Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Danial J. Neebel PE, Loras College

Tagged Divisions

K-12 & Pre-College Engineering

program presents STEM Integrated STEM Education MastersEducation as appropriate for all students, not just program.the best and brightest.The faculty in the Integrated STEM program are from the education, biology, chemistry,engineering, computer science, and mathematics programs. The vast majority of the curriculumis delivered online. Courses are listed in Figure 1. There is not a division between content basedcourses and methods courses. Application is stressed in each course. Students reflect upon howwhat they are learning can help improve their own curricula and teaching. Although, somecourses are team taught, the course presented hear is not.The Robotics Engineering CourseThe Robotics Engineering course is

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy

, rather than students; thus reflecting the current research andintervention landscape. The lack of focus on policy reflects a broader trend in the interviewswhereby participants externalize the problem of underrepresentation as located not inundergraduate education.In some ways the small amount of attention paid to policy related to students is understandable.To be fair, I also did not originally think to include policy questions in my interview protocol. Idid so only after one of the project’s advisory board members suggested it. On one hand, thismakes some sense. As the one participant stated, “You can’t have a policy in place to tellsomeone, ‘Don’t make her feel bad.’ That’s just a culture.” Certainly, it is true that “familyfriendly” policies

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng.; William Daniel Rosehart P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

the results from2012 and 2013 in Figures 1 and 2. Page 26.997.4Figure 1: Overall, students perceived engineering as a respected career that involves designing cool things and helping society. Page 26.997.5 Figure 2: A summary of student associations towards male engineers and creativity.Students who participated in the game project also reflected on their experiences and learning.On average, 85% of students agreed or strongly agreed the game project was creative, and 71%said they enjoy creating games, while 80% enjoy playing games. Interestingly, more

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Stephen Hundley, Indiana University-Purdue University Indianapolis (IUPUI)

Tagged Topics

Diversity, International Forum

. Page 19.37.1 c American Society for Engineering Education, 2015 The Attributes of a Global Engineer: Results and Recommendations from a Multi-Year ProjectAbstractFor the past several years, the American Society for Engineering Education’s Corporate MemberCouncil, reflecting the voice of industry, developed a series of attributes representing the desiredcompetencies needed by engineers in order to effectively live and work in a global context. Aglobal online survey was launched to validate the performance and proficiency levels of eachattribute, and a series of global focus groups in every major region of the world have been heldfor the purpose of clarifying and refining the

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Twila Ortiz, Purdue University, West Lafayette; Beth M Holloway, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Andrea R Pluckebaum, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

more deeply affect the level of agraduate’s workplace engagement and therefore productivity and overall well-being. While it isapparent how important experiential learning can be to the future success and well-being ofstudents, it is more difficult to measure all of the activities that can be labeled as experientiallearning and to define what constitutes a meaningful experiential learning opportunity.This paper will examine the results of a survey, given at Purdue University, used to measure theundergraduate engineering population’s involvement in experiential learning. The survey wasdistributed to 7712 undergraduate students. The results reflect that students are participating in awide variety of activities that could be considered

Conference Session

Project-Based Experiences in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, North Carolina A&T State University

Tagged Divisions

Architectural

project's energy efficiency strategy, requiring daylighting in allperimeter occupied zones, glare mitigation strategies, automatic, continuous dimming, andcommissioning. Advanced controls strategies are also considered. This collaborativeenvironment was realized through coupled daylight and energy simulation, using simulatingrepresentative spaces in the Sensor Placement Optimization Tool (SPOT), a Radiance basedsoftware. Several design variations were considered and an optimum set was settled upon.A light louver system was added to the daylight glazing to bounce the light up the ceiling andeven deeper into the building's interior. Further, light reflectances were chosen for the interiorsurfaces. When coupled with low partition heights, this

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Tanya Faltens, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

discuss both whatthey thought would happen and what actually happened. Instructors can additionally lead aclassroom discussion to process any of their misconceptions about the expected materialbehavior and their observations of what actually happened in the simulation. By clearlyarticulating and capturing on paper what their initial concepts or misconceptions are, and thendiscussing the actual results in comparison with their initial ideas, students’ are more likely torecognize any previous misconceptions as incorrect understandings.Students need to be engaged in and monitor their own learning process, referred to as meta-cognition. Pre-lab and lab reports provide an opportunity to encourage student reflection on theirown learning. A section

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew R. Sloboda, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

were other subjects discussed during the second half of the project.Midterm Project AssessmentFor the midterm assessment, worth 5% of the course grade, students were asked to address threekey questions with their deliverables: • Is there a clear vision for the roller coaster design? • Are the technical skills necessary to complete the design being developed? • How can the time and resources remaining in the semester be budgeted to ensure a successful project outcome?Each of these big picture questions was explored in more detail by individual deliverables: aproject proposal, preliminary calculations, and reflections. No fixed format was specified foreach of these deliverables, but certain items needed to be included.In the

