Greene, University of Alabama; Carol Romanowski, Rochester Institute of Technology; Michael Slifka, Rochester Institute of Technology (CAST); Larry Villasmil, Rochester Institute of Technology; James Lee, Rochester Institute of Technology (CAST)

Tagged Divisions

New Engineering Educators

to meet other faculty and staff at your institution who may be interested in collaborating on research projects.≠ Apply for internal funding opportunities to support your research. These opportunities are effective ways for establishing a research program. They also provide experience writing grant proposals, managing a program budget and reporting on funded activities.Mentoring – To supplement mentoring from senior colleagues, UFAST provides peer mentoringthrough information sharing, collaboration and positive peer pressure. We meet weekly andtrack our progress on collaborative efforts and individual proposals such as internal fundingopportunities. Additionally, each untenured faculty member is required by the college to

Conference Session

Tricks of the Trade: Outside Class

Collection

2004 Annual Conference

Authors

Marybeth Lima

state Board of Regents or other local/state source. Likewise, it is worth more to your dossier. Federal funding is almost a must for getting tenure in engineering colleges at Research I institutions. • A (not all, but “a,” as in one) Research I College of Engineering will say (unofficially of course) that to be in “safe” territory regarding promotion and tenure, you should have 1-2 refereed journal articles per year and $100,000 of funding per year.5. Stay positive around and about your colleagues and peers (don’t make enemies). • Corollary: Remember that e-mail is not secure. • Corollary 2: Remember that you can make enemies simply by drawing breath, even if you are positive around and

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Richard F. Vaz, Worcester Polytechnic Institute

Tagged Topics

Faculty Development

academic unit focused on local and regional sustainability in support of WPI’s interdisciplinary degree requirement, the Interactive Qualifying Project. Rick also oversees WPI’s Global Perspective Program, a worldwide network of 35 Project Centers to which more than 700 students per year travel to address problems for local agencies and organizations under faculty supervision. Rick’s teaching and research interests include service and experiential learning, engineering design and appropriate technology, and internationalizing engineering education. He has developed and advised hundreds of student research projects in the Americas, Africa, Australia, Asia, and Europe. Rick has published over 55 peer-reviewed or

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

. ≠ Left to discretion of the committees. ≠ OES-I publications are discounted and treated separately from technical publications. ≠ Peer review has no special context with respect to OES-I. It is simply applied across the board with respect to refereed publications and conference proceedings. It is a yes or no tick box. ≠ Peer Review in our institution is only by senior faculty at other institutions of published work. ≠ Peer review means anonymous review of your work by peers, with potential rejection by your peers. I would discourage my peers from writing papers focusing on outreach activities, if it means not writing a paper on their primary subject. ≠ Peer review means having someone who has

Conference Session

ET Curriculum and Programs I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Moin Uddin P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

, curriculum, student experience, faculty,learning resources and administrative support. A two-day long site visit was conducted by apanel of two external and two internal peer reviewers. This paper presents planning, preparationand lessons learned from this recent academic review of the program. Some of the highlightedlessons learned are plan early, develop and implement a continuous improvement plan, securefaculty and administrative support to drive success in a graduate program.IntroductionAccreditation is an integral part of most undergraduate Engineering Technology (ET) programsin the USA. Accreditation bodies like ABET ensure that a program meets the quality standardsthat produce graduates prepared to enter a global workforce (ABET, 2019

Conference Session

Computer-Based Learning in Chemical Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

place students on a higher performance leveland can lead to fading or scaffolded achievement [7].Recent research raises concerns about over-scaffolding learners; while they sometimes performbetter on short-term knowledge gains than peers who are not scaffolded, they also reportedlydevelop negative attitudes toward the subject matter [8]. Instead, providing goals, such as adesign challenge, can better organize their learning. Other forms of scaffolds can also providebenefit. For instance, scaffolds that organize student work on ill-structured problems can supportthem to think about the problem and learn as they do so [9].The design process spans definition of problem, navigation of the scientific literature forbackground, brainstorming multiple

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Daniel B. Whitaker, University of Arizona

Tagged Divisions

Biomedical Engineering

as availability of instructional resources to support this initiative.The course involves a 10-week project, along with weekly engagement and reflection activitiesthat are designed to promote critical thinking and collaboration. Students were required toparticipate in a moderated discussion forum at least twice every week.• Discussion Forum: Each student was required to initiate a new topic of discussion (initiation thread) related to the overall theme of the week as well as engage in a discussion with posts from one or more peers (engagement thread). Both initiation and engagement threads were meant to allow for weekly reflection among students and low-stakes assessment by course facilitators. Measures such as number of posts

Conference Session

Assessment of Student Learning and Skills

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering

of Virginia must take a coreyearlong integrative laboratory sequence, typically during their third year in the program.Students are randomly assigned into teams of 3-4 students in the first semester of this sequence,whereas they are allowed to self-select teams in the second semester. At the end of bothsemesters, students complete mandatory peer evaluations that are used in calculatingparticipation scores each term for every student in the course. Throughout more than a decade ofteaching this sequence, the instructors anecdotally observed that many teams remained togetherin the spring after having been randomly sorted into teams in the fall semester. However, arigorous quantitative analysis of the impact of team assignment method on team

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

Tagged Topics

NSF Grantees Poster Session

studio class environment (Koretsky etal., 2018). The LA Program utilizes the three core elements suggested by the Learning AssistantAlliance (Otero, Pollock, & Finklestein, 2010). First, LAs receive pedagogical development in aformal class with their peers in their first term as an LA. Second, LAs meet weekly with theinstructor and the graduate teaching assistants as a member of the instructional team to preparefor active learning in class. Third, LAs facilitate active learning in the class in which they areassigned. Each week in the pedagogy class LAs are posed a specific prompt that connects tospecific reading and asks them to reflect on their learning and practice in writing. This process isintended to help them connect the three program

Collection

2019 Fall Mid Atlantic States Conference

Authors

Janet Liou-Mark, New York City College of Technology; Reina Li; Reggie Blake

Tagged Topics

Diversity

Improvement Program (MSEIP) grant. Dr. Liou-Mark has organized several STEM-related conferences and national conference sessions on diversifying the STEM workforce. She continues to speak at conferences and conduct workshops on best practices for under- represented minorities in STEM. Dr. Liou-Mark is selected as the 2017-2018 Scholar on Campus. She was awarded the 2017 Best of New York Award for her contributions to City Tech. Her research interest in the implementation of the Peer-Led Team Learning (PLTL) instructional model in mathematics has won her the 2011 CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instruction and the Mathematical Association of America Metro New York Section 2014 Award for