Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Crismond, City College of the City University of New York; Michal Lomask

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

),  influenced  our  efforts  to  develop  the  teaching  standards  used  for  this  project.  In  addition,  a  framework  that  articulates  what  informed  design  thinking  entails  –  students  using  design  strategies  effectively;  making  knowledge-­‐driven  decisions;  conducting  sustained  technological  investigations;  working  creatively;  and  reflecting  upon  their  actions  and  thinking  –  was  another  foundation  upon  which  this  work  was  built  (Crismond  &  Adams,  2012).  The  final  set  of  the  design  teaching  standards  (see  Table  1  for  details)  created  for  this  project  is  organized  around  three  dimensions:      Dimension  I  –  STEM  Concepts  –  Teachers’  understanding  of  science,  technology

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Lei Xie, Texas A&M University; Michael Beyerlein, Texas A&M University; Rodney Boehm, Texas A&M University; Jill Zarestky, Colorado State University

Tagged Divisions

Educational Research and Methods

executionAccording to Bringle and Hatcher [1], service-learning is defined as a “course-based, creditbearing educational experience in which students (a) participate in an organized service activitythat meets identified community needs, and (b) reflect on the service activity in such a way as togain further understanding of course content, a broader appreciation of the discipline, and anenhanced sense of personal values and civic responsibility” (p. 112).” Service-learning has beenproven to benefit students in many ways. More specifically, service learning has been found toenhance students’ collaboration skills [2], civic engagement, interpersonal skills [3], [4], andtheir ability to apply knowledge to problem-solving [5].Our service-learning course was

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Murray, Washington State University, Everett; Lucrezia Cuen Paxson, Washington State University, Everett; Soobin Seo, Washington State University, Everett; Mark Beattie, Washington State University, Everett

Tagged Divisions

Multidisciplinary Engineering

where the instructors could guide the groups, group projects outside of class where thestudents would navigate their own team-building, and individual assignments designed to fosterself-reflections. It is important to note that while team members had specific responsibility forcertain deliverables, the collaborative sessions, group assignments, and various presentationsrequired harmonious orchestration following an Aristotelian model: the whole being greater thanthe sum of its parts.Interdisciplinary sessions are intended to increase the teams' capacity to complete the projectwhile also becoming more aware of themselves in the process. They include: 1. Kickoff session – The purpose of this session is to form connections, elicit and correct

Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

Bonnie S. Boardman, University of Texas, Arlington

Tagged Topics

FYEE Conference - Paper Submission

really good lesson for the class. The class talked about how she should havespoken up more during the team part of the exercise and how she hurt her team by not doing so.This allowed everyone to see both the power of the team and also the importance of eachindividual on the team. Thank goodness for that one high scorer!Another of the activities was an escape room type exercise. Escape rooms are physical games inwhich teams must solve a series of puzzles or challenges using clues, teamwork and strategy tocomplete all objectives. In the developed escape room, teams were given a time limit in whichto successfully complete all objectives.Students were required to complete a reflection after each team building activity. This reflectionserved to bring

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

Charles Schreier, University of Dayton; Carl Eger, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

Liberal Education

reflectionpaper that describe how the experience affected them personally.Since its inception in 2001, the ETHOS program has sent over 30 students to five countries totake part in summer service-learning internships. Information obtained from the reflection andtechnical papers and program evaluation sheets indicate that students who have participated inthe international service-learning internships have gained perspectives on the influence ofengineering and technology in the global world. Further, these experiences have providedgrowth in technical knowledge and problem solving, and in language development and culturalawareness.Alumni Assessment StrategyAlthough the ETHOS service-learning internship program has a fairly well established methodfor

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin S. High, Oklahoma State University; Scott D Gelfand, Oklahoma State University, Department of Philosophy; Ronald Steve Harrist Ph.D., Oklahoma State University; Shelia M. Kennison, Oklahoma State University

Tagged Divisions

Engineering Ethics

demonstrate why people act unethically. After a discussion of each video, each individualstudent is guided through a two-part exercise. The first part, developing a Personal InventoryReport, helps the student engage in self-reflection in order to determine what sorts of situationsthe student might find ethically challenging. In the second part of the exercise, the studentdevelops a personal plan (Adaptive-Strategies Report) addressing what strategies they might usein order to increase the likelihood that they will act ethically in challenging situations (that is, thesituations arrived at while developing the Personal Inventory Report). Page