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

visions and responsible for their own experiences and decisions1. Self-authorship includes a number of different enrichment processes, which most higher educationinstitutions strive for their students to achieve1-4. The enrichment process for studentdevelopment focuses on intellectual, identity and relationship development5. Self–authorship isseen as growth from internal to external ideas1, 2. Starting the process of developing self-authorship for students at the freshman level will be beneficial in laying the groundwork forthem to continue the development throughout their undergraduate education1.To address this need, we modified an elective first year survey course, Engineering (Engr.) 110.This change reflects an initial effort to educate the

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Louis, Purdue University; Amadin Osagiede, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Benjamin Ahn, Massachusetts Institute of Technology; Karan Sharma, Purdue University

Tagged Divisions

Engineering Leadership Development Division

feedbackfor the student that would aid in his self-reflection and in charting a plan for incorporating habitsand activities into his daily life that would aid in the development of leadership traits. The next section of this paper offers formal coursework suggestions that would betterstudent leadership skills by taking advantage of classes in many different departments aroundcampus. However, the results of the personal leadership survey serves to recommend thatstudents to promote their own personal growth by joining strategic extracurricular activitiespromoting leadership. For example, since Ken needs work in his communication skills, perhapsthe Toastmaster’s club or other communication club might be an appropriate activity. Similarly,since

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, proposing a conceptualmodel of the factors that influence global competency levels, and also identifies the baselinelevels of global competency for benchmarking. The resulting conceptual model and globalcompetency measures will be useful toward larger scale inquiries to evaluate how participationin study abroad programs, international experiences, culturally-relevant curricula, and otherrelated activities can contribute to changes in students’ ability to work in diverse environments.The Miville-Guzman Universality-Diversity Scale short form (MGUDS-S) measures the“universe-diverse orientation” construct, which “reflects an attitude of awareness of both thesimilarities and differences that exist among people”2. Higher MGUDS-S scores have

Conference Session

Capstone and Design Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric John Addeo, DeVry University; Nugroho Iwan Santoso, DeVry University, North Brunswick; Chao-Ying Wang, DeVry University, North Brunswick; Raul San Martin Rivadulla, Graduate Education

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

becoming a routine mode ofinteraction. Industries are evolving to multi-national and/or global-centric entities. Findingsfrom this student – centered collaborative experience are discussed and some of the uniquechallenges are identified.II. Literature ReviewThe literature pertaining to this field has grown rapidly and reflects a number of importantcharacteristics. The field spans topics on “Student reflections on the use of Collaborative Page 26.1186.4Technologies in a globally distributed student project” to "The design and implementation of alearning collaboratory” that focuses on the process of collaborative learning. A summary ofrelated research

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Torres, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Evan Humphries, Texas State University - San Marcos ; Eric Adams, Texas State University, San Marcos

Tagged Divisions

Construction

undergraduate students in the course. This learning method promotestopic retention, as the student is required to be the expert on the topic. The students were onlyrequired to teach this one topic, which consisted of one class period (~2hrs). The results wereverified through in-course surveys, objectively comparing assignment grades from a professortaught PMS (Microsoft Project), and graduate student reflection summary. The results show thatthe graduate students not only enjoyed teaching the topic, but they feel that their comprehensionhad increased by the employed teaching method. Additionally, the results show that theundergraduates students’ learning was not adversely affected by having their fellow studentsprovide instruction on software usage. The

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka PhD, Wayne State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Karl R Haapala, Oregon State University

Tagged Topics

NSF Grantees Poster Session

product; • LO-2: Articulate the impacts of product architecture, manufacturing processes, and supply chain decisions on the economic and environmental sustainability of a product; and • LO-3: Construct product design solutions that address technical requirements, in addition to economic and environmental sustainability goals. The details of each learning objective appear in Table 1. Constructionism is largely atheoretical model and we use Kolb’s model [13] to operationalize and organize our core learningoutcomes. Kolb’s experiential learning framework is an approach where students activelyexperiment and reflect. In Kolb’s model, knowledge construction is assumed to progress invarious stages, which are not

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robert Alan Hirsh, Cooper University Hospital; Sameer Sood, Rowan School of Osteopathic Medicine

