Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Mike Murphy, Dublin Institute of Technology; Brian Bowe, Dublin Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

these existing assessment tools is that they have been developed basedon different frameworks, and hence, the integration of non-consistent assessment tools into anoverall program assessment is challenging. Beard et al.7 suggest that an assessment plan toevaluate curricular efforts to integrate professional skills into programs should includestandardized rubrics.Beyond the studies that focused on assessment of individual skills (e.g., teamwork), a few recentstudies proposed more comprehensive assessment tools targeting a larger set of professionalskills. For example, Huyk et al.23 studied engineering students enrolled in multi-disciplinaryproject team courses to investigate the impact of reflections on the service learning and otherproject

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joshua M Frey, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division

students enrolled in a Strength of Materials course were required to create andimplement an outreach activity. The activity was designed to engage the students in anengineering concept while also learning what engineers do and the broad scope of engineering.Working with students one morning at the local middle school with hands on activities, theundergraduates presented concepts of buoyancy, electricity, strength of materials, andmechanics. The middle school students were asked to fill out a survey designed to gauge theirperceptions of engineering before the activities began. In addition, the undergraduates weregiven an open ended reflection framed as a “What happened?” “So what does it mean?” and“Now what will you do?” prompt. The

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

abbreviations and icons specific to engineering and design processes, andreflects interaction behaviors in the relationships between students, groups, and teachers. Thislanguage can then be taught to students and teachers to test its efficacy in supportingdocumentation, reflection, and assessment.IntroductionEngineering standards are being adopted in public education to expose K-12 students toengineering thinking and concepts at earlier ages1, 2, hoping to impact STEM interest and long-term career decisions. Design is an integral theme and skill in engineering3, thus making designthinking important in engineering education and K-12 STEM courses. “Design thinking is anapproach toward learning that encompasses active problem solving by engaging with

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

appearance whereby the closer an individual is to thecenter of the wheel, the more privilege they are likely to have [17].Reid guided the graduate student mentors through an AWoP reflection exercise after the 2023SIRI session concluded. Students had to choose the identities that resonated with them the mostand then reflect on whether their life experiences aligned with the categories described.Students then had to consider alignments with people with identities different from their ownand those indicated in the AWoP. We asked the students to reflect on the exercise andcomment on how the Academic Wheel of Privilege can help graduate students engage withundergraduates as mentors.Several researchers have used the AWoP as a tool – to determine

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Polytechnic Institute and State University; Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Lisa M. Lee, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

researchuniversities seeking federal funding often led to RCR education being housed in legal orcompliance divisions, such as ethics and compliance offices, research divisions, such as grantdevelopment offices, or STEM academic units, such as schools of engineering or medicine(Geller, Boyce, Ford, & Sugarman, 2010). As Resnick (2014) argues, this institutionalbifurcation between the traditional teaching of ethics in the humanities to instill understandingand promote critical reflection, and the emphasis within the sciences to govern behaviors viaresearch conduct and professional codes creates problems when assessing ethics education.The emphasis on institutional factors in ethics education in this paper can be seen as a responseto a small but consistent

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette ; Mohammad Javad Ahmadi

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

caused by the COVID-19 pandemic. These findings were further used todesign and facilitate a virtual 7-session three-month faculty development workshop. Our researchteam was interested in the cultural lens of engineering education in this context. Our researchquestions were as follows: What does culturally relevant engineering education look like in thecontext of Iraq? How do engineering faculty members who participated in a focused professionaldevelopment workshop provide culturally relevant support to their students? We recruited 19workshop participants, and 9 consented to participate in this study. Our data consist of semi-structured interviews, reflection journals, and survey questions developed to investigate the threecriteria (academic

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter N. Knox, University of Vermont; Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University-Bloomington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

and aparent of two. His research focuses on how youth develop and maintain interest in STEMeducation across formal and informal learning contexts. As a parent, educator, and researcher hehas experienced multiple moments of failure in all of those roles and tried to make sense of theintersection of theories around learning through failure, experiences in supporting learnersthrough failure and seeing his children and other kids and parents experience failure, particularlyin STEM. These experiences and extensive self-reflection influenced his input on the design ofthis intervention and the interpretation of data produced.ResultsGuided by our research questions ‘How was failure perceived by participating families?’ and‘What was the subsequent

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

instruction in Fall 2021, butclassroom activities needed to be redesigned to take masking and social distancing into account.The activities implemented in the course have been used successfully with several groups ofstudents and their evolution benefited from feedback provided by the students and faculty [1],[3].This paper describes the authors’ experiences using active learning materials adapted for socialdistancing in a software engineering course. Depending on their Covid vaccination status,students attended either the in-person, socially distanced class meetings or exclusively online.The authors wanted to provide opportunities for online students to develop soft skills on teamprojects by encouraging them to participate virtually in reflection