Conference Session

Ethical Issues I: Sustainability and Environmental Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Roger Painter P.E., Tennessee State University

Tagged Divisions

Engineering Ethics

ethics. Critical reflection is key to significant shifts of frames of reference. In thiscontext the goal of encouraging students to view engineering ethics through the lens of environmentaljustice issues is motivated by transformation learning theory. During the first half of the semesterlectures covered NEPA and EIA in the conventional manner and research papers were assignedfor EIA case studies. Beginning at midterm the relationship of environmental justice issues toNEPA and EIA were introduced and subsequent case study assignments also involvedenvironmental justice issues. For these case studies, the student’s role played the variousstakeholders on both sides of the case study issues. Anecdotally the impact of the interventionwas immediately

Conference Session

Chemical Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Amanda Portis Malefyt, Michigan State University

Tagged Divisions

Chemical Engineering

response was mixed, though primarily positive (Figure 2). Comments from the end-of-term course evaluations also reflected this dichotomy: • I don't like that you wanted us to struggle with the homework and waste our time. My time is precious. • I liked everything in the class except the fact [that] we did book homework before we learned it. • Homework, online homework, and lectures all went together nicely. • His set up of the homework/glossary/Sappling [sic] made sure you did the work first and had an understanding of the material before it was covered in lecture. • I think that I've learned more in this class in one semester than any other class I've taken here.The principal complaint about the course

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

used to elicit critical thinking and the application of mathematical conceptsas educators strove to develop a simulation of a physical phenomenon. As the participantsworked through the exercises, the engineering and education faculty pointed out opportunitiesfor reflection on the application of mathematics to solve the problem and asked questions toinitiate discussions of their experiences.One example activity focused on developing a mathematical model for water exiting from ahose. Participants discussed in class what they knew about the situation and what they wanted toknow when they conducted experiments with actual hoses outside. As students collected avariety of data to help develop the model, they wrestled with issues such as how to

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Deborah Nykanen, Minnesota State University, Mankato; Marilyn Hart, Minnesota State University, Mankato; Mezbahur Rahman, Minnesota State University, Mankato

and peer-mentoring. Group composition varies tomeet the specific objective of each discussion. For example, broad major groups are used tofacilitate peer mentoring amongst students within disciplines. Groups by year (sophomore,junior, senior) are used to facilitate interdisciplinary discussions amongst students at similarstages in their education. We found that it is important to have less structured time to fosterstudent-student and student-faculty interaction. Topic guidance provides the structure to allowstudents to establish connections, share personally and professionally, and encourage peermentoring. Grading is credit/no-credit and is based primarily on attendance.General seminar themes include student goals and reflections on progress

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Colorado School of Mines; Maria Brunhart-Lupo, Colorado School of Mines

Tagged Divisions

Engineering Ethics

Paper ID #9395Ethics for the ”Me” Generation - How ”Millennial” Engineering StudentsView Ethical Responsibility in the Engineering ProfessionMrs. Natalie CT Van Tyne P.E., Colorado School of Mines Natalie Van Tyne is a Teaching Associate Professor and Director of the Design EPICS Program at Col- orado School of Mines. Her background is in chemical and environmental engineering, and she is a registered professional engineer in Colorado. She has been teaching first year and second year funda- mental engineering design courses since 2002, and her research interests are in service learning, reflective learning, and

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Halimat A. Ipesa-Balogun, Smith College; Yanning Yu, Northwestern University; Yezhezi Zhang, Smith College; Xi Jiang, Smith College

Tagged Divisions

Educational Research and Methods

students to reflect upon the effectiveness ofthis approach. The students together proposed that anyone posting an authoritative source mustalso post a summary of the content of the source. Later they continued to improve upon this ideaand soon required anyone posting an authoritative source to process it and include in their notehow the authoritative source could be used to improve the ideas in the group’s discourse.MetadiscourseStudies have shown that when students are engaged in metacognitive activities (e.g., self-reflection, self-explanation, or monitoring), their learning is enhanced. However, metacognitivethinking is not spontaneous. Thus, it is important to incorporate metacognitive support in thedesign of learning environments (Lin, X