Tagged Divisions

Biomedical

deliverables: needsspecifications, project plans and posters, for three needs. These needs were chosen based onareas of clinical need, cost effectiveness, interest and feasibility for milestone completion incapstone design during the academic year. Scholars met with faculty to gauge potential solutionsfrom the basic science and clinical perspectives. The summer program ended with a finalScholar symposium of projects, reflections of the Scholar experiences and plans for academicyear projects. Table 1 summarizes the 2014 Rowan Bioengineering Scholars Program.  Table 1: Summer 2014 Rowan Bioengineering Scholars Program   Week   Topic   Deliverable   1   Overview of program and Basic physiology

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

networkgame, to verify how a two-semester sequence may reflect on the quality of the final product.The students worked on a team to design and develop the software requirements and relateddocuments in addition to building the software. The objective of the demonstration to the freshmen class was twofold: (1) illustrate theprocess of software development comprising multiple stages over two semesters, and (2)outline typical game programming technology with the use of professional tools. Page 26.769.63.2 Detailed Project Descriptions The data acquisition and control projects were all developed in LabVIEW and focused on acompletely different kind of

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elissa T. Morris, Texas A&M University; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

experiencethroughout their undergraduate studies. IDEA offers a design certification program for studentsafter completion of several design-related courses, an engineering design portfolio, and multipledesign projects 10. The portfolio must demonstrate the students’ proficiency in the designprocess, design analysis, prototyping and implementation, modern software tools, and effectivecommunication. To enhance communication skills and provide quality instruction and feedback,students collaborate with graduate students, post-doctoral researchers, faculty advisors, andindustry professionals to complete projects. Graduates of IDEA are trained to become competentdesigners and reflective practitioners of engineering. They acquire a well-rounded design skillsetthat

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

-­‐based  activities  to  address  students’  common  misconceptions  in  heat  transfer.    These  activities  involved  three  parts  –  first,  a  description  of  a  situation  and  a  request  for  students  to  individually  make  a  written  prediction  about  how  that  situation  would  resolve.    For  example,  predict  which  lowers  the  temperature  of  a  cup  of  water  more:  a  single  large  ice  cube,  or  an  equal  mass  of  chipped  ice?    Then  students  worked  in  small  groups  to  replicate  the  experiment  as  described  and  record  observations.    Finally,  after  discussing  what  they  had  experienced,  students  would  complete  an  individual  written  reflection  on  what  they’d  observed  and  how  it

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

incorporate real-world problems, issues, and scenarios into mini or majorprojects that are devised to prompt students to investigate, gather, and apply knowledge.Project-based learning aims to engage students in realistic, thought-provoking problems;typical projects present a problem to solve, a phenomenon to investigate, a model todesign, or a decision to make3.    At the core of project-base learning are the following4:   ● Students learning knowledge, processes, and methods in order to wrestle with realistic problems they would encounter in the “real-world” ● Increased student control over their personal learning ● Teachers serving as coaches of inquiry and reflection ● Students working in

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

aim is to teach skills, and notcontent. To ensure that skills are developed, in-class challenges are given for each of the analysis stages,deep learning assignments are given at major milestones in the course, and students complete a courseproject. Many assignments require justification of answers to break the student mentality of “what is theright answer” and lead them toward developing solutions that address system requirements and balancetradeoffs. The reflection that comes along with justification solidifies concepts and enables mastery ofthe systems analysis process.IntroductionThe engineering program at James Madison University provides an emphasis on engineering design,systems thinking, and sustainability. Our young engineering program

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

viewed appropriate. For this section, the Cadets were asked to writea three page essay on how the subject of how aeronautics intersects with their chosen major.This posed a thought provoking reflection essay which was not expected in an introductoryengineering class. Cadets were encouraged to talk with their advisor, other classmates, otherCadets in the major, and with the author. Several Cadets chose the latter and excellentdiscussions were had with the author outside of the classroom. As a result, the essays writtenwere thoughtful and thought provoking. In a survey that was accomplished after the essays weregraded and returned, many Cadets thought the essay experience was valuable and theyappreciated the opportunity to reflect on the relevance

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

validation of the research instruments, and the Concord Team focused oncalibration of the process analytics. These initial qualitative studies were designed to inform thelarger study in three ways. First, the classroom observations, interviews, and discussions with theteachers allow a deeper understanding of student cognition. These then inform the design ofpre/posttests. Second, the qualitative analyses of student design behaviors and reflective notescaptured through Energy3D provide information on students’ approaches to design. Third, thesecombined insights help inform the development and validation of models for the process analyticssuch as time series mining, association rule mining, and combined action-note analysis. The initialdesign of pre

Conference Session

Computer Science, Computer Engineering, and Digital Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheng Chih Liu, University of Wisconsin Stout

