Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

how it can be represented in a particularengineering discipline (Stages 1-3). Students then learn technical skills that can be applied to areal-world data derived from that same GC (Stages 4-5). Students end by reflecting on the skillsrequired for their problem solving and the relevance of those skills to other aspects of the GC(Stage 6). More details about each stage are provided in the following sections.Stage 1: Multi-Disciplinary Overview. The course instructor provides an overview of a GCtheme, often incorporating information from outside engineering (e.g., a guest technical expertfrom another field; general-interest or political/economic assignments; an in-class debate). Thisoverview (and the interactions with students) provides the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

Tagged Topics

NSF Grantees Poster Session

leading STEMeducation transformation by capitalizing on and challenging organizational norms to facilitateand secure meaningful change.9,10 We intend to foster co-establishment of new routines towardsSTEM education improvement that build on and attend to the social resources within theinstitution11 by uniting those possessing pertinent pedagogical and content knowledge and skillsand those with typical administrative power via a distributed leadership model.12 Our intent is tofoster a continuously growing “choir” that can enact and sustain change through their work atvarious organizational levels and structures via emergent change strategies to create reflective

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chi-Ning Chang, Texas A&M University, Department of Educational Psychology; Brandie Semma, Texas A&M University; Debra A. Fowler, Texas A&M University; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Graduate Studies

is a doctoral student at Texas A&M University. Her research interests are in meta- analysis, Bayesian methods, and latent variable modeling.Dr. Debra A. Fowler, Texas A&M University Dr. Debra Fowler serves as the Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios and professional development of graduate students related to teaching.Dr. Raymundo

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Sanders, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

activitiesrequire some low-level processing on the part of the student, reflecting tasks such assummarizing information, interpreting graphs, and collecting data. Level 3 tasks generallyrequire students to apply content and skills they have learned to complete activities such asanalyzing data, explaining using course concepts, and revising work. Last, Level 4 tasks such assynthesizing, designing, and reflecting on one’s own learning require the highest level ofcognitive engagement. In addition to these nuances of student activity, the protocol also capturesthe instructor’s stated learning objectives for the class and the observer’s judgment of thealignment between the objectives and the classroom activities.The ELCOT and Existing Observation Protocol

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

NSF Grantees Poster Session

goal of developing“Changemaking Engineers”. This revised canon teaches technical skills within a contextualframework that includes humanitarian, sustainable, and social justice approaches. This requires acurriculum that includes a focus on student teamwork, a greater consideration of social factors,improved communication with diverse constituents, and reflection on ethical consequences ofdecisions and solutions. This broader perspective of engineering practice will produce graduateswho can address a wider range of societal problems bringing new perspectives to traditionalareas. In this paper, we review our recent efforts towards achieving this vision, focusing on thedevelopment of curricular materialsSummary of course materials developed and

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. in English from the University of Maryland. c American Society for Engineering Education, 2018 Toward a More Caring Code of Engineering EthicsAbstract: Despite recent scholarly work that emphasizes the importance of the ethic of care inengineering practice, care ethics are not reflected in most engineering codes of ethics. Rather, thecanons of these codes more often reflect traditional “universal” moral principles. Since despitetheir limitations, the codes of ethics are important aspirational and normative value statementsfor the profession—and are frequently used to teach engineering ethics—this paper proposes thatthe codes should include canons that reflect the ethic of care. The paper

Collection

2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings

Authors

Frederick Berry; Anne Lucietto; Andrew Scott

in 2003 through the development of an instrument focused on peer and self-assessmentcalled the Comprehensive Assessment of Team Member Effectiveness. The system enhancesteam development by creating accountability and feedback for team members, suggesting thatteam members and instructors have a positive team learning experience.Capstone Courses – Multi Institutional Collaboration. The previous work by the multi-institutional collaboration identifies the current work done in many capstone courses includingthose factors that are measureable1. Those measurable factors3 are included in CATME, thus theauthors have chosen to use note taking 4, filing 5, goal setting6,7, and other reflective open ended Proceedings of the 2018

Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Williamson; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

to identify success at higher cognitive levels. ‚ Improve the quality of course learning objectives to foster higher level cognitive abilities required for success in the engineering profession.Kolb’s Learning Cycle. Kolb11,12 developed a system of selecting classroom activities basedupon his research related to adult learning. As schematically shown in Figure 1, there are four“quadrants” of ways that people learn: concrete experience, reflective observation, abstractconceptualization, and active experimentation. Two of these stages, concrete experience andabstract conceptualization, operate in the realm of knowing (how they perceive) while the othertwo, reflective observation and active experimentation, involve

Conference Session

Multidisciplinary and Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Tech.

