Conference Session

ETD Curriculum

Collection

2017 ASEE Annual Conference & Exposition

Authors

Troy Harding, Kansas State University, Polytechnic Campus; Thomas E. Mertz, Kansas State University, Polytechnic Campus; William E. Genereux, Kansas State University, Polytechnic Campus; Sue A. Guzek, Kansas State University, Salina; Timothy Bower, Kansas State University, Polytechnic Campus

Tagged Divisions

Engineering Technology

observed that students are often unable to see a broader perspectiveof why they are studying various topics and required classes. Students seem to be less able tomake the connections that they need to make between the different classes and disciplines. Thispaper discusses a computer technology curriculum and its weaknesses, subsequent changes thatwere implemented with a program overhaul, and an assessment plan that was devised todetermine if those changes were effective towards meeting the learning goals.The changing expectations of both students and their future employers motivated us toreexamine and overhaul the way we teach computer technology. We revised our student learningoutcomes to better reflect industry needs and to make assessment more

Conference Session

Innovations in Aero Curriculum and Program Level Administration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Divisions

Aerospace

this model in the compressible flowclass with examples, students’ reflections and feedback. Students found this model to bedifferent and more effective than traditional graduate classes and were able to connect,apply, understand and appreciate the relationship between the complex mathematicalequations and the real-life applications. It was also found that creating a portfolio takes moretime and effort when compared to traditional exam based class and the workload might needto be reduced.I. Introduction Preparing graduate students to be successful in all aspects of their career has remained avelleity for many years in academia. Recent study finds that the perceptions of the students in theircompetence in the workforce does not align with

Conference Session

Computing Technology Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

A Gavrin, Indiana University Purdue University, Indianapolis; Rebecca Susan Lindell

Tagged Divisions

Computers in Education

. CN supports all common browsers and platforms, and is also accessible throughiOS and Android Apps.Although CN includes many of the features of a traditional learning management system (LMS),CN offers several unique benefits, and is quite distinct from typical LMS systems such as Canvasand Blackboard. It is notable that the CN interface highlights student contributions, rather thanfaculty-defined course structure. The bulk of the screen “real estate” is devoted to a running listof students’ posts and reflections on posts. The appearance is similar to a Facebook “wall.”Students and faculty can post freely to this area in a number of formats, including “posts,”“polls,” and “reflections” on previous input. Posts may include images, videos, links

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas Robert Welling, Seattle University; Nathan E. Canney, Seattle University; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in order to gain insight into the largerand multi-faceted culture in which these experiences take place5. This approach places value onthe subjectivity of the researcher, acknowledging the inherent bi-directional influences betweenthis individual and the culture they are studying. The autoethnography herein focuses on onestudent’s experiences of identity formation and reflection spurred by his involvement in aresearch project about engineers’ imaginaries of “the public.” These experiences are discussedin three journal entries and analyzed with the lens of identity formation described below.Through this research, the student was able to gain a deeper understanding of experiencesfoundational to his personal and professional identities as well

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Camille M. George, University of St. Thomas; Erin Anne Kern, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

of the course content reflects the needfor continuous improvement in engineering content, as well as, a growing body of literaturewhich points to the need for instructor led intercultural intervention for intercultural knowledgeand competence growth. This paper focuses on the integration of intercultural competence in thecontext of developing future engineers who have both the skill set and mindset to understandengineering projects and services within a “global context”. Central to this goal is a baselineunderstanding of intercultural learning theory which is briefly delineated from a theoreticalperspective. The course is then examined as a case study. And finally, assessment of studentlearning growth is considered in terms of quantitative

