Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

science teaching methods course and volunteered for a follow-up engineeringprofessional development institute, which was the context for this study. Data sources includedvideos of the teachers solving design problems, teachers’ written and oral reflections onengineering teaching experiences, and researcher field notes from the after-school week. Wegenerated thick descriptions of the cases of Ana and Ben and used these to develop conjecturesabout their engineering epistemologies. Following microethnographic methodology andstrategies from discourse analysis, we re-examined transcripts and other data artifacts forconfirming and disconfirming evidence of these conjectures.We found that Ana and Ben framed engineering learning as building knowledge

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

colleagues. Yet, teamwork skills are rarely “taught” inengineering curricula; in fact, compared to business representatives, university educators havebeen found to underestimate the value of teamwork KSAs. Instead, students are expected todevelop teamwork and leadership skills via a sink-or-swim approach where they are assignedgroup work and left to perform as they can. Often, these poor teamwork experiences combinedwith the lack of training and opportunities for guided reflection lead to students disliking workingin groups, impacting not just the cognitive but also the affective domain of learning.In response to this identified weakness, a committee of representatives from the Faculty ofEngineering and other support units at the University of

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; John Ray Morelock, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

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NSF Grantees Poster Session

, complexity, and context [4, 7]. 2   Knowledge of strategies encompasses general learning and problem-solving strategies, as well astask specific strategies [4, 8].Within metacognitive regulation, our framework focuses on planning, monitoring, controlling,and evaluating. Metacognitive planning involves integrating the elements of metacognitionfocused on a specific task, setting task goals, sub-dividing more complex tasks, and predictingtask outcomes [8, 9]. Monitoring and control are necessarily linked activities. Monitoring isbeing reflective during a task, keeping track of progress, how things are going, and if selectedstrategies are working [8, 10

Conference Session

Engineering Management: Project Management and Partnerships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

student experience3 and favors learning styles that are intuitive, verbal, reflective,and sequential, as defined by the Felder-Soloman Index of Learning Styles (ILS). Felder andBrent point out the futility of trying to tailor instruction individually4 and Alghasham posited thateducational planners desiring to enhance teamwork should group students of mixed learningstyles.5-7 A balanced pedagogy blending learning styles will challenge students to step outsidetheir comfort zone to “stretch and grow.”3 This allows those that favor the opposite end of thelearning style spectrum, sensory, visual, active, and global, to benefit from the proposedpedagogy. Through the approach presented, new graduates will have a better chance to apply anappropriate

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; John David Ivanovitch, Oregon State university; Julie Risien, Center for Research on Lifelong STEM Learning; Lori J. Kayes, Department of Integrative Biology, Oregon State University; Devon Quick, Oregon State University

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NSF Grantees Poster Session

Pedagogically-trained LAs Chemistry 5 2628 Pre-post assessment by topic Fall 2014 Concept Warehouse; Cooperative learning studio; Engineering 4 1389 Reflection Mathematics 1 70 Clickers; Treisman Excel Studio Physics 1 398 Clickers; SCALE-UP studio Integrative POGIL; Clickers; Inquiry-based laboratories; 4 1933 Biology Pedagogically

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Te'Airra Monique Brown , Virginia Tech; Glenda D. Young Collins, Virginia Tech

Tagged Divisions

Pre-College Engineering Education Division

AR raised students’ interest whichincreased the majority of participants learning of science concepts. Still, the majority of currentAR literature reflects the prior point: researchers’ attempts to evaluate and measure studentlearning in AR applications has little basis in learning science or educational literature. Webelieve our guide will add to the literature by designing AR applications within the situatedlearning environment.Situated LearningSituated learning theory is based in the situative conceptual framework and examines howlearners gain knowledge through social contexts and interactions with materials and people.When discussing theory, it is important to understand the nature of knowing and consequentlywhat signifies learning and

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean H. Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University; Meg Handley, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

leadership and teamwork11.Developmental bibliotherapy (guided reading) is a tool that uses fictional written stories to helpdevelop social, emotional, or psychological growth at all levels of development12-13. In 1949,Shrodes identified four stages of developmental bibliotherapy: 1) identification - where thereader identifies with a character in a story; 2) catharsis - when a reader is able to experience theemotions of the character of the story; 3) insight – a deeper understanding which is achievedthrough reflection on the identification that the reader makes with the characters and situations ofthe story; and 4) universalization - when a reader is able to apply the insights the reader hasgained through reflection to situations they encounter in