Conference Session

K-12 Outreach Initiatives

Collection

2002 Annual Conference

Authors

Mary John O'Hair; Mark Nanny; Teri Rhoads

, classroommanagement practices, and school administration issues.The course schedule has been included in the Appendix, as well as an education bibliography thatwas supplied to all the course attendees.V. Results of First OfferingOverall, it is felt that the first offering of the course was successful. No students dropped thecourse. All students agreed on a final reflection piece that they knew significantly more aboutteaching and had more confidence at the end of the course than at the beginning.During several formative evaluation sessions, using plus/deltas, brainstorming, and reflectionwritings, there were several recommendations that were utilized in the latter portions of thesemester and many more that will be incorporated in the next offering of the

Collection

2000 Annual Conference

Authors

Molly M. Gribb; Elisabeth M. Alford

in creating writing-related activities that would serve thebroader goals of the course: helping students succeed and stay in engineering. These newlistening, reading, writing and oral communications assignments introduce freshmen to theexcitement of engineering and help them envision themselves as engineers. Many of theassignments focus on the relevance of science and math to the challenging and creative work ofengineering.This paper explains a sequence of communications assignments that encourage critical thinkingand reflection about the intellectual and practical dimensions of engineering. The first group ofassignments integrates practice in Internet searching, listening, note taking, responsive writing,reading and academic writing as

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin, Madison; Elizabeth Bagley, University of Wisconsin, Madison; Eric Breckenfeld, University of Wisconsin, Madison; Devin West, University of Wisconsin, Madison; Alison Stace-Naughton, Dartmouth College; David Shaffer, University of Wisconsin, Madison

DBT cyclestudents, successfully develop their engineeringepistemic frame, and also provide a wealth of Prototype presentationdata for assessment of learning and professionaldevelopment that can inform the design of future Exit Interviewcourse, curriculum and learning innovations in Figure 2. Nephrotex workflow diagram. DBTengineering disciplines. = design, build, test.AcknowledgementsThis material is based on work supported by the National Science Foundation under grants DUE-0919347 and EEC-0938517.Bibliography1. Schon, D.A., The reflective practitioner: How professionals think in

Conference Session

Trends in Construction Engineering II

Collection

2004 Annual Conference

Authors

Roslyn Smith; Amitabha Bandyopadhyay

learn new ideas and new methodologies. Theproject described in this paper, although not a new technique, gave the student a chanceto work in a research related field. As part of the preparation for the work the student wasgiven basic information required for any research project. A review of various relatedstatistical concepts was also completed. This paper reflects the work done in this seniorproject course by the student and the advisor. The paper describes two work samplingstudies, one each on a residential project and a commercial project.IntroductionLow productivity is a key factor in the high construction cost1. A number of problemsaffecting productivity can invariably be noted when the activities in progress on a typicalconstruction site

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Sara Tracy; Jason Immekus; Susan Maller; William Oakes

self-report measures to assess program outcomes.1. Introduction Service-learning is the focus of considerable research and is a feature within manyengineering programs. Within engineering education, design courses embedded in service-learning provide a way to promote students’ development of technical and professional skills forsolving applied problems. The ability to create learning environments for engineering students toapply mathematical and scientific principles when solving applied problems is critical forpreparing students for careers in engineering2. The need for engineering programs to producestudents proficient in these skills upon graduation is reflected in ABET EC 2000. Service-learning courses may provide engineering

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Erica Cusi Wortham, GW Engineering; Zoe Szajnfarber; Robert Pless, The George Washington University; Ryan Watkins, The George Washington University

scholarship in real-world contexts. The programdoes this through graduate seminars, collaborative courses, peer/faculty/industry mentoring,convenings/symposia/events, and the Summer Incubator. Within this framework, the primarygoals of the incubator are to develop scholarly identity, build community, connect acrossdisciplines, practice core research skills, learn ethics in context, and develop professionalcommunication skills.The Summer Incubator course combines a studio-based learning environment with a designframework whose built-in cycles of reflection and iteration – with an emphasis on prototyping–foster cross-disciplinary connections. We drew inspiration for the structure of the incubatorfrom the design sprint [6], a method created to

