Conference Session

Curricular Issues in Computing and Information Technology Programs I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott A. Kuhl, Michigan Technological University; Robert Pastel, Michigan Technological University; Ryan George, Michigan Technological University; Chad M. Meyers, Michigan Technological University; Matthew L. Freitag, Michigan Technological University; Jacob M. Lund, Michigan Technological University; Michael Paul Stefaniak

Tagged Divisions

Computing & Information Technology

,backgrounds, and interests. This paper focuses on the policies and techniques that we havesuccessfully used to attract, organize, motivate, and evaluate the students in the course. We alsoprovide analysis of enrollment in Husky Game Development from Fall 2011 through Spring 2014and describe how the faculty advisor and student management share and delegate responsibilities.We hope that HGD can serve as one possible model for instructors at other institutions who desireto implement a similar course.IntroductionTraditional computer science undergraduate courses often fail to give students hands-onexperience which will help them learn how to work with a team of peers to propose, design, anddevelop large applications. Traditional courses typically consist

Conference Session

Computers in Education 2 - Programming 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University

instill this concept into our students?Especially introductory programming students who are often resistant to trying new things ordebugging independently. Most introductory programming instructors watch students write linesand lines of code without compiling the code or arrive at the instructor’s office needing helpbecause “it is almost working except this one compile error,” which once fixed unearths manylogical errors.Enter the rubber duck prize! To add fun to the introduction of the debugging concept, thestudents are sent on a scavenger hunt around the building where the class is held. Locationsincluded on the path: the computer lab, the department office, the help desk location, and thedean’s office – thus familiarizing first-year students

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Divisions

Computers in Education

final grade and is holistically graded withguidance from a 26-item grading checklist divided into four categories: content, organization,design, and style/grammar/punctuation (see Appendix A for this checklist). This checklist guidesstudents while writing their reports, students during peer reviews, and instructors during grading.For grading, the checklist is used with about 25% of the grading weight given to each of the fourcategories. Students, teaching assistants, and instructors have appreciated the detailed guidanceprovided by the checklist—assignments that meet all items receive a 100% grade. Across andwithin the categories, individual instructors may weight what they deem most important givenwhat they have emphasized in class. For

Collection

2013 North Midwest Section Meeting

Authors

Adam Kramschuster; Gregory Slupe

-Stout. Because peer evaluations are conducted each semester for MFGE-325, data isreadily available to assess this ABET outcome. Results from Student Outcome D for fall 2012can be found in Table 4.Table 4: Results from ABET Student Outcome D in fall 2012.Performance Indicator ScoreEngages others with a cooperative attitude 3.81/4Contributes to the mission, goals, and outcomes of the team 3.73/4In addition to peer evaluations, MFGE-325 student groups are tasked with writing a reflectionpaper upon completion of the project. The learning objective of the reflection paper is forstudents to re-examine their project experience, describe any change(s) in

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Howard Evans, National University; Shekar Viswanathan, National University

Tagged Divisions

Educational Research and Methods

and making presentations at conferences and meetings. Evidence indicative ofresearch contributions may include but is not limited to the following: • Inventions and innovations that lead to patents, • Publication of research results in recognized professional journals, • Participation in writing textbooks or professional manuals and design guides, • Presentation of research results at professional meetings, particularly invited presentations at national or international meetings; • Receipt of research grants, • Receipt of research awards, and • Directing student research.Of the above mentioned evidences, some are considered more important than others. Forexample

Conference Session

Programming for Engineering Students I

Collection

2009 Annual Conference & Exposition

Authors

Christiaan Gribble, Grove City College

Tagged Divisions

Computers in Education

primitives such as barriers, locks, and higher-level constructs can beconstructed using pthreads mutexes. Primitive mechanisms for inter-thread communication viashared data structures are available as well.In general, the pthreads execution model treats threads as peers. Only the main thread, which iscreated by the operating system when it instantiates the multithreaded process, has slightlydifferent properties, but these differences can typically be ignored: all of the threads in well-designed pthreads program will thus cooperate to execute the task at hand in a manner thateffectively utilizes the underlying resources of the processor. Page