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann-Perry Witmer P.E., Univerity of Illinois College of Engineering; Keilin Jahnke, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

their own experience through immersion and examination. Teams documentedtheir observations using blogs that focused on the same general area of inquiry they wouldpursue in Lumbisi. The blogs were available to the garden community and organizers, as well asother teams, allowing them to dialogue about their understanding of the subject. Research teamsalso were required to review other teams’ blogs and comment on observations.During the course development, coordination across educational units, universities, organizationsand countries flowed surprising smoothly and without issue. Perhaps the greatest challenge of theentire effort came when devising a course name that would reflect the interests of engineers,social scientists, planners and

Conference Session

Engineering Technology Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Technology

quantitative data from an Infrared thermographytechnique. The specification of the Fluke infrared camera used in this work is given in Table 1.Also, as part of the thermography process, Extech Model 451181 was used to record thetemperature of the inside air, temperature of the outside air, wind velocity, and relative humidity.The main problems experienced are the special technique used for the measurement of emissivity(ε) value of the target surface and the evaluation of the reflected temperature.Table 1. Technical specification of the Infrared Camera used in this work. Name Fluke TI25 Field of view 23° x 17° Thermal sensitivity ≤0.1 °C at 30 °C (100 mK) Spectral range

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Arizona State University, Polytechnic campus; Joi-lynn Mondisa, University of Michigan; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. 6) The Scholarship of Teaching and Learning is an area of scholarly work that is receivingincreased attention in higher education and many engineering education faculty are embracingmore scholarly approaches to teaching and learning. Streveler, et al.2 outlined a wide range ofinquiry in engineering education, and was informed by scholars in and outside the field ofengineering education (e.g., Hutchings and Sulman, 1999; Lohmann, (n.d.); and Streveler,Borrego, Smith, 2007 as cited by Streveler, et al.2). Table 1 summarizes the variety of ways inwhich engineering faculty can engage in engineering education research and practice in fourlevels of inquiry. Level 0 Teach: Teach as taught and without reflection Level 1 Effective

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tom Chen, Colorado State University; Anthony A. Maciejewski, Colorado State University; Branislav M. Notaros, Colorado State University; Ali Pezeshki, Colorado State University; Melissa D. Reese, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

competitiveness of the US economy. This endeavor has become a national priority1.However, the ECE enrollment and attrition trends in recent years are sources for concern.Enrollment in U.S. institutions of higher education has grown steadily at all levels rising from14.5 million students in 1994 to 20.7 million in 2009, but such a growth is not fully reflected inscience and engineering. Institutions of higher education in the United States granted engineeringdegrees in the mid-2000s at a lower rate than in the mid-1980s. The number of Americanstudents earning bachelor’s degrees increased by 16% over the past 10 years, however, thenumber of bachelor’s degrees earned in engineering decreased by 15%. Nationally, less than50% of the students who enrolled in

Conference Session

New Trends in ECE Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yacob Astatke, Morgan State University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY; John Okyere Attia P.E., Prairie View A&M University; Otsebele E Nare, Hampton University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

have produced, piloted, and internally distributed 64 curriculum modules and/or labs.The purpose of this paper is to provide preliminary results of an investigation of the relationshipof learning setting and instructional use of experimental centric learning, especially for students ofcolor. Learning settings studied include: 1) traditional classrooms, 2) lab settings and 3)homework. Variations by instructional use included: 1) instructor demonstration, 2) cooperativeand 3) independent student use. Student outcomes reflect gains in: 1) pre-requisites to learning; 2)immediate short-term learning; 3) long-term and transferable outcomes and 4) selected ABETcharacteristics (importance and preparedness). Findings indicate that both setting and

Conference Session

Electromagnetics & Power Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donald M. Peter P.E., Seattle Pacific University

