Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

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Diversity

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First-Year Programs Division (FYP)

the habitat. Finally, the smaller groups integrated theircomponents and collaborated to maximize the energy efficiency and performance of the Solar-powered Habitat.The assessments of this project were designed for each level of teamwork: 1) Studentshighlighted their contributions through an Engineering Portfolio. 2) Smaller groups reflected ontheir design and building process by submitting weekly engineering logs and a semester-endposter. Finally, 3) Each group habitat (comprising 5~6 groups) presented its energy-efficienthabitat design in the first-year design expo at the end of the semester. The ongoing datacollection of this effort on project-based, multidisciplinary, multilevel teamwork proved how thisproject design effectively cultivated

Conference Session

Mechanical Engineering Technical Session: Team/Project-based Pedagogy and Approaches

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daigo Misaki, Kogakuin University; Xiao Ge, Stanford University; Takuma Odaka, Kogakuin University

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Diversity

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Mechanical Engineering

country.MethodsTo develop team-based learning curriculum and its evaluation in Japanese engineering education,we first replicated Ohashi’s survey [2], “What is an Engineer?.” The answers to the questionnairereflect the sociocultural value of engineering in Japan from the perspective of future engineers. Morespecifically, we asked a hundred freshmen in the Department of Mechanical and SystemsEngineering at Kogakuin University, the following question, “Who do you associate with the word‘Engineer’? Please write down the names of three people. If the person is not popular, please add abrief explanation.”In response to the lack of interdisciplinarity in the pipelines of our default educational system, wedeveloped a high-quality interdisciplinary curriculum for

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Jaclyn L. Cunitz, University of Colorado Boulder; Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado-Boulder

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Diversity

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Multidisciplinary Engineering

focusing on humanitarian engineer- ing. In addition, she teaches STEP 1 and STEP 2 education courses through CU Teach Engineering, a new General Engineering Plus program specifically designed to prepare students to earn a secondary math or science teacher licensure through engineering. She manages and mentors graduate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineering digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE).Jaclyn L. Cunitz, University of Colorado Boulder Jaclyn L. Cunitz is an undergraduate student in the department of

Conference Session

Manufacturing Workforce Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Stephen Baker; Mandoye Ndoye, Tuskegee University; David Shannon, Auburn University; josiah e blocus, Tuskegee University; Eugene Thompson

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Diversity

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Manufacturing Division (MFG)

the drone body and aprocedure for embedding the electric wiring was developed. This integration required severaldesign modifications, which were implemented and prototyped. We believe that this modulardrone development project design and mentorship guided by the principles of experientiallearning and empowered by AM has increased the efficacy of students and helped them developseveral skills that are valuable to the future engineering work force including team skills,leadership, time-management, life-long and interdisciplinary learning, and entrepreneurshipmindset. Through a survey and focus group approach, the findings of an independent evaluatorconfirm those benefits to the students participating in the project.1. IntroductionAdditive

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lorraine G. Kisselburgh, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Engineering Ethics

lack of a consistent and coherent ethical reasoning approach that is suitablefor responding to ethical issues that pervade engineering practice. We argue that reflexiveprinciplism (RP) as an applicable ethical reasoning approach, a view we have elucidated inearlier work8. Furthermore, we posit that in order for this principlist approach to becomereflexive for engineers, engineering educators need an integrated and facile pedagogicalframework that can be engaged repeatedly at various locations in an engineering curriculum. Inthis paper, we describe the characteristics and the efficacy of such an integrated model forenhancing the ethical reasoning of engineers: the SIRA framework. The core elements of thisinnovative approach are discussed

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leisa D. Thompson, University of Virginia; Lecia Jane Barker, University of Colorado, Boulder

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Diversity, NSF Grantees Poster Session

has an undergraduate degree in Computer Science and over 15 years of corporate experience in Engineering and Information Technology as an applications engineer, systems administrator, systems engineer, and senior consultant for companies such as Xerox, Hughes Electronics, and IBM Corporation. She has also presented at various regional, national, and international conferences.Dr. Lecia Jane Barker, University of Colorado, Boulder Lecia Barker is an Associate Professor in the Department of Information Science at the University of Colorado Boulder and a Senior Research Scientist for the National Center for Women & Information Technology. Lecia conducts research in attracting, retaining, and advancing groups