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Andino, Arizona State University; Fethiye Ozis, Carnegie Mellon University; Adnan Abdullahi, Arizona State University; Emily Henderson, Northern Arizona University

group report/reflection, in additionto the individual feedback on the activity itself provided data for analyses. Students were able toundertake the process of virtual particle sampling for a variety of sources and locations by usingnew tools that were created in Excel with added Visual Basic Application (VBA) routines. Aresulting image of the virtually collected particles was post-processed by using a Matlab-basedprogram that was developed specifically for this project. Both qualitative and quantitative data analyses were performed. The data analyses revealedthe extent to which students were able to achieve the expected learning outcomes from theactivities that were made available to the students at the two institutions. Specifically

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

by white men [5]. Given that white males have maintained a position ofdominance in STEM, they can use this privilege and power in addressing the concerns statedabove. In particular, white men can recognize, and act against inequity both in their classes, aswell as overall systemic inequity in STEM departments [4]. However, disruption of privilegecannot occur without continuous reflection on their whiteness, and significant engagement withpeers and students of color [17], [18]. There is a paucity of research reporting on the structuralinequity in STEM fields [5]. The goal of this paper is to explore how collaboration between aBlack and white scholar on an equity-focused research project can inform racial allyship in whitemen within the

Conference Session

Software Engineering Topics

Collection

2007 Annual Conference & Exposition

Authors

Valentin Razmov, University of Washington

Tagged Divisions

Software Engineering Constituent Committee

. We also share a few surprisesfound in the data.Our main contributions are the analysis of the rich body of collected data, as well as distillinggroups of questions that have yielded particularly useful results, and categorizing those by targetoutcome: questions for evolving the course, for “reading” students’ moods, and for gettingstudents to reflect on their experiences. Many of these questions may be broadly applicable.The remainder of the paper is structured as follows. Section 2 elaborates on relevant aspects ofthe course structure and describes our mechanism for collecting feedback data. Section 3discusses what we have learned from our data analysis – first about the course, and then aboutthe process of doing student surveys. We

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder; Alyssa Miranda Boll, Colorado School of Mines; Jenifer Blacklock, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

structure. This property distinguishes it from other prior attempts atdeveloping sociotechnical-based assignments in the literature, which have primarily focused on asingle course-context.The process of writing and implementing the assignment followed by the authors’ reflection andanalysis required for this paper elucidated many findings that are relevant to other efforts tointegrate sociotechnical concepts into core engineering science and design courses. Specifically,we identified barriers to sociotechnical integration which include addressing the diverse needsand objectives of our courses, managing different instructor backgrounds and biases, usingappropriate terminology which avoids reinforcing the dualism we are trying to address

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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

Conference Session

Emerging Computing and Information Technologies I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Lorraine G. Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

mental processing coupled with dialogicinteraction with other learners, where the learner reflects on novel insights and perspectives. Wehave integrated these considerations into our course design. In the next section, we describe thepurpose of this investigation, followed by the course structure.Research PurposeThis paper presents findings from a comparative analysis of the learning outcomes ofengineering students who participated either completely online mode or in a hybrid-mode, whichincluded both online and in-class components. For both learning groups, we utilized the samepedagogy designed to enhance ethical reasoning (the SIRA framework).20 We implemented thispedagogical framework at the graduate-level and assessed student learning and

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Sandra Courter, University of Wisconsin-Madison; Joan Kwako, University of Wisconsin-Madison; John Wright, University of Wisconsin-Madison; Deanna Byrnes, Lawrence University; Thatcher Root, University of Wisconsin-Madison; Clif Conrad, University of Wisconsin-Madison

through the lens of“teaching-as-research.” We define “teaching-as-research” as “a deliberate, systematic,and reflective use of research methods to develop and implement teaching practices thatadvance the learning experiences and learning outcomes of students as well as teachers.”The graduate course is designed to promote the development of those skills and habits-of-mind, along with the knowledge base associated with high-quality teaching, learning, andassessment. Within the graduate course, students participate in a micro-course, aninnovative adaptation of the traditional micro-teaching experience. The uniquecomponents to our approach are both the teaching-as-research model and the authenticachievement model

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

recognize theneed to advance certain abilities, take responsibility for personal development, engagepurposefully to achieve desired development, and reflectively assess and validate theeffectiveness of these achievements for meeting present and long-term needs.Learning Context and TheoriesLearning professional skills in the context of capstone design courses or similar team-basedproject experiences can be described by a mix of cognitive, constructivist, and motivationalmodels 25. In the semi-authentic professional communities of project teams with realstakeholders, social interactions will shape student learning 20, 23, 25. Interdependence andaccountability to teammates also produce learning through negotiation and by modeling ofbehaviors