Tagged Divisions

Electrical and Computer

put emphasis on the importance of understanding students andfaculty perceptions of engineering education. It also mentions the importance of curriculumorganization and impact of curriculum organization on instructors. Need for student reflection,exposure, and discussion. It also supported the theme of industry cooperation to help professors.In nearby Canada, McGill University, University of Sherbrooke, Hydro-Quebec, ALSTOM havepartnered together to create a joint Institute of Electrical Power Engineering based on theperceived need for more power engineer who are optimally trained.11Finally in recent years there are those who have addressed ways to optimize the introductorypower engineering classes at the university. This can apply not only to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-order thinking skills canbe developed through practice, feedback, and reflection. (Miri, 2007; Sawyer, 2013).In order to build the STEM workforce of tomorrow, faculty must be trained to implementevidence-based pedagogies that foster higher-order thinking skills. Specifically, learningenvironments must foster and support critical and creative thinking skills. While there arecountless examples of institutions focusing faculty development efforts on promoting criticalthinking, very few place an explicit emphasis on the creative aspect of higher-order thinking. Thesingular example we identified that emphasized critical and creative thinking was focused in theliberal arts (Five Colleges of Ohio, 2012). Higher education must shift the paradigm that

Conference Session

MVCC Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Francis Rogers III, United States Military Academy; Michael A. Butkus P.E., U.S. Military Academy; Russell Barrett Thomas Sr, United States Army; Jeffrey A. Starke, U.S. Military Academy

Tagged Divisions

Military and Veterans Constituent Committee

novel application. II. Coordinate (3 – 10 days prior to lesson) Students present a lesson outline to the faculty mentor, receive advice on leading an efficient and effective review session, refine the plan, and rehearse the classroom activities.III. Execute (during the class period of the lesson) Students lead an instructional period on the selected topics described above. Student performance is evaluated by the instructor and mentor. Performance expectations can be found in Appendix 2.IV. Reflect (within one week after the lesson) Students review their performance through a written reflection due the following week. Emphasis is placed upon determining how helpful the review period

Conference Session

But I'm a Loner! Expanding capability and creativity by examining effective alliances

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Colin Cerretani, University of California, Berkeley; Marjorie S Went, UC Berkeley

Tagged Divisions

New Engineering Educators

become experts in complementary areas, for example.—Individual and group accountabilityEveryone takes responsibility for their own work and the overall work of the team.Accountability can be promoted through milestone deliverables, frequent group communication,and a grading scheme that has a shared group element, for example.—Teamwork skillsEach member practices effective communication, decision making, problem solving, conflictmanagement, leadership. Instructors can promote the development of teamwork skills bymodeling and describing conflict management approaches, and guidelines for clear, directcommunication and effective leadership.—Group processingThe team periodically reflects on how well it is working, celebrates, and corrects. Providing

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Lesya M. Hassall, Iowa State University; Nadia V. Jaramillo Cherrez, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Design in Engineering Education

than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students. c American Society for Engineering Education, 2016 WORK IN PROGRESS Flipping Engineering by DesignAbstractIn a flipped mechanical engineering sophomore design course, students engaged with interactiveonline learning modules and follow-up graded quizzes prior to face-to-face hands-oncollaborative sessions. Analysis of the student post-assessment responses demonstrated highcomfort with the

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

anengaging platform. In order to present students and teachers perception about this newmethodology, Kahoot system is presented in five different approaches: Introduction of anew concept or topic; Reinforcement of knowledge; Encouragement of reflection andpeer-led discussion; Connection of classrooms and Challenge for learners to make theirown Kahoot quizzes. Some of these purposes presented were studied in Physics I andChemistry courses for freshman students and Physics II course for sophomore students inan Engineering School.IntroductionImmediate feedback enhances students’ learning. For students, it’s a chance to go furtherby breaking misconceptions and changing learning routes. For teachers, it’s a practicalopportunity to feel the “temperature

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, The University of Oklahoma; Rui (Celia) Pan, Toyota Financial Services

Tagged Divisions

Engineering Leadership Development Division

differential effects of the instructors’ approaches.BackgroundCourse description. The course examined for this study is taught through a combination ofmethods, including directed readings, classroom discussions, activities, reflective writing, andpresentations by guest speakers. Students in both sections learn about self-management, values,centralized and decentralized organizational structures, the leadership vs. management debate,implicit bias, women in leadership, and creating a culture of participative decision-making.Guest speakers from a range of industries and levels of experience present to both sections andhave lunch with students. The students’ learning culminates in a team project.Instructor A’s section emphasizes class discussion