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Charles McDowell, University of California, Santa Cruz; Adrienne Harrell, University of California, Santa Cruz

Tagged Divisions

First-Year Programs

primary program staff for ETTP included two student Peer Mentors who are now currentseniors who had transferred into the School of Engineering from a community college. BothPeer Mentors also had participated in our 2006 “Summer Bridge” program, our last effort tocombine transfer and first-year students in the same program. The School of EngineeringOutreach Coordinator/Transfer Advisor served as the program director, building upon the rapporthe had already established with some of the students during the outreach season and transferadvising sessions.The community building components of ETTP were especially important to address because ofthe structure and nature of our campus. Comprised of several residential colleges, most studentsentering as

Collection

1997 Annual Conference

Authors

Jeffrey G. Sczechowski

, uncooperativecollaborators, mangers, overly enthusiastic peer reviewers, etc.).One lab period is spent in the library showing students where to find “things”, ranging fromvendors to scientific publications. During this session, the students scour the Thomas Registerand scientific supply catalogs to find vendors of quirky accessories that may assist me in acurrent research project. For example, “Find a large, long-wave UV transparent liquid crystalshutter for me.” This type of instruction for first-time researchers is vital. Most experiencedacademics take this information management skill for granted. We do it without thinking, or havea Ph.D. student do it for us (to guarantee we won’t have to think).Guest speakers address other aspects of conducting applied

Conference Session

Materials Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Materials

. Develop a set of experiments that can be used to answer the research question. Write up a formal report and make a group presentation about their project. Since this was a Mechanical Engineering class they were required to write a report in the format required by ASME for journal publications.Approach to classWith this limit to how many materials courses the program can offer each year, the authorsearched out ways to increase this number. One approach is to offer additional materials contentthrough small group research courses. This would help accomplish several different goals asdescribed in the previous section.It is important to see how this approach fits in with how other universities use undergraduatestudent research. One university

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sayyad Zahid Qamar P.E., Sultan Qaboos University; Majid Al-Maharbi, Sultan Qaboos University; Josiah Cherian Chekotu, Dublin City University

Tagged Divisions

Materials

aspect of human dimension (both self and others) in a science/engineering course like MS can be a daunting task. Learning outcomes could be “activelyparticipate in class discussions; avoid plagiarism in report writing and properly cite publishedsources; work in teams on mini-project, swapping roles as team member and leader; andconduct peer assessment of project team members.” Learning activities could be lecture andclass discussion on team work, and professional and ethical responsibility (includingplagiarism, citation and referencing); and project presentations and discussions. Assessmentmethods could be keeping records of active class participation (individual and group); recordsof meetings with project teams for individual and team work

Conference Session

New Engineering Educators Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

this form of instruction is becoming commonplace in K-12education. A site with similar resources, but oriented toward higher education is “OLT:Flipped Classroom Project” from the University of Queensland. It has case studies inseveral disciplines, including Engineering Design. It has synopses of various ways to useclass time, including case studies, peer learning, problem-based learning and project-basedlearning. It gives some advice on how to measure learning gains. Flip It! Consulting hasa blog with posts on various aspects of flipping that will be useful to educators in manydisciplines. A notable collection of links and references to other resources is provided byRobert Talbert at Grand Valley State University. His intention is to turn it

Conference Session

STEM Issues in ET

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nikunja Swain P.E., South Carolina State University; Biswajit Biswal, South Carolina State University; Eugene Kennedy, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

involvedin traditional lecture were found to be 1.5 times more likely to fail as compared to those in classes withsignificant active learning. Some of the active learning techniques are peer review, flipped classrooms,hands-on technology, and cooperative group problem solving. Here is a brief description of thesemethods [10].In “peer review”, students are asked to complete an individual homework assignment or short paper. Onthe day the assignment is due, students submit one copy to the instructor to be graded and one copy totheir partner. Each student then takes their partner's work and, depending on the nature of theassignment, gives critical feedback, and corrects mistakes in content and/or grammar.In the “flipped classroom”, class time is devoted