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lorena Colcer, Oregon State University; Christina Smith, Oregon State University; Devlin Montfort, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

the global community, and have become more prominent at this culturalmoment. In an effort to address the topics of social justice, equity, and inclusion manyuniversities and groups of faculty and students have focused on ways to educate STEM studentand faculty populations.There is a complex and continually developing body of literature discussing and reflecting onreform efforts both in engineering education and more broadly. This literature can simplisticallybe classified into three general types: (1) calls for action that explain and provide evidenceconcerning the needs for reforms [1], e.g. , [2]; (2) research describing the reform process e.g. ,[3], [4], and; (3) research examining why most reform efforts fail [5], [6].This third type of

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel P. Cavanagh, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

cause and progression, clinical diagnosisand treatments, and patient decisions and experiences. The course aimed to complement thetechnical and professional skills our students receive in our hands-on focused curriculum thatprovides each student with applied exposure to various core areas of biomedical engineeringincluding mechanics, materials, instrumentation, transport, and medical device design. Thecourse was structured to have one introductory and two in-depth projects that provided studentswith opportunities to explore and integrate diseases, devices, and patient experiences, and topropose novel health care innovations. To gain insights as to the impact of the course on thestudents, a culminating reflective exercise was also required of

Conference Session

Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary K. Nave Jr., Virginia Tech; Amy L. Hermundstad, Virginia Tech; Michael Stewart, Virginia Tech; Michele Ruth Waters, Virginia Tech; Emily Garner, Virginia Tech; Mohammed Seyam, Virginia Tech; Chelsea R. Corkins, Virginia Tech; Karen P. DePauw, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students that have participated. As part of the 2016 cohort of the Global Perspectives Program, students traveled to Europe during May of 2016 to visit eight different universities in three countries. Through these visits, students were exposed to a wide range of perspectives and insights into higher education. In this paper, we provide an overview of the Global Perspectives Program and its history, describe the prerequisites and presentation, describe the events of the trip for the 2016 cohort, and conclude by sharing participants’ reflections on their experiences. The Global Perspectives Program, with its focus on developing students’ perspectives of higher education, can help prepare students for

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

Tagged Divisions

First-Year Programs

, engineeringdecisions under uncertainty, ethical failures/disasters, and sustainability. The teaching andassessment methods used in first-year courses were described for 143 introductory courses and56 design courses. The most common methods used to teach students about ethics/societal issuesin these courses were: case studies, in class discussions, lectures, and examples of professionalscenarios. Design courses also commonly included design and project based learning as methodsto teach ethics. Common assessment methods for ethics/societal impacts learning were:individual reflective essays, test/quiz questions, individual homework, and group writtenassignments. Ten percent of the introductory courses and 9% of the first-year design courses didnot assess ethics

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Benito Mendoza, New York City College of Technology; Pamela Ann Brown, New York City College of Technology, CUNY

Tagged Topics

Diversity

internal components.  Install and configure a Small-Office/Home-Office (SOHO) wireless/wired router and apply appropriate settings.The course learning outcomes reflect critical workforce skills needed for positions in the field ofcomputer support. An entry-level position in the area of information technology (IT) supportrequires working knowledge of computers and mobile devices repair and maintenance, and basicprinciples of computer networks. A computer technician should be able to setup and configure anew computer and, given a scenario, select the appropriate components and peripherals for acustom PC configuration, to meet customer specifications or needs [7]. The technician shouldhave the skills to troubleshoot common problems

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, and advocate for a holistic consciousnessof the factors that many underrepresented students face in engineering.Critical TheoriesAccording to Horkheimer21, there is a distinction between traditional and critical theory.Traditional theory seeks to only understand or describe society, while critical theory seeks tocritique and change society as a whole. Critical theory recognizes the complexity of socialprocesses and its main task is “to reflect upon the structures from which social realities and thetheories that seek to explain it are constructed” (p. 139).22 Although critical theory originated inthe Frankfurt School with a focus on a criticism of modern social structures,22 critical theoryprevails in other fields such as sociology and