Tagged Divisions

Electrical and Computer

include the followingparts: infrared proximity sensor, reflectance sensor array, magnetometer with six-degree-of-freedom, speaker, and Bluetooth and WiFi radios. Android tablets with built-in Bluetooth andWiFi were available in the lab for students to connect to the Bluetooth module on the robots.Figure 2 shows a robot chassis and an assembled FPGA robot. The total cost of the assembledparts was $160 per robot (aluminum robot chassis $25, two continuous rotation servos $26, twoplastic wheels and one wheel ball $10, a Parallax board of education shield PCB $35, a DE0-NANO FPGA board $59, 5-cell AA battery pack, nuts, screws, and standoffs $5). This low costrobot made it possible to have one robot per student. The university provides each student

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

26.1559.1 c American Society for Engineering Education, 2015 The New Professional Working Adult Learner – The Next Generational CohortAbstractWith greatest respect and reference to Bob Dylan’s 1964 song “…the times [students] they are achangin…”, there has been a transitioning of professional working adult learners from onegenerational cohort to another, and now, to yet the youngest of generational cohorts… theMillennials.Correlations exist between the number of webpage “hits” and the subsequent fall enrollments.While this information is important, it reflects a lagging indicator; that is, it does not tell us whythere may have been more or less webpage hits. In contrast

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

practical and intellectually appropriateresearch design?In this paper, we consider one such idea: The prevailing stigma of research conducted on smallpopulations in research on equity. Whatever its source or however explicit (or not) its ideologicalorigins, disregard of the “small n” population as non-meaningful reproduces a marginalization ofstudents. It also casts particular human experiences as aberrant by virtue of statistical rarity. Butmost profoundly, researchers’ definition of small or large “ns” reiterates the value or necessityfor established categories (say, racial demarcations, or binaries of ability and disability), whilewe instead believe that critical reflection on categories is necessary for any address of power andprivilege. Our

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University; Wade H. Goodridge, Utah State University; Christopher Green, Utah State University

Tagged Divisions

Educational Research and Methods

understanding have been identified. The basicobservations were identified by common code and grouped under shared themes which arepresented in the Results section. As is the case with grounded theory, validity in this qualitativestudy is established through saturation. That is, when continued data analysis and reflection donot bring forth any new facets or insight, the effort is confirmed to be complete. The datacollection occurred in two different sections – one in the spring and one in the fall – wheresimilar problems were given to both groups, but an alteration of scope for the fall group wasintended to provide more focus in the coding process

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2Presentations from Professional Engineers 5.59 1.11 2 Page 26.418.11Proposed Experimental ActivitiesIn this section, we propose six experimental activities to facilitate the growth of inclusiveengineering identities: student trading cards, egalitarian social norms, panel of professionalengineers, reflective writing assignments, examples of diversity benefiting engineering practice,and interactive theater sketch. We identified these activities based upon criteria for developingprofessional identities25, 26, review of literature, and student feedback from the surveys. Inselecting these activities we have sought to identify

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Jean M. Trusedell, EPICS

Tagged Divisions

K-12 & Pre-College Engineering

solution to the scenario using materials provided and discuss the prototype with a partner andteam to determine how effectively the prototype meets the needs of the stakeholder. The teacherparticipants will then explain the solution to the scenario to the group and how this prototype will meet theneeds of the stakeholders.Reflection- Reflection is an essential part of the educational process not only with students but withinstruction. The teachers will reflect using the following questions. • How would this process help identify potential projects and the critical thinking associated with delivering a possible engineering solution in your community? • How are the discussions that the prototype facilitates helpful for understanding

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Orner, University of South Florida; Christine Prouty, University of South Florida; Colleen Claire Naughton, University of South Florida; Nathan Daniel Manser, University of South Florida; Matthew E. Verbyla, University of South Florida; Maya A. Trotz, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Divisions

Community Engagement Division

solutions in a global, economic,environmental, and societal context,” the training of engineering students to think globally hasbeen traditionally left to the realm of humanities and social science coursework6. Accordingly, agrowing number of engineering departments and colleges are going beyond this baselinestandard to reflect their university’s goals and interests in innovative engineering curriculum.Classroom-based teaching, albeit foundational for an introduction to fundamental concepts, isnow being coupled with collaborative projects, experiential learning, multimedia assignments,independent research, international learning opportunities, cross-cultural competence, and open-ended problem solving to foster a deeper understanding, particularly

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

undergraduate classrooms, according to graduatestudents’ perceptions, for the purpose of designing effective instructional environments. Tocapture the characteristics of the impactful courses, graduate engineering students from theGeorgia Institute of Technology participated in an online survey. Participants reflected on theinstructional environment that best described their most impactful undergraduate learningexperience. Open-ended questions provided students with the opportunity to further justify orclarify their responses. The analysis indicated that students’ most impactful classes wererequired, in-major, non-design courses. Furthermore, these courses were characteristic ofinstructor-centered philosophies, including essentialism and perennialism