Conference Session

Grasping the "Concept"

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rajesh V Shende, South Dakota School of Mines and Technology

Tagged Divisions

Chemical Engineering

collaborative learning activities gives students more opportunities in developingconceptual learning through social interactions among peers. This we can refer to as conceptgroup learning activity.In a group environment, conflicts and controversies are resolved through proper explanation,justification; reflection and search for new knowledge.8 Student groups often come up withmutual support or solution via elaborative help that stimulates reorganization of thoughts andidentification of knowledge gaps thereby generating solution seeking ability among the studentgroup members. These circumstances also help students developing elaborate conceptualunderstanding by making use of new analogies, revisiting and reformulating their knowledge,which becomes more

Conference Session

Multidisciplinary Courses and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Motahareh Tina Alaei, Minnesota State University, Mankato; Michael Ryan Lynch

Tagged Divisions

Multidisciplinary Engineering

(Outcome E). A bigportion of the project deliverables was four to five presentations made both to the client and otherpeers at the program, and the writing of several technical reports. After each presentation, the teamreceived feedback from the faculty and peers on the content and delivery of the presentation andtheir technical writing skills. Each section of the final technical report was reviewed and gradedby the team mentor (Outcome G). One of the deliverables was the contextualization documentthat reports what significance the final design might have on the environment, health and safetyconcerns, economics, ethics, etc. (Outcome H). Based on the technical evidence and submitteddocuments, these outcomes were evaluated, and the faculty mentor

Collection

2001 Annual Conference

Authors

Elliot Douglas, University of Florida

:• Identification of the lesson topic. Typically, one major topic is identified for each lesson.• Identification of lesson objectives. The objectives should be identified first, so that the lesson content focuses on what the students are expected to accomplish. Additionally, writing of objectives at different levels of Bloom’s taxonomy8 allows higher order thinking (or “independent thinking”, see next section) to be utilized.• Preparation of a lesson outline. The outline lays out the general order and hierarchy of the presentation.• Preparation of board notes. Board notes are a specific technique utilized in the T4E and ExCEEd workshops, and have been described previously.1,2 Briefly, board notes lay out on a piece of paper exactly

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jean M. Andino Ph.D., P.E., Arizona State University

Tagged Divisions

Chemical Engineering Division (ChED)

assignments consisted of a written report and alsoa creative presentation that focused on the use of chemical reactors in one of four differentindustries/sectors: food generation, pulp / paper-based products production, energy andenvironmental control, or pharmaceutical/therapeutics production. A quantitative rubric wasdeveloped and used to score the written reports, and student peer review was used to evaluatethe creative presentations. The quantitative assessment data from the written reports showthat the majority of the student teams met or exceeded expectations. Suggestions for how theproject may be expanded in the future are provided.Introduction Arizona State University instituted a program in 2019 to infuse entrepreneurialmindset (EM

Collection

2020 ASEE North Central Section conference

Authors

Deanna H Matthews, Carnegie Mellon University; Shuchen Cong, Carnegie Mellon University

making and technical writing, three technology-policy electives, and a three course capstone series. The first course in the series providesstudents with highly scaffolded assignments to practice skills learned in both our program andtheir technical programs while also learning project management skills. The last two courses arethe EPP Projects course where students work to structure and solve a large complex problemwith multiple dimensions in an interdisciplinary group. The EPP Projects course is taken inaddition to the design requirement course of the traditional engineering program. All EPPstudents take the EPP Projects course twice, typically once in the Junior year and once in theSenior year, or twice during Senior year. Each EPP Project is

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alex Daniel Edgcomb, University of California, Riverside; Joshua Sai Yuen, University of California, RIverside; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

question; no student's question was professor-rated above a 4.The common problem seen was an inability to write correct and precise English.Keywords: Crowdsourcing, rating, authoring, student-made content, web-native content,interactive content, programming, computer science, digital learning, digitally-enhancededucation, online learning.IntroductionTextbooks are giving way to online interactive material[15][20][23]. Interactive materialbenefits student learning with immediate feedback and higher levels of engagement[8],which may be a better match to a modern student's learning style.However, interactive material is hard to make, whether authoring a new textbook orconverting an existing textbook. One possibility is to have students help create