Conference Session

Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession – and ASCE

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

in structural engineering.In response to these challenges, there is a growing sense that the structural engineering disciplinemust transform itself in order to preserve its viability as a professional entity. As evidenced byarticles in recent publications and initiatives, this need for transformation is being manifested in:  calls for substantial increases in the technical structural engineering coursework offered by university engineering programs;2,3  a growing consensus that a master’s degree is required for structural engineering practice in all but the smallest firms;1  and strong advocacy for structural engineering licensure.4,5,6Although these various calls for change reflect a broad and growing consensus

Conference Session

International Educational Experiences (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Ang Liu, University of New South Wales

Tagged Topics

Diversity

Tagged Divisions

International

the culture of their home campus. Students alsoutilized digital portfolios in the course to complete reflections on class content related to eachGrand Challenge theme area. It should be noted that, ASU operates a well-established NAEGrand Challenge Scholars Program that enrols more than 100 students every year. Throughthe knowledge transfer initialized by the joint course, UNSW aims to gradually launch itsown Grand Challenges for Engineering program locally in Australia.This work provides information about the course and describes the outcomes of the course asrelated to the students’ experience, instructor’s experience, and comparison to other courses.Formal assessment of course effectiveness was not completed in this pilot effort. To

Conference Session

Teaching Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barrage, University of Waterloo; G Wayne Brodland P.Eng., University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

Mechanics

; this approach can be problematic as the examplesshown are not universal. In trying to solve problems by relating them to a few fundamental cases,the students sacrifice adaptability, and in turn forgo critical thinking.The aim of this paper is to demonstrate a means of building intuition in students throughexperiential learning, so that they can have a gut feeling for how the system works. Experientiallearning is often referred to as ”learning through reflection on doing” 1 . Felder and Silverman 2state that “babies do not come into life with a set of general principles, but rather observe theworld and define inferences”.The learning models of Kurt Lewin 3 , John Dewey 3 , Jean Piaget 3,6 , as well as Benjamin Bloom’sTaxonomy 4,5 , will assist

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa

Tagged Divisions

Pre-College Engineering Education Division

peers on anengineering design project.6-8 Yet, there is a gap in the literature about how that communicationis perceived by the students themselves. Little is known about middle school designers’perspectives on their own communication challenges or their perspectives on peers’communication challenges. Further, few studies report on interventions aimed at improvingyoung students’ ability to negotiate communication challenges during collaborative designsessions.In previous analysis of students’ self-reported data related to communication challenges duringengineering design teams, we found that middle school designers grew in their metacognitiveawareness of their group’s communication patterns across an engineering design-reflect-designprocedure

Conference Session

Flexible Engineering Curricula

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

mechanical,electrical, or industrial engineering degrees. Upon further explanation, the alumni clarified thatwhat they meant by this statement was that they did not use their disciplinary expertise. Theydid, however, emphasize the ways that the abilities they acquired in their engineering education-- namely technical problem solving, critical thinking, communication, and teamwork -- werewhat allowed them to succeed as engineers. To the surprise of our current students, the panelistsall agreed that one of the most useful classes they took was public speaking. Recognizing theneed for a broad curriculum that reflects the diversity of skills engineers require, including thosewithin the liberal arts, we have started a new major in General Engineering. In

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ayush Gupta, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

structures and examine alternative ideologies.In the narrative I sketch of the lesson plan evolution, I draw on the lesson plans, notes takenduring class and pictures of board work, and reflections written after the class. Where students’ideas were similar in pattern across many semesters, I take the liberty of synthesizing them into asingle list. Where ideas changed markedly either due to some idiosyncrasy or in response to achange in the lesson plan, I note that. I start with a section on review of relevant constructsbefore launching into course context and lesson plan evolution.BackgroundIn this paper, I draw on two constructs to organize my narrative. One, responsive teaching,comes from research on teacher education. The second is two related