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago; Renata A. Revelo, The University of Illinois, Chicago; Musab Kazi; Betul Bilgin, The University of Illinois, Chicago; Justin Merchan; Houshang Darabi, The University of Illinois, Chicago

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #38459Work in Progress: Engineering Identity Development after Two Years ofUndergraduate EducationJanet Aderemi Omitoyin, Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janetˆa C™s quest for a solution to the problems of mathematics learning based on her experience as a student andDr. Renata A. Revelo, The University of Illinois, Chicago Renata Revelo is a first-generation college student, migrated from Ecuador to the United States as a teenager with her parents and sister. She is the first in her family to obtain a

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

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Diversity

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Educational Research and Methods

“Tailored Instruction and EngineeringDelivery Using PROTOCOLs” (TIED UP). In ‘tailored instruction’, the course syllabus will bere-organized into an integrated modular concept format where complex engineering conceptswill be presented as networked sub concepts in a web interface, creating a virtual neural space.Each of these networked concepts and sub-concepts will be further linked to several learningtools such as animations, short concept lecture videos (4-6 minute duration) and mandatedstudent activities that are designed leveraging latest insights from established theories of neuroand cognitive science with the help of a number of PROTOCOLs. PROTOCOLs are systematicbrain based learning principles to be followed while delivering a new concept

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W Ferguson, Western Carolina University; Andrew Ritenour, Western Carolina University; Wendy Cagle; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

Paper ID #37008Board 296: Fostering Leaders in Technology Entrepreneurship (FLiTE):Program Goals and First-Year ActivitiesDr. Paul M. Yanik, Western Carolina UniversityDr. Chip W Ferguson, Western Carolina University Chip Ferguson is the Associate Dean of the College of Engineering and Technology and Professor of Engineering and Technology at Western Carolina University.Dr. Andrew Ritenour, Western Carolina University Andrew Ritenour is currently an Assistant Professor in the School of Engineering + Technology at Western Carolina University (WCU). In addition to teaching in the field of electrical engineering, he coordinates

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University

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Diversity

Tagged Divisions

Educational Research and Methods

for engineering19.College Experience – Academic and Social Integration We divide the academic and social integration solutions in two areas; instructionalenvironment and contextual support.Instructional Environment Four solutions covered the college instructional environment. They are, 1) removinginstructional bias towards women, 2) using student-centered pedagogical methods that involvemore interactions with faculty and peers, 3) having curriculum that supports diversity, and 4)developing identity and agency beliefs. For women to be successful in engineering, instructional environments must removebiases towards them. To do so, Felder et al.22 support several measures, such as being careful notto use gender-sensitive

Conference Session

Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanjeev Adhikari, Kennesaw State University; Kathryn Bedette AIA, Kennesaw State University; Giovanni Loreto, Kennesaw State University

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Diversity

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Graduate Studies Division (GSD)

broader context of higher education commercialization. Tas(2013), [7] emphasizes equal treatment and integration of international and domestic students inacademic and non-academic aspects, recommending the full incorporation of the InternationalStudent Office in all campus activities and the development of comprehensive orientationprograms by the ISO and Campus Life to foster diversity and enhance retention [7].Adapting to new academic environments, which requires negotiating multiple teaching methods,curriculum systems, and classroom dynamics, is one of the most difficult hurdles newinternational students face. Language obstacles, particularly in English proficiency, have beenshown in the literature to have a major impact on academic success and

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Julia A. Maresca, University of Delaware; S. Ismat Shah, University of Delaware; Sheldon Allister Hewlett, University of Delaware; Jenni M. Buckley, University of Delaware