Conference Session

TAC/ABET Related Outcome Based Assessment Methods and Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette, College of Technology; Michael J. Dyrenfurth, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

withresponsible positions in business and industry; have had time to experience the effects of theirMaster’s degree and reflect on the outcomes. Because they have all graduated, they were deemedto be independent in that they were not beholden to the university in any way as might be thecase if the evaluation were conducted prior to the award of the degree. Page 22.1022.22.1 - Historical ContextOn June 11, 1998, the College of Technology initiated the process for University, andsubsequently Indiana Commission for Higher Education, approval of a non-traditional, fee-basedweekend alternative to Purdue’s traditional campus tuition-based Master’s of Science

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

John Schmeelk, Virginia Commonwealth University Qatar Branch; Jean Hodges, Virginia Commonwealth University Qatar Branch

Tagged Divisions

Mathematics

fororganizing experience and substantially strengthened the idea of using cross-curricularexpressive writing (in which the writer captures, investigates, and reflects upon his/her ideas) toenhance students’ learning (pp. 57-58).10 Throughout the 1980s and 1990s, Emig’s and Britton’swork became the basis for recognizing writing as a primary learning method. (For a morecomplete discussion of WAC history, refer to Chapter 5, “Writing to Learn,” of Reference Guideto Writing Across the Curriculum, by Charles Bazerman, et al.10)Three major goals for incorporating VCUR’s WAC program into VCUQatar’s project-directedapproach became • to develop students’ metacognition about their learning and thinking processes, • to convince students that using knowledge

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ann Shivers-McNair, University of Arizona; Gimantha N. Perera, North Carolina State University; Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca A López, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

and other learning activities in engineeringcourses. In recruiting interview participants, we strategically oversampled for marginalizedracial/ethnic and gender identities to ensure diverse perspectives. During the interview process,we observed that student participants reflected on their strengths and connected them to theirwork in and beyond engineering courses, suggesting the potential of APPI to be used both as anasset-based pedagogical intervention and as a research method for collaborative sense-makingwith students about their experiences. We believe that students were able to better recognize andactivate their assets because of APPI’s roots in social constructivism, which enables participantsto engage in collective inquiry and dialogue

Collection

2023 Fall Mid Atlantic Conference: Meeting our students where they are and getting them where they need to be

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College; Sofia M Vidalis, Pennsylvania State University, Harrisburg, The Capital College

inevitable that dental institutioncurricula will need to be updated (Thurzo et al. 2023).Impact of AI tools on Pharmacy EducationThere is a well-known proverb that says “We do not learn from experience. we learn from reflecting onexperience” that depicts the foundational work on teaching and learning. Critical self-reflection has beenincreasingly identified as pivotal to the development of independent, self-regulated learning, as stated invarious educational research studies. Reflective writing is one of the most common approaches used forcritical self-reflection in education. However, teaching, learning, and grading reflective writing presentschallenges, as it is often an unfamiliar style for both students and teachers (Dewey, 1933).The evaluation

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huiming Fan, East China University of Science and Technology; Weijie GAO; Shi Siyi

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

history of engineers. At present, 30 textbooks reflecting the concept of greenengineering education have been revised and newly edited, covering variousdisciplines such as engineering, science, management and law.2. Construction of Green Engineering Courses ECUST has offered a series of courses related to green engineering. First,"Fundamentals of Enterprise EHS Risk Management" has been offered to allengineering undergraduates as a compulsory course. This course built by over fortycorporate alumni and university faculty was listed as a national-level MOOC in 2017.Taken by about 2,300 people each year, it has been listed as a required or electivecourse by 106 universities nationwide. Second, eight "Green Engineering" electivecourses have been

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Kostolansky, Tufts University; Kristen B Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. The interviewer asked open-endedfollow-up questions to prompt participants to reflect on these emotions, repeating this process forall eight contexts.We conducted and recorded hour-long interviews with 20 undergraduate students described inTable 1. We transcribed excerpts of interview recordings of four contexts: doing a problem setfor Mechanics 1 alone, doing a problem set for Mechanics 1 with friends, making something in amakerspace for yourself, and making something in a makerspace for Electronics 1. The firstauthor conducted line-by-line open coding [11] of three interview transcripts from a second-,third-, and fourth-year participant each, from which themes of emotional configurationsdeveloped organically. She shared the coded

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Benjamin Grier; Brooke Morin, The Ohio State University; Amy Kramer P.E., The Ohio State University