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, York College of Pennsylvania

Tagged Divisions

Educational Research and Methods

learning occurs, such as peer to peer discussions, students are still sitting.Learning science has shown that the brain and physical activity are connected. An active body canlead to an active mind. Significant work has been done on how to create intentional movement inelementary and middle school classrooms, but it is limited in higher education settings.This paper discusses how an “escape room” learning activity has been implemented and assessedin two small-sized engineering programs, York College of Pennsylvania and Iron RangeEngineering. Escape rooms are a physical adventure game to challenge players, where they mustsolve a series of puzzles to escape the room in a given time limit. In this activity, using movementto review content in

Collection

2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

Cross6, learning communities are more thanjust another curricular fad. Why are educators so impressed with learning communities? Crossargues the reasons fit into three categories: “philosophical (because learning communities fit intoa changing philosophy of knowledge), research based (because learning communities fit withwhat research tells us about learning), and pragmatic (because learning communities work)”(original italics, p. 4).In this paper we will describe the Agricultural and Biosystems Engineering (ABE) first-yearlearning community at Iowa State University, a learning community that includes linked courses,a living community option, peer mentors and tutors, faculty-student dinners, and service learningopportunities. We have found that

Conference Session

Tablet PC use in Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

JUDITH VIRGINIA GUTIERREZ, Universidad de las Americas, Puebla; Aurelio Lopez-Malo, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla

Tagged Divisions

Computers in Education

promote a sense of community where learning (which includes admissions of“not knowing”) is welcomed, and therefore are not aligned with HPL framework four lenses1, 2.Tablet PCsIn an increasingly collaborative, mobile and globally inter-connected environment, UDLAPenvisions ubiquitous computing as a natural, empowering component of every teaching, learning,and research activity. UDLAP is committed not only to adopting and adapting technologies to allits scholarly endeavors, but also to playing an active role in their development4, 7. Tablet PCscombine a standard notebook computer with a digitizing screen and a pen-like stylus device toproduce a computer that allows ease of input of natural writing and drawing. Pedagogically,applications for the

Conference Session

Improving Visualization Skills

Collection

2011 ASEE Annual Conference & Exposition

Authors

Norma L. Veurink, Michigan Technological University; AJ Hamlin, Michigan Technological University

Tagged Divisions

Engineering Design Graphics

, most students Page 22.1314.9find they no longer outperform most of their peers. All students were more confident in theirwriting and speaking preparation at the end of the first year. It may be that through the course oftheir first year, they found their writing and speaking abilities were on the same level as theirfellow engineering freshmen.Table 7: Comparisons of confidence in preparation at end of first year by quartiles based onPSVT:R score. p’s reported inside table are statistical significance of difference between aresponse and the response from the group that scored 21 and below on the PSVT:R. PSVT:R score 28

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University

Tagged Divisions

Educational Research and Methods Division (ERM)

shown to catalyze incidents of student drop-out and degree non-completion [1-2].2. PurposeTo address the pressing challenge of STEM graduate student retention, we explore the use of aworkshop-style, personal storytelling intervention to transform graduate student self-beliefs andperceptions about their professional identity, belonging, and personal competence in STEM. Wehypothesize that, through writing, sharing, and publicly performing a true personal story about aSTEM experience, graduate students can undergo a shift in thinking that fosters their professionalidentity development, promotes their sense of belonging, and negates the effects of impostorism.In this project, we seek to answer the overarching research question: “How does

Conference Session

Manufacturing and Machine Component Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harold L. Stalford, University of Oklahoma

Tagged Divisions

Mechanical Engineering

bending configurations.On the first day of class, the students form teams of 5 to 6 students per team. Each team picks itschoice of a vehicle, machine or system from which they will pick all mechanical components foranalysis and design in the course. Each team is required to carry out four mechanical componentprojects and write project reports and make presentations. Each project covers a time period ofthree to four weeks. For example, fasteners and springs projects are projects that require threeweeks; bearings and gears projects require four weeks. Each team makes a presentation on eachof the four projects during the semester. The presentations are judged by engineers fromindustry.The reports and presentations are required to cover analysis and