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College; Adrienne J Gauthier, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

groups were presented with an Owl’s Dilemma at the beginningof each week or Concept. The dilemma was presented in an inquiry-based fashion for Group Aand required that they share their thoughts about the dilemma. Group B, on the other hand wasjust presented with the dilemma and not asked to comment on it. Both groups were asked toreflect on Owl’s Solution at the end of each week or Concept. Figure 10 shows the percentage oflearners in each group who reflected on Owl’s Solution. Group A learners were consistentlymore likely to reflect on Owl’s Solution than Group B learners. In weeks 5 and 6, 12.9% and15.4% more learners from Group A reflected on Owl’s Solution than learners from Group B.This indicates that Group A learners were more engaged with

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

learners receive and process information. The FSLM incorporates someelements of the Myers-Briggs model and the Kolb’s model. The main reasoning for its selection inthe DLMS evaluation is that it focuses on aspects of learning that are significant in engineeringeducation.The FSLM consists of four dimensions, each with two contrasting learning styles: Processing(Active/Reflective); Perception (Sensing/Intuitive); Input (Visual/Verbal); and Understanding(Sequential/Global). The details of the dimensions can be found in Ref.6. In order to determine anindividual’s specific learning style, Felder and Soloman13developed the Index of Learning Style(ILS) survey. Each of the 44 questions within the survey is designed to place the learner’spreference within

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Brad Wambeke P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

students directly,and also the faculty indirectly – resulting in a more inspiring classroom environment. Simplystated by Harold Hongju Koh, “Theory without practice is as lifeless as practice without theory isthoughtless 15.”It is well researched and documented that problem based learning is well suited for engineeringprograms for students to engage in complex, ill-suited, and open-ended problems to fosterflexible thinking and support intrinsic motivation 16. These characteristics in turn can increaseopportunities for group discussion over potential solutions, provide opportunity for criticalinstructor feedback, and essential self-reflection of the learning.A. Kolb and D. Kolb define Experiential Learning Theory as the “process whereby knowledge

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

Synchronistic presentations to other classCurrent ApproachWithin each course, the interdisciplinary approach included four parts: a brief introduction to theother field; science fiction reading assignments that include the theme of nanotechnology’simpact on society; a project that involves synchronistic interaction of the students from eachclass where the students teach the other students about principles from their class and writtenstudent reflections about their experience in presenting to the other class.Table 2. Key interdisciplinary activities included in the courses. Key Interdisciplinary Activities When Activity Activity Description (Week of 10 week course) Week 1-2 Brief • Nanotechnology professor

Conference Session

Developing Identities for Robust Careers in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M Lakin, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

also typical of engineering fields, although a bit high for thisinstitution (the freshman engineering class at this university was 18% female). As expected, 76%of respondents were first year students, while 14% were transfer students. Participating facultycame from a range of engineering programs including Biosystems, Chemical, Industrial andSystems, Mechanical, Polymer and Fiber, and Computer Science and Software Engineering.Instruments A battery of attitude scales was assembled for the purposes of this study from theliterature. The first 17-item scale assessed students’ Beliefs about Engineering, with half of theitems reflecting beliefs related to engineering as a helping or communal profession (e.g.,“Engineers are helping to solve

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J Krause, Arizona State University

Tagged Divisions

Biomedical

Biomedical Engineering CoursesResearch highlights the benefit of student reflection and frequent, formative feedback. One suchmethod is the Muddiest Point exercise where students reflect after instruction about both unclearand interesting points. Then, instructors analyze student feedback for the most popular conceptsand select those central to the learning objective. Previously, our work has shown that studentsfeel favorably about the interest, utility, and “cost” associated with this exercise in a one-credit,junior level Statistics course. This work compares student attitude in other courses to discern ifthe Muddiest Point exercise strategy is universally favorable.The previously validated, reliable Student Value Survey of Muddiest Points Survey