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Diversity

Tagged Divisions

Faculty Development Division

Paper ID #29649Faculty Development Mini-Modules on Evidence-Based Inclusive Teachingand Mentoring Practices in EngineeringDr. Sarah Ilkhanipour Rooney, University of Delaware Sarah I. Rooney is an Assistant Professor and Director of Undergraduate Studies in the Department of Biomedical Engineering at the University of Delaware. She seeks to bring evidence-based teaching prac- tices to the undergraduate curriculum. She received her B.S.E. and M.S.E. in Biomedical Engineering from the University of Michigan (Ann Arbor) and her Ph.D. in Bioengineering from the University of Pennsylvania (Philadelphia).Prof. Joshua A Enszer

Conference Session

ETD Manufacturing/3D Printing

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mert Bal, Miami University; Ayodele O. Abatan, Miami University

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Diversity

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Engineering Technology

networks, intelligent agents, agent-based manufacturing scheduling, systems control and automation, distributed control of holonic systems and integrated manufacturing, agile manufacturing, additive manufacturing, virtual reality and remote labora- tory applications in education.He has authored or co-authored various journal and conference publications in these areas. Mert Bal is currently an Associate Professor in the Miami University, Department of En- gineering Technology, Ohio, United States of America.Dr. Ayodele O. Abatan, Miami University Dr. Ayo Abatan has over 30 years of program and project management experience. He is currently Pro- fessor and Chair of Engineering Technology in the College of Liberal Arts and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Justin L. Hess, Purdue University at West Lafayette (COE); Matthew James P.E., Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Engineering Ethics Division (ETHICS)

, no. 2, pp. 343–351, 2004, doi: 10.1007/s11948-004-0030-8.[15] N. H. Steneck, “Designing teaching and assessment tools for an integrated engineering ethics curriculum,” in FIE’99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011, Nov. 1999, p. 12D6/11-12D6/17 vol.2. doi: 10.1109/FIE.1999.841685.[16] J. Borenstein, M. Drake, R. Kirkman, and J. Swann, “The Test of Ethical Sensitivity in Science and Engineering (TESSE): A Discipline Specific Assessment Tool for Awareness of Ethical Issues,” presented at the 2008 Annual Conference & Exposition, Jun. 2008, p. 13.1270.1-13.1270.10. Accessed

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico

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Diversity

Tagged Divisions

Chemical Engineering

Undergraduate Curriculum Com- mittee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone De- sign courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico Dr. Victor Law is an Assistant Professor at the University of New Mexico in the

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Aunshul Rege, Temple University; Saroj K Biswas, Temple University; Michael Haney, University of Idaho; Michael John Santora, University of Idaho; Brian K. Johnson, University of Idaho, Moscow; Ronald Laurids Boring; D. Subbaram Naidu P.E., University of Minnesota Duluth; John F. Gardner, Boise State University

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Diversity

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Multidisciplinary Engineering

based on multiagent framework with applications to the power grid, and the integration of an intelligent virtual laboratory environment in curriculum. He is an associate editor of Dynamics of Continuous, Discrete and Impulsive Systems: Series B, and is a member of IEEE, ASEE, and Sigma Xi.Dr. Michael Haney, University of IdahoDr. Michael John Santora, University of Idaho Dr. MIchael Santora is a Clinical Assistant Professor at University of Idaho since Fall of 2013. He has worked in industry as a R&D Controls Engineer creating OEM machinary. He specializes in controls, embedded systems and automation.Dr. Brian K. Johnson, University of Idaho, Moscow Brian K. Johnson received his Ph.D. in electrical engineering

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

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CoNECD Paper Submissions, Diversity

ParkJackelyn Raquel Lopez Roshwalb, University of Maryland, College Park Jackelyn Lopez Roshwalb is the Assistant Director of the Keystone Program in the A. James Clark School of Engineering at the University of Maryland. She serves as the course coordinator and an instructor for the school’s Introduction to Engineering Design course. Previously, Jackelyn taught high school mathematics and physics. She is a curriculum team member of the NSF-funded Engineering For Us All (E4USA) project, an initiative to deliver a nationwide standardized high school course in engineering that is available to and accessible for all high school students.Dr. Darryll J. Pines, University of Maryland College Park Darryll Pines became Dean and

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Adetoun Yeaman, Northeastern University; Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE); Gisella Lamas-Samanamud, University of Kentucky - Paducah extended campus; Heather Beem, Ashesi University; Janie M Moore, Texas A&M University; Randi Sims, Clemson University