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

capital among three cohorts of first-year engineering students.AbstractThe COVID-19 pandemic disrupted the education of students of all ages and challenged teachersand academic support services to make major adaptations to continue to support student learningwhile also limiting the spread of the virus. Our team received an NSF grant in the Fall of 2018 tobroaden participation in engineering by recruiting and retaining students who have beenhistorically marginalized in engineering. We focused our research on first-year students whoparticipated in pathway programs which provided peer and formal mentoring, success coaching,shared classes, and social activities, that would provide a sense of community and sharedengineering identity for participants

Conference Session

Developing Young MINDS in Engineering: Part II

Collection

2009 Annual Conference & Exposition

Authors

Cindy Foor, University of Oklahoma; randa shehab, University of Oklahoma

Tagged Divisions

Minorities in Engineering

interactions with peers and university? ≠ What strategies do mixed-race engineering students reporting Native American status use to adapt to, resist or negotiate the boundaries around identity based social spaces? ≠ How effective are student organizations and university programs in providing all Native American students small social enclaves of other students with similar backgrounds and interests? Page 14.679.2 ≠ How does finding community contribute to mixed-race Native American engineering students’ successful completion of a degree?The insights gained from this paper can be used to

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

lessons and submitting two ungradedassignments that included a one-page career goal paper and a one-page resume. The class wastaught in a large classroom space to sections of 75-90 students and was presented in a traditionallecture style format. This course was designed to introduce graduate engineering students to theUniversity’s Cooperative Education Program and focused on developing skills in managingworkplace expectations and requirements, resume construction, interviewing, and professionalethics. Employer panels were sometimes used to explore employment opportunities within thefields of engineering. Peer-based discussion panels allowed students to share stories about howthey found their job and their experience as an employee. The stated

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Mentorship and Communication in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda Dawn Hilliard, The Johns Hopkins University

Tagged Divisions

Graduate Studies Division (GSD)

Paper ID #39970Metaphor: The Key to Communicating with Both Specialists and the PublicAmanda Dawn Hilliard, The Johns Hopkins University Amanda Hilliard received her MA in Teaching English as a Second or Foreign Language and PhD in Applied Linguistics from the University of Birmingham in the UK. She has taught writing and communi- cation courses abroad in South Korea, Vietnam, and Ecuador, and in the U.S. in Georgia, Texas, Arizona, and Maryland. She currently teaches in the Center for Leadership Education at the Johns Hopkins Uni- versity. ©American Society for Engineering Education, 2023

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Steve Lappenbusch, University of Washington

Tagged Divisions

Educational Research and Methods

and to introduce the next activity. The activitiesin the cross-curricular program included: a) learning about portfolios in general, b) evaluatingother portfolios, c) writing a professional statement, d) finding artifacts, e) deciding whichartifacts to include in the portfolio, f) writing annotations for the artifacts, g) getting peer andprofessional feedback, and h) presenting the portfolio to others. The interaction amongst peersand the teaching faculty member provided ample opportunity to deeply explore the issuesstudents faced, the component activities, and how those issues and activities interacted during theportfolio creation.Six students participated in this study. These students included two seniors on the verge ofgraduating, two

Conference Session

Project and Model-Based Mathematics

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Mathematics

AC 2007-274: PROJECT-DIRECTED MATHEMATICSJohn Schmeelk, Virginia Commonwealth University Dr. John Schmeelk is a Professor of mathematics at Virginia Commonwealth University in Richmond, Virginia, where he is engaged in applied mathematical research in distribution theory. He is currently teaching mathematics at VCUQatar campus in Doha, Qatar. He received his PhD from George Washington University in Washington, D.C. He has been an invited speaker to conferences in Australia, China, Brazil, Bulgaria, India and many other countries.Jean Hodges, Virginia Commonwealth University Qatar Since Fall 2004, Jean Hodges has been an Assistant Professor of Writing and Writing Center Instructor at Virginia