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Nailya Sh. Valeyeva, Kazan National Research Technological University; Roman V. Kupriyanov, Kazan National Research Technological University; Elvira R. Valeyeva, Kazan National Research Technological University

Tagged Topics

International Forum Virtual Presentation

developed reflective questionnaires for each block ofassignments (training exercises, business games), asking students to answer questions thatreveal the level of cohesion of the group, the presence and influence of the positive socio-psychological climate on the performance and the willingness to work in this group, thepresence of barriers in interactions. In addition, each student had the opportunity to expresstheir opinion about the work accomplished individually or in collaboration with others,describe their classroom experience and emotions during interaction within the team, etc. It should be noted that the reflection was carried out after the completion of each exerciseand at the end of a class. A content analysis of an exercise or class

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Thomas M. Powers, University of Delaware

Tagged Topics

International Forum

 as  fairness”  made  famous  in  the  20th  century  by  the  philosopher  John  Rawls.  12      On  the  contractarian  view,  there  is  a  strong  “publicity”  requirement  for  airing  of  differences  of  opinion  about  norms  of  conduct  within  any  practice  that  hopes  to  become  more  just.    The  same  can  be  said  of  science  and  engineering:  the  opportunity  to  negotiate  better  norms  of  practice  first  requires  a  publicizing  of  differences.    After,  by  means  of  a  process  that  Rawls  called  “reflective  equilibrium,”  practitioners  are  able  to  converge  on  an  improved  understanding  of  a  norm.    And,  importantly,  they  will  have  done  so  through  an  exercise  of  “public  reason”  and

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Educational Research and Methods

reliableinstrument.Internal reliability of each was measured by Cronbach’s alpha for each of the four factorsand for the instrument overall. The reliability ranged from 0. 614 to 0.672 for the fourfactors and was 0.602 for the instrument overall. In general, this shows a marginal levelof internal reliability, which is something that will need to be addressed in furtheriterations of the instrument.DiscussionIn general, our analysis did result in four discrete factors that reflect the acceptance orresistance to two distinctive aspects of ill-structured problem solving: ambiguity andmultiple perspectives. With further development, an instrument of this nature could beused by classroom instructors to gauge where students are with respect to majorthresholds in how they

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Ryan R. Senkpeil, Purdue Engineering Education; Elizabeth K. Briody Ph.D., Cultural Keys LLC; Edward F. Morrison, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

survey responses in light of studentgrades in the course. Each ILS dimension is scored on a (-11, 11) interval describing thespectrum between two extremes. For example, a score of (-11) on the ACT-REFdimension indicates a strong preference for active learning, while a score of (+11)suggests a deeply reflective learner. In this first phase of data analysis, we definemisalignment as the (student) – (instructor) ILS score across all four ILS dimensions. Assuch, we have 440 misalignment scores (4 ILS dimensions for each of 110 students), andall are integers on the interval (-22, 22)[1]. We also have dynamics course grade for eachstudent.Results—ILS MisalignmentWhen we consider all participants from both the faculty (nf = 33) and student (ns = 317

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Yacob Astatke, Morgan State University; Charles J. Kim, Howard University; Mohamed F. Chouikha, Howard University; Dianna Newman, University at Albany - SUNY; Kathy Ann Gullie PhD, Evaluation Consortium: University at Albany - SUNY; Abdelnasser A. Eldek, Jackson State University; Satinderpaul S. Devgan P.E., Tennessee State University; Ali Reza Osareh, NC A&T State University; John Okyere Attia P.E., Prairie View A&M University; Saleh Zein-Sabatto, Tennessee State University; Demetris L. Geddis, Norfolk State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

as an Assistant Professor in 2004. From 2008 to 2011, he was a Research Engineer at the Georgia Tech Research Institute where he fabricated scalable multiplexed ion traps for quantum computing applications. Prof. Geddis returned to NSU as an Associate Professor in 2011. c American Society for Engineering Education, 2016 2016 ASEE ConferenceAbstractThis paper presents the initial pilot findings from a multi-year project that is initiating experimentalcentric approaches to learning in electrical engineering courses via the use of an Analog DiscoveryBoard (ADB). The specific audience emphasized in the paper reflects participants in circuits-content courses; the majority