Tagged Divisions

Multidisciplinary Engineering

consciousnessand is derived from two major engineering disciplines; chemical engineering and materialsengineering. It seeks to develop both knowers, who remember information and cansystematically repeat skills, and learners who can create, apply, modify and adapt concepts.The main thrust of this subject is a meta-cognitive one. Meta-cognition is the consciousnessof knowledge about knowledge and is based on the assumption that knowing about knowingaffects learning. In this subject • Students will be encouraged to think critically and monitor their understanding; and • Students will reflect not only on what they know, but on how they know itBecause new knowledge and skills are introduced in this subject, a more traditional pastoral-type educational

Conference Session

Best Zone Paper Competition

Collection

2007 Annual Conference & Exposition

Authors

Stephanie Ivey; Anna Lambert, University of Memphis

following reasons: • Kolb’s LSI was designed specifically to examine adults in learning environments; • Kolb’s LSI results can be used by both individual learners and learners working in groups; • Kolb’s LSI is readily and easily generalized to a wide range of disciplines; • Kolb’s LSI offers benefits for learners, teachers, and researchers interested in breaking; down the barriers that separate many learners from traditional methods of instruction22.As engineering educators and researchers, we share two major goals: (1) to identify the learningstyles and needs of engineering students, and (2) to disseminate this knowledge in a manner thatpromotes curricular modification to reflect these findings. The Kolb LSI, therefore

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Valentin Razmov, University of Washington; Richard Anderson, University of Washington

still fresh in everyone’s minds), the instructors conduct project retrospectives by asking students about aspects of their work or process during the latest project iteration that they would like to sustain (i.e., continue doing well in the future) and aspects that they would like to improve on. Actual artifacts from two of these discussions are shown in Figure 1.Figure 1. Digital ink artifacts from in-class retrospectives that followed the Sustain / Improve technique. The noteswere taken by the instructor, while the students were reflecting aloud. The technology behind creating theseartifacts is a Tablet PC application that integrates ink with slides

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

strategies for problem solving and revising41. Peer review providesstudent reviewers with frequent opportunities to practice problem-solvingstrategies important for improvement. Peer review activities may provide thereviewer with concrete and solid experiences on how to improve problem solvingby connecting diagnosed problems with solution types42. Participating in reviewencourages student reviewers to reflect upon their own skills while examiningpeer work43-44. Online videos changed the way we create, view and share videoonline today. With smartphones like the iPhone, and phones running on Androidand Windows operating systems, it’s effortless to create and share video using thebasic features the phones offer. Videos can be an effective media to

Conference Session

Assessing Teaching and Learning

Collection

2003 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

other than academic difficulty. Building on priorwork, our enhanced approach began with the definition and integration of specific affectiveobjectives which supported the internalization of cognitive objectives and professional practices.Affective-cognitive growth was pursued through methodologies which included active and Page 8.955.1cooperative learning, student self-reflection, classroom discussion, and student incorporation into Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationacademic communities

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carl A. Reidsema PhD, The University of Queensland; Lydia Kavanagh, The University of Queensland; Lesley Jolly, Strategic Partnerships

Tagged Divisions

Design in Engineering Education

” involving over 1100 students. In 2010 he was appointed to the position of Director of Teaching and Learning for the Faculty of Engineering at the University of Queensland in where he then led the successful development of the Flipped Classroom model for integrating theory with design prac- tice in a first year engineering design course ”ENGG1200 – Engineering Modelling and Problem Solving” with over 1200 students. Dr. Reidsema’s work is centred around the notion of Transformational Change in Higher Education which is reflected by his success in securing grants and industry funding for research and development in this area exceeding $3M including a 2008 Australian Learning and Teaching Council (ALTC) Project

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Robert Wicklein; David Gattie

. Beginning as industrial arts with the objective to educate high school students inaspects of an increasingly more industrialized society, the name technology education wasofficially adopted by the primary professional association – International Technology EducationAssociation on February 20, 1985 to reflect the field’s transition toward an educational focus onthe technological underpinnings of society.7 To a large degree, this transition reflected arecognized need within the general K-12 educational scheme to prepare non-college bound highschool graduates to directly enter the workforce with a suite of technological skills. Eachtransition in the growth and development of the field was accompanied by an appropriate shift inthe educational schema

Conference Session

New Program/Course Success Stories

Collection

2004 Annual Conference

Authors

Josh Humphries; David Radcliffe

experienceengineering management in the form of project management in a team and to reflect upon thelessons they learn by the experience. This initiative grew from the need to create a learningexperience for students than was more engaging than that provided by a “traditional” lecturebased engineering management course with its attendant problems of student motivation.Our innovation was to have the students undertake a feasibility study that defines and plans for aprospective baccalaureate research project. By this process, the students not only experiencemost aspects of project management but they also develop skills to prepare them for undertakinga research project. Thus it achieves two key program objectives. An integral part of thisinnovation was the