Tagged Divisions

First-Year Programs Division (FYP)

on how students learnand included many practices useful for developing student learning; these included retrievalpractices, increasing sense of belonging & decreasing stereotype threat, metacognition & self-regulated learning, and transparency in teaching and learning. The workshop presentedresearch on these topics and provided time for faculty to brainstorm class changes based onthese ideas. The goal of this workshop was to communicate to all faculty teaching practicesbased on learning theories while also giving faculty time to reflect on their current practicesand propose course modifications.The course modifications focused on the first of a two-semester first-year engineeringsequence for honors designated students at The Ohio

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Letourneau; Sonja Latimore; Lisa Ellsworth; Melissa Carlson; Louise Flannery; Peter Ciavarella, New York Hall of Science; Trevor Taylor

children’s experiences in the makerspace to home. The app walks children through each step in the process, encouraging them to document their work by taking photos, drawing diagrams, and writing notes. Short animations, tips, and helpful prompts guide children to reflect on their work and promote discussions with caregivers about their ideas. The app is free and works on smartphones and tablets.4. Take-Home MaterialsThe toolkit includes take-home

Collection

2023 Rocky Mountain Section Conference

Authors

Cortney Holles; Cynthia James; Roel Snieder; Qin Zhu

, although we oftenassociate love with teachers of younger students. The project incorporates principles ofmindfulness, empathy, and social connection, and draw upon research in psychology andeducation to inspire participants to consciously bring love into their classrooms. The purpose ofthis paper is to reflect on the experiences of the first cohort of participants who completed theTeaching with Heart workshop. The researchers will explore what we have learned so far aboutthe impact of the workshop on participants' personal growth and teaching practices and point tothe next phases of the project.FOUNDATIONS FOR WORKSHOP DEVELOPMENTIn practice, the primary focus of STEM higher education is the acquisition of the academicknowledge and technical

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University of Science and Technology

fortheir 2nd year students’ technology requirements.Their syllabi created a vision for the basic technological understanding needed by the designstudents. Their course descriptions are available in Appendix A. These two technological literacyclasses started a new “life” in the college of design. Teamwork and learning, reflection-basedpedagogical methods coupled with investigations into nature and connections to technology,engineering, and design augmented and enriched these courses. Consquently they enhanced thedesign majors. The two classes enrolled 35 students and later, as the program grew, 65 studentssat in at peak enrollment.However, the two classes exited the Design program in 2020, based on administrativediscussions that students needed

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erica Marti, University of Nevada - Las Vegas; Rebecca Kober

their structures Students will complete the testing and Check focus question structures using the infrared camera outside. outcomes and observations Day 4: Improve Students will complete a gallery After looking at the results and reflecting Science journal claim design, gallery walk to see their peers’ designs. on their own designs, students will improve entry (see next page) walk They will then improve their their structures by changing material designs. attributes. Day 5: Test Students will test their improved After making design structure revisions

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Elif Naz Tekalp; Hasan Alp Tekalp

Tagged Divisions

Mathematics

. APOS theory is initiated with Piaget’stheory of reflective abstraction [17] and got expanded to K16 mathematics education and RUME in recent years. Itwas applied in 1997 to mathematical topics for analyzing combined math knowledge of a student in a specificsubject [1]. Action, process, object, and schema are the mental structures proposed as a part of the APOS theory tofollow developmental stages of the learners. The main goal of this theory is to observe and categorize mentalstructures through observations of learners’ mental mechanisms; it is important to understand the totality ofknowledge and its’ reflection in applications.In the relevant APOS literature, learners’ conceptual view of the function was studied in [3] by relying on

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane Elisa Golding, University of Texas at El Paso; Heather Kaplan, University of Texas El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

empiricalstudy of art classrooms as a way to describe “the kinds of thinking developed by the arts [thatare] important in and of themselves, as important as the thinking developed in more traditionallyacademic subjects.” According to Hetland et al. [4], the eight Studio Habits of Mind include:Developing Craft, Engaging and Persisting, Envisioning, Expressing, Observing, Reflecting,Stretching and Exploring, and Understanding Art Worlds.Hetland et al. [4] define the eight Studio Habits of Mind in the following ways: Develop Craft- Technique: Learning to use tools (e.g. viewfinders, brushes), materials (e.g. charcoal, paint); learning artistic conventions (e.g. perspective, color mixing) Studio practice: Learning to care for tools

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Bonnie S. Boardman, The University of Texas at Arlington; Caroline C Krejci

the manufacturingmetrics that had previously been defined for them. In this second video the assembly line runs andimportant metrics, like throughput and cycle time are demonstrated. Both videos are publiclyavailable on YouTube and are linked in this reference. [12]Finally, students were asked to reflect on this online lesson once they completed it. The reflectionquestions are presented in Table 1. Question # Question Text 1 How much did the videos help to improve your understanding of factory flows in general, and Little’s law specifically? In particular: 1a Which aspects of the videos were most helpful in improving your understanding? Please explain in detail. 1b Which aspects