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette (College of Engineering); Tiago R. Forin, Rowan University; Cole H. Joslyn, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

teachingtechniques and the knowledge they seek to convey.1.0 IntroductionDesign reviews or critiques are a common pedagogy for helping learners in any disciplinedevelop and demonstrate design expertise (Dym, Agogino, Eris, Frey & Leifer, 2005; Huet,Culley, McMahon & Fortin, 2007; Goldschmidt, 2002), although their structure and content mayvary across disciplines (Adams, 2016a). Many describe the practice of moving from desk todesk explaining what is right and wrong with student work as the “bread and butter” of designtraining (Goldschmidt, Casakin, Avidan & Ronen, 2014) and a central feature of preparingprofessionals as reflective practitioners (Schön, 1993).During design reviews, students receive feedback on their design decisions and guidance

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Peter H. Khost, Stony Brook University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

tales, a more holistic approach may beachieved: one which happens to be reflected in student learning outcomes associated with ABETaccreditation of undergraduate engineering programs. In addition, by exploring ‘missingnarratives’ – voices and stories that are silenced or excluded in a given narrative – we can betterunderstand the role of ethics and values in engineering designs and technological failures. Thisapproach allows for a learning-through-questioning, problem-based approach which has aninherent multidisciplinary appeal and the ability to motivate STEM student learning whileexploring questions of social justice, diversity, sustainability and global concerns.In a broader context, technologies themselves are inseparable from the concept

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette (College of Engineering); Terri S. Krause, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

incorporation of groupwork experiences into cornerstone and capstone experiences, where individual work hashistorically been typical. However, as many institutions are experimenting with alternativemodels that incorporate group work throughout a degree program, there is little understanding ofhow—or whether—students are able to develop the skills they need to work on their own. In thisstudy, we address students’ views towards collaboration and their construction of individualcompetence in a novel transdisciplinary learning environment, where group projects are typicaland individual work is highly atypical.Collaboration and Teamwork SkillsEngineering education researchers have long recognized the importance of collaboration andteamwork, reflecting the

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

paper, we build on our previous work-in-progress4 describing the implementation of apeer review strategy integrated throughout the year-long capstone experience that allowsstudents to obtain formative feedback and build transferable communication skills and insights.Students completed a workshop series of scaffolded communication critique, small-groupformative peer review, and reflection. First, students were guided to collaborate as a class togenerate rubric for sections of the capstone report, as well as guidelines for constructive andeffective peer feedback. Next, students used these codes to provide feedback in small groups.When students submitted their revised draft, they included a cover letter describing theirreflection on peer feedback

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Patrice M. Ludwig, James Madison University; Erica J. Lewis

Tagged Divisions

Multidisciplinary Engineering

aswell as to allow faculty to provide feedback on their growth. In addition to reflective writing,students sketched in their journals. Sketches could be ideas for their project or as responses to theweekly questions. In addition to encouraging reflective growth, these activities were designed tohelp students become comfortable with the basic skills, like sketching, required to implementdesign thinking. Notably, some student disciplines were relatively unfamiliar with narrativereflection while others rarely sketch as part of their work.The first iteration of the course was offered as a special topics course in each discipline and crosslisted through Interprofessional Education at James Madison University. Biology and healthscience students did

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College; Tess Edmonds, Olin College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering students. Thesearchitectures are compatible with a wide range of course and informal learning settings. They arefocused on engaging in, observing, and reflecting-in-action on individual and group dynamics,especially in conversations that challenge personal views and comfort zones. After attending toeach architecture in turn, we discuss the collection of architectures as a toolset for facilitating thedevelopment of interpersonal skills in engineering students.IntroductionThe ability to engage with and facilitate conversations on complex topics is a crucial skill forengineering students preparing to thoughtfully encounter a world full of diversity, challengeassumptions, and work across disciplinary and cultural boundaries. This kind of

Conference Session

International Educational Experiences (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Virginia Polytechnic Institute and State University; Timothy Kinoshita, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