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Diversity

Paper ID #45055WIP: Survey Validation to Enable Investigating Community Cultural Wealthin Engineering Students’ First Year Experiences (FYE)Dr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

explanations about how it canbe adapted to self-referent domains of an individual is discussed. The distinctions between theterms posed in this study are then used to identify which sub-constructs are most pertinent formeasuring self-concept in engineering education.Identifying the variables (sub-constructs) within self-concept has beneficial applications in first-year engineering education due to the noted levels of attrition in the first two years of anengineering curriculum [6]. Building a scale and consequent interventions to influence those sub-constructs will help improve student retention due to the direct relation of self-concept withacademic achievement; less importantly in terms of high grades but more so as an activecontributor to human

Conference Session

Enrollment, Instruction and Pedagogy - Focus on Design-Based Projects

Collection

2017 FYEE Conference

Authors

Jack Bringardner, NYU Tandon School of Engineering; Gunter W. Georgi P.E., NYU’s Tandon School of Engineering; Victoria Bill, NYU Tandon School of Engineering

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Diversity, FYEE Division - Paper Submission

Paper ID #20882Examples of Free Choice Open-Ended Design Projects in a First-Year Engi-neering CourseDr. Jack Bringardner, NYU Tandon School of Engineering Jack Bringardner is an Assistant Professor in the First-Year Engineering Program at NYU Tandon School of Engineering. He studied civil engineering and received his B.S. from the Ohio State University and his M.S and Ph.D. at the University of Texas at Austin. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly in the Introduction to Engineering and Design course at NYU. He is the Webmaster for the ASEE First

Conference Session

Mechanical Engineering Division Technical Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, University of California, Merced; Ala Qattawi, University of Toledo; Sachin Goyal, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

. 2014) due to the flexibility afforded to individual studentsfor engaging with the curriculum. Various approaches are adopted to improve student participation, suchas integration of quizzes in the instructional lectures, use of discussion boards, and offering synchronousreview sessions. One of the aims of our study is to identify the elements of the online course with whichstudents more effectively engage.Safe Environment for Discussion: the establishment of a safe platform to share and discuss questions isessential to the success of online courses. Instructors can foster a safe environment by encouragingparticipation and creating pathways for students to discuss their challenges and questions throughout theirstudies. It is the instructor’s

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

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Diversity

Tagged Divisions

Educational Research and Methods

,whether that be in industry, academia, or clinical settings7,10,11.We propose to connect student learning to engineering practice by interweaving a grandchallenge problem throughout multiple courses and experiences in the curriculum. Byinterweaving the problem throughout the undergraduate curriculum beginning freshman year, wetreat student engagement and retention as a process instead of an event4. To implement thisconcept, we developed the Cancer Scholars Program (CSP), a challenge-inspired experiencefocused on an overarching societal problem: cancer. Traditionally, students learn engineeringskills in isolated coursework without a connection to real-world problems, facilitating loss ofinterest. Additionally, students are rarely exposed to co

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

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Diversity

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Pre-College Engineering Education Division

will be presented to high school students as part of Siant LouisUniversity engineering summer camps in June and July 2017.BibliographyDeWalt, K. M., & DeWalt, B. R. (2011). Participant observation: A guide for fieldworkers. Rowman Altamira.Elam, M. E., Fonseca, D. J., & Lindly, J. K. (2011). Transportation Systems Curriculum for High Schools. Retrieved February 2, 2011.Islam, S., & Brown, S. (2013). Transportation-OPOLY: An Innovative Tool to Promote Transportation Engineering. International Journal of Traffic and Transportation Engineering, 2(3), 31–36.Luken, B., & Mumbower, S. (2010). Poster: Engaging Transportation Engineering Activities for Middle School and High School Students. Louisville, Kentucky