Collection

2024 ASEE North East Section

Authors

Susannah GAL, Wentworth Institute of Technology

like Hemo Globin and Myo Globin responding to a job to deliver oxygen to cells.When asked to respond to the case study done in class, students write short (1-2 page) reportsresponding to questions such as how they responded to the clicker-like case, whether or not theyagreed with the judicial panel’s decision (for the trial), what role they played in the environmentalscenario, or by providing a resume for Hemo Globin or Myo Globin for the discussed job. A questionon the final exam allowed the students to reflect on their favorite case and what they learned related tothe course topic. The Case Studies in Science site is a great resource for case studies that can be easilyincorporated into lecture, lab or discussion sections. There are case

Collection

2024 South East Section Meeting

Authors

Evelyn Abagayle Boyd, Clemson University and Colorado School of Mines ; David E Vaughn, Clemson University; Jeffery M Plumblee II, JMP2 LLC; Bridget Trogden, American University

Tagged Topics

Diversity

form of the industry experience so the reason why I joined is kind of similar to what the reason why I did Co-OP. I wanted an experience that would teach me something that I probably wasn't going to get from classes and would be more team based as well.” -JohnJohn was not alone in his reflection that he wanted to participate in a humanitarian engineeringproject but did not have the terminology before participating in CEDC. Clemson University doesnot currently offer a humanitarian engineering major, so CEDC allows students to be introducedto and explore humanitarian engineering within their various curricular structures. In addition toreal world connections, Sam and Rachel heard about specific projects within CEDC and

Conference Session

Introducing Sustainability into Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean D. MacRae, University of Maine

Tagged Divisions

Environmental Engineering

thereforebeen emphasized in a technical course, and a non-technical course was designed to exploresustainability issues in a global development context. Student participation in Engineers WithoutBorders (EWB), a service organization with a mission to provide sustainable engineeringsolutions for developing communities, also provides informal learning opportunities.These three venues provide different contexts in which to understand sustainability. Theirdifferent emphases produce varying perspectives on sustainability and different levels ofawareness, especially about the social impacts of engineering design and practice. This paperprovides a reflection on the ways in which the environmental, social and economic aspects ofsustainability appear to lend

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Malcolm, University of Virginia; Jennifer L. Chiu, University of Virginia; Edward Pan, University of Virginia; M. David Burghardt, Hofstra University

Tagged Divisions

K-12 & Pre-College Engineering

combined with a student-driven-inquiry teaching style16. Similarly, WISEngineering will incorporate non-linear onlinenavigation elements and will emphasize students’ deep exploration of content. Building upon these approaches, we developed WISEngineering to support authenticengineering design, to foster reflection through the documentation student work, as well as toencourage collaboration among peers.Supporting Authentic Engineering Design Learning from inquiry or design-based approaches depends on careful, appropriate choiceof tasks. Chinn and Malhotra17 define a continuum of scientific inquiry from simple to authentic,with school science often occurring on the simple end, involving over-simplifications and fewdecisions made by the

Conference Session

Multidisciplinary Engineering Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Don E. Malzahn, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

inproblem solving teams when their unique skills, abilities, or knowledge can contribute to theshared objectives. Part of this development makes use of Myers-Briggs Type Indicator ® StepII. This assessment provides scores on 40 facets of the eight Myers-Briggs Types. An objectiveof the course is to help students develop a richer vocabulary for thinking about themselves andothers. An individual’s clearest facets are used in the course by each student as part of theirweekly reflections on assigned readings. A visual display of the team’s integrated vocabulary isused as a guide in team decision making. A standard transition from Sensing to iNtuitive toThinking to Feeling then back to Sensing is used as students learn to transition between

Conference Session

Innovative Teaching Techniques in the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jayne Marks, University of Pittsburgh; Kevin J. Ketchman, University of Pittsburgh; David R. Riley II, Pennsylvania State University, University Park; Lisa Riley Brown, Penn State University; Melissa M. Bilec, University of Pittsburgh