International

Ph.D. candidate in the Department of Engineering Education at Virginia Tech. His research interests include graduate education, curriculum development, faculty development, global engineering education, and education policy.Ms. Michelle Soledad, Virginia Tech, Ateneo de Davao University Michelle Soledad is a doctoral student in Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; John C. Kelly Jr., North Carolina A&T State University; Mohamed F. Chouikha, Howard University; Yacob Astatke, Morgan State University; Petru Andrei, Florida A&M University/Florida State University; Mandoye Ndoye, Tuskegee University; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Dianna Newman, University at Albany-SUNY; Kathy Ann Gullie PhD, University at Albany-SUNY; Ali Reza Osareh, North Carlina A&T State University; Lisa D. Hobson, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

from a multi-year project that is initiatingtechnology supported experimental centric approaches to learning in electrical and computerengineering courses at 13 historically Black colleges and universities (HBCUs). One of the personalinstrumentation tools supporting experimental student-centered learning at these institutions is theAnalog Discovery Boards (ADBs). The content or setting of use reflects introductory, circuits, andsupporting electrical and computer engineering courses. The students consisted of undergraduatesenrolled in engineering courses across the 13 member institutions. The authors provide an overviewof learning theories that support experiential learning, followed by brief overviews of selectedvalidated instructional modules

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

paradigm is not easy (Finelli, Daly, &Richardson, 2014). In order to train teachers for this new scenario, many institutions offeropportunities for teacher development through specialized courses. However, there is verylittle evidence of the effectiveness of these courses.In this scenario, active learning methodologies appear as a way to improve conceptualunderstanding and thinking skills of science and technology students for flexible use in thecurrent context. Although there is a clear evidence of the benefits of active learning,professors still use traditional teaching methods.Helping teachers moving towards a new conception of teaching and learning needs a way ofprofessional development that creates opportunities to reflect and rethink

Conference Session

Electrical and Computer Division Technical Session 10

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University; Mani Mina, Iowa State University; Phillip H. Jones III, Iowa State University; Douglas W. Jacobson, Iowa State University; Seda McKilligan, Iowa State University; Ashfaq A Khokhar, Iowa State University

Tagged Divisions

Electrical and Computer

Security.” He is a recent recipient of the NSF CAREER award (2012), as well as the ISU award for Early Achievement in Teaching (2012) and the ECpE department’s Warren B. Boast undergraduate teaching award (2009, 2011, 2016).Dr. Mani Mina, Iowa State University Mani Mina is with the department of Industrial Design and Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Nandita Baxi Sheth, University of Cincinnati, College of Design, Architecture, Art, and Planning; Kate Rice, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

multiple approaches to inquiry to research this particular wicked problem of ourtime. Our course incorporated documentary film, fiction, arts based inquiry, research, andmultiple modes of reflection to frame the design of creative solutions to complex problems.Engaging students in practices of attending to experience introduced them to artistic/creativereflective practices, design thinking, and aesthetic inquiry. Examining how artists interweaveart, science, technology, and math in imaginative artworks that blur boundaries between art,design, and STEM disciplines developed "thinking dispositions that are valued both within andbeyond the arts," (p. x, Hetland, Winner, Veenema, & Sheridan, 2013). In this paper we discuss how an art

Conference Session

Electrical and Computer Division Technical Session 10

Collection

2017 ASEE Annual Conference & Exposition

Authors

Salman Siddiqui, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University; Mohammad Abdul Ahad, Georgia Southern University

Tagged Divisions

Electrical and Computer

capstone design project reports. However,the difference here is to have a structure to provide multiple formative feedbacks from theinstructor, the peers, and the student writing fellow (trained by the writing center) to helpstudents reflect on their weaknesses in writing through multiple interactions and assessment overa period of a semester. Furthermore, this vigorous writing-to-learn process is repeated in twosubsequent courses to ensure students proficiency in the process. In this format, the benefits ofusing writing-to-learn methodology have been expressed in many ways in the literature, such asimproved student writing, increased student learning and engagement, student-facultyinteraction, collaborative learning, and critical thinking to name