Conference Session

Assessment & Quality Assuranc in Engr Ed

Collection

2003 Annual Conference

Authors

Jiangqiao Lan; Donghai Xie

. The first one is the pattern with theexperts` assessment as the major form. Since the end of 1980`s, in order to curb the fallingtendency of teaching quality, Teaching Inspection Groups have been formed in many collegesand universities in China, which consist of the experienced teaching experts in all subjects (themajority of whom are retired or retiring professors) who will be in charge of the inspection ofthe teaching quality. The experts make assessments on the courses and the class teachingthrough attending the lectures. The result of such assessment will be reflected to the TeachingAffairs and Administration Office, who will inform the leaders in charge of teaching in thecollege and departments of the results, which can work as the

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Stephan Hussmann; Nitish Patel; Julainne Sumich; Bruce MacDonald; Abbas Bigdeli

presented from a student survey, conducted to evaluate the students’viewpoint on the course. The paper concludes with a discussion on the benefits perceived so far,from the standpoint of the student, both Faculties and the profession.IntroductionEngineering disciplines have a strong tradition of practical problem-solving. Universityengineering programs have reflected this in specialized design courses, where the emphasis is onthe process, the technical and communication skills involved in the project, and the team work,rather than the demonstration of academic knowledge in a final examination. In New Zealand asin other countries this emphasis has been reinforced in the last two decades as large employersscaled down training programs for young

Conference Session

Technical Issues in Arch Engineering

Collection

2003 Annual Conference

Authors

Stan Guidera

for final presentations. Both approaches are aligned with thepremise that the studio may be an inappropriate venue for learning to use. Marx stated that“students are struggling to learn how to design, much less to design on a computer” [6].However, it is also possible that these approaches may reflect a lack of expertise in the use of thedigital media among faculty. Marx also suggested that student’s struggle to learn to design on acomputer is “compounded by the current lack of digital skills on the part of design faculty” whichtherefore “makes it difficult to create a level of consistency in teaching digital design.” This resistance to the role of computing in design is rooted in a range of issues. Oneargument that has persisted is

Collection

2001 Annual Conference

Authors

Sarah Irvine; Mary Anne Lesiak; Andrea Prejean; Teresa Larkin-Hein

discussion of the previous day's "reflectionquestions." Each day participants were given several questions to ponder after the conclusion ofthe day's events and activities. Participants were asked to go home and keep track of theirreflections in a journal. The reflection questions were typically associated with informationpresented during that day's sessions. The intent of the reflection questions was to give teacherstime to digest information they had received during the day, and to reflect on how thatinformation might have relevance to them in their daily teaching activities.In addition, each day participants engaged in hands-on activities grounded in the constructivistphilosophy. To support this philosophy, the participating middle school

Conference Session

Tools of Teaching

Collection

2002 Annual Conference

Authors

Richard Jacques; Mark Shields; John O'Connell; Matthew Mehalik

include: Cuts not even or not along lines; folds not smooth or not along lines; triangular stabilizers not folded to 45o; meteor reflective strips not in proper locations; IAC's not fully covering fire emission openings; FBH not in proper orientation; wrinkles.ASSISTANT SUPERVISOR: Assists Supervisor in the completion of overseeing entire production.SUPERVISOR: Oversees entire production process. Problem-solves & troubleshoots, responsible for Smooth work flows through steps, ultimately responsible for completion of quality products.The simulation began with the assembly sequence prescribed as a traditional division of labor withthe steps done in sequence. It produced no planes in fifteen minutes. At the end of the simulationrun

Collection

2001 Annual Conference

Authors

Thomas Walker; Patrick E. Devens

, • develop algorithms and apply decision and repetition structures to basic problem solving, and • use selected computer software.The semester databases do not reflect the average 1300 freshman-engineering studentnumbers entering Virginia Tech. Only students who have both a recorded SAT score andan EF1015 grade are entered in the database. There are several reasons for the difference Page 6.512.2Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright O 2001, American Society for Engineering Educationin initial student class numbers and the study's database entries. The primary

Collection

2000 Annual Conference

Authors

Murali Krishnamurthi

, andlaboratory exercises. The laboratory exercises required students to complete and submit by email Page 5.279.3several exercises on information system application design and development using MS-Access ™.3.1 Discussions: Getting engineering students to discuss in a newsgroup, listserv, or a chatsession on the concepts covered in the course, engage them in a constructive dialog, and helpthem reflect on the course material is generally a difficult task. Many of them would rather solvenumerical problems than convey their thoughts in writing. But there are several ways to enhancestudent – teacher interactions in asynchronous or synchronous