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

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Diversity

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Electrical and Computer

tied back to traditional course content if the use was not correlated by faculty. In thesecases, students desired that the course instructor provide more “real world” application, and thatpractical lab use integrate theory and practice.Use as independent homework, outside structured lab/classroom settings, was designed to supportboth traditional class instruction and lab work. In new-use settings, this homework often was forextra credit or exploratory purposes and was an extension of regularly assigned work. As usebecame more embedded and the instructor(s) more familiar, inclusion in homework reflectedadvanced opportunities to practice/learn material. As noted above, this expansion includedapplications in new courses, but more often was to new

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tianshi Fu; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

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Diversity

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Pre-College Engineering Education

: Analysis of a curriculumdesigned and implemented", in American Society for Engineering Education, Pittsburgh, PA,USA, 2008.[6] D. Cuperman and I. M. Verner, "Fostering Analogical Reasoning Through Creating RoboticModels of Biological Systems", Journal of Science Education and Technology, vol. 28, no. 2,pp. 90-103, 2019.[7] G. Brockington, M. Schivani, C. Barscevicius, T. Raquel and M. Pietrocola, "Usingrobotics in kinematics classes: exploring braking and stopping distances", PhysicsEducation, vol. 53, no. 2, 2018. Available: 10.1088/1361-6552/aaa09e.[8] A. Ortiz, "Examining Students' Proportional Reasoning Strategy Levels as Evidence of theImpact of an Integrated LEGO Robotics and Mathematics Learning Experience", Journal ofTechnology Education

Conference Session

Project-Based Experiences in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University; Larry D Bowne II, Syracuse University

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Diversity

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Architectural

architecture. Forthe architecture students it was a first experience in having to request, manage andappropriately integrate outside technical knowledge into their design process, for theengineering students it was their first exposure to the design process and the multifacetedway their highly specific skills are deployed in a real world process. The teaching,evaluation and assessment of the courses represent an opportunity for educators to thinkabout the role of service learning in architecture and engineering education. The Bergcompelled students to integrate technology and structure in the design process, requiredstructural engineers to and as such can be seen as experiments in advancing designpedagogy.BackgroundDesign build, community service and

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Livingston, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Mary Jane Szabo, Rose-Hulman Institute of Technology

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Summers earned her PhD in Rhetoric and Composition from Penn State University and joined the RHIT faculty in 2014. Her work focused on writing in the disciplines, particularly at the advanced undergraduate and graduate levels. She teaches courses in writing and engineering communication, in- cluding technical and professional communication, intercultural communication, digital writing, and grant writing.Mary Jane Szabo, Rose-Hulman Institute of Technology Mary Jane (Janie) Szabo is currently pursuing her PhD in Curriculum and Instruction with an emphasis in Educational Technology from Indiana State University. In her current role as an Instructional Designer at Rose-Hulman Institute of Technology, she collaborates with

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Adetoun Yeaman, Northeastern University; Diana Bairaktarova, Virginia Tech

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #39845A Literature Review to Explore a Relationship: Empathy and Mindfulness inDesign EducationMs. Rubaina Khan, University of TorontoDr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

Conference Session

Materials Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University (Network for Computational Nanotechnology)

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Diversity

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Materials

Paper ID #20127A Computer-Based Interactive Activity for Visualizing Crystal Structuresin Introductory Materials Science CoursesDr. Susan P. Gentry, University of California, Davis Dr. Susan P. Gentry is a Lecturer with Potential Security of Employment in the Materials Science and Engineering department at the University of California, Davis. In her current position at UC Davis, she is integrating computational modules into the undergraduate and graduate materials curriculum. She is specifically interested in students’ computational literacy and life-long learning of computational materi- als science tools.Dr. Tanya

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

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Diversity

Tagged Divisions

Pre-College Engineering Education

Masters in Educational Leadership and Principal Certificate from Northern Arizona University in 2007. She is currently working on her EdD at Arizona State University. Mia is highly qualified to teach middle grades math, science, and language arts. Mia has taught middle school science in the Alhambra Elementary School District for nine years where she also leads after-school engineering clubs. Mia has been directly involved with district-wide initiatives including technology integration, Just In Time Assessments, curriculum pacing guides, and implementation of a research based, hands-on science and engineering curriculum. Mia has also worked closely with FOSS as a professional development facilitator. She also worked