Collection

2000 Annual Conference

Authors

Graciela Munoz Padilla; Francisco J. Gonzalez

. BackgroundThe massification of education in our country has obliged educational institutions, in general, toimprovise their staff. Our school of engineering is not the exception, and since its enrollment hasbeen increasing for quite a number of years, the authorities have seen the need for improvisingits staff created out of its own alumni body, whose formal preparation had been focused towardsvery specific aspects of the curricula and little, if any, related to teaching and education.This improvisation has been extended to all other levels of education also, from elementaryschools to universities, whose consequences are reflected in the preparation levels with whichMexican professionals emerge. This situation is also related to other aspects of the

Conference Session

Innovative Pedagogical Techniques in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alex M. Phan, University of California, San Diego; Jenna Metera, University of California, San Diego; Sonia Fereidooni, University of California, San Diego; Cham Yang, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Phuong Truong, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

facets of knowledge inlearning activities. Additionally, Krathwohl's revision of Bloom's Taxonomy [14] emphasizes theevolution of the framework, underlining the significance of metacognitive knowledge. This newlyintroduced category reflects advancements in cognitive psychology, stressing the importance ofstudents' awareness of their own cognitive processes—an aspect crucial for effective learning.Building on Bloom's Taxonomy, which originated in 1956 [16], the end goal has always been tocontribute to the development of students’ learning facilitated through a taxonomy of educationalobjectives and in this case, specific to engineering education. The taxonomy not only classifieseducational goals but also provides precision in discussing curricular

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

David Chesney, University of Michigan; Ross Broms, The University of Michigan

Tagged Divisions

New Engineering Educators

before or just after related material during lecture;  Story Type 3: binary (0 or 1) about whether a story of type 3 (just a story to break up a long lecture) was told either just before or just after related material during lecture.In other words, the last three fields indicate whether or not a story was told in proximity to thematerial that was tested on the exam.Finally, a subset of students in the course kept journals that reflected on the stories that were told Page 15.230.4in the classroom. The students volunteered to participate in the study, with a clear indication thatparticipation

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Stansbury, Embry-Riddle Aeronautical University, Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University, Daytona Beach; Jayson F. Clifford; Michael P. Dop, Embry-Riddle Aeronautical University

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

disadvantages of modified process are discussed.We hope this paper serves as a guideline for course instructors who are considering going agilefor a capstone design course for computer engineers, software engineers, or multi-disciplinaryteams.Crystal Clear ProcessCrystal Clear is designed specifically to work with small to medium sized teams. Some of theproperties of this process include: frequent delivery via 2–4 week iterations; processimprovement via reflection workshops at the end of each iteration; osmotic communication byco-locating teams, and utilizing charts and boards to share information; personal safety; focusthrough a flexible plan that identifies fixed deliverables per iteration; and a technicalenvironment capable of supporting automated

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

only serveas a foundation for career development, but can also be applied to transform local andinternational communities’.[19]At the start of the semester, the STP students participate in a series of workshops on:understanding how we construct and retain knowledge, different learning styles, effectivecommunication and presentation skills, motivation, goal setting, lesson planning, leadershipand reflection. They are then placed into a suitably matched school to plan, organise andteach a STEM-based unit of work. The STP students specifically design their unit of work(project) around the brief given to them by their supervising teacher and the interests andcapabilities of the children that they work with. The projects are typically 12+ hours

Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

Tagged Topics

CoNECD Paper Sessions, Diversity

faculty to find appropriate materials, creating barriers both to underrepresented scholars andto those who seek to use their work [9].The glaring gap in guidance for faculty led us to develop the Representation in STEM (RIS) openmini-course. This course was designed to provide faculty with a single page of adaptable contentrelated to representation in a specific discipline or topic area that can be easily used in theirdisciplinary courses. The full course currently contains five modules with the following content: 1. Introduction – details on course development and guidance for using and adapting the course 2. Disciplines – 16 single page lessons for STEM disciplines with readings, videos, websites to explore, and reflection

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

Page 23.1003.5used to draw connections between engineering and other areas of higher education.4 Felder andBrent’s work in this area discusses the program at North Carolina State University with ratingsand critique for each of the areas of teaching they focus on.5 Velasquez describes a similarprogram but in the context of online learning at Purdue University.6METHODOLOGYThe PPIT program is divided into a number of components that allow its participants to engagein learning and reflection activities about learning theories and instructional practices. Theprogram includes a series of 12 seminars in addition to a course on teaching that runs alongsidethe seminars for one term. This section outlines this course structure as well as other elements