Tagged Divisions

Civil Engineering

course in which students arechallenged to apply concepts of sustainability through tangible and appropriate projects carriedout with a partnering community/project. The Pennsylvania State University is a publicuniversity with 36,749 full time undergraduates and 6,418 graduate students. The flipped classwas of similar design and make-up, containing 12 students of mixed majors and years in school.Both classes were pilot programs for the National Energy Leadership Corps (NELC). TheNELC is a joint program under development at Penn State and UPitt and is designed to teachstudents about home energy efficiency and sustainability and empower them to conduct homeenergy assessments in their community. The design of the program reflects the need

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

making utilizing theinstrument. Traditionally, engineering curricular approaches to ethics have been case-based orhave centered around lecture and discussions about ethical frameworks. While necessary, suchapproaches can be supplemented by individual assessments of students’ ethical reasoningabilities and reflective activities about the tasks. Specifically, we address curricular interventionsin multidisciplinary project teams focused on real world applications. These interventions Page 23.1350.3leverage the utility of engineering ethical reasoning models and instruments into curricula. Wefocus on the EERI but recognize that similar models and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon ; KENNETH OHNEMUS, Amazon; Jessica Blackburn; Anshul Mittal, Amazon; Yan Dong, Amazon; Savannah LaFerriere; Robert Pulvermacher; Marina Dias, Amazon; Alexander Gil; Shahriar Sadighi; Neerav Kumar, Amazon

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

reflections of members from a multi-disciplinaryteam. Even though the focus of this particular group is software based, the take-aways for multi-disciplinary collaboration will apply across non-software teams as well. Ultimately, this paperaffords an opportunity for educators to expand on examples of how multiple disciplines cometogether in the tech/engineering workforce. Additionally, the paper implores engineers to engagein lifelong learning as they interact with increasingly multi-disciplinary teams in the workplace.BackgroundMost students who choose to major in engineering do so to become a part of the community ofpractice of professional engineers [1], meaning that they want their college experience to includeadequate exposure to what a career

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University; Nickolas Lambert, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, constructing one’s sense of self throughconstant development and self-reflection [5]. It includes the traits and characteristics, socialrelations, roles, and social group memberships that define who a person is within a particularsetting. Engineering identity, especially for students, reflects their acceptance of and recognitionas part of the engineering field, influencing their decision to enter and persist in the field [6].When students possess a strong engineering identity, they tend to perceive themselves as futureengineers, fostering their commitment to their pursuit of an engineering career [7]. This identitycontinues to impact their learning, serving as a guiding force throughout their studies [8]. Morelock synthesized the disperse

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ethan E Danahy, Tufts University; Chelsea Joy Andrews, Tufts University; Kaylla Cantilina, University of Michigan; Jennifer Cross, Tufts Center for Engineering Education and Outreach

Tagged Topics

NSF Grantees Poster Session

data sets anddevelop equity-focused projects. This approach is designed to simultaneously teach computingtechnical skills while integrating social, economic, and political dimensions into engineeringwork. The course redesign includes three main components: 1. Small group and whole-class discussions led by the instructor and supported by Equity Learning Assistants (ELAs), who are trained in equity pedagogy. These activities, typically once a week during a lab session, aim to make students aware of the societal implications of their engineering decisions and encourage them to critically evaluate data and technology within broader sociopolitical contexts. Each lab is followed by a reading and reflection assignment to

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

determining the extent to which students’ engagement with Frankensteinwas able to facilitate ethical reflection and professional identity formation. To address thisquestion, the current study begins by situating the class discussion of the novel within thebroader aims and structure of the course; then, it analyzes a series of student written reflectionson moral aspects of the novel and its portrayal of Victor Frankenstein specifically. The analysisorganizes the data into salient themes that emerge from the written reflections illustrated byselections of student writing. The data indicate that students were able to articulate severalethical themes that emerge from the novel’s depiction of Victor Frankenstein’s practice of roguetechno-science and

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Xinyu Zhang, Purdue University

Tagged Divisions

First-Year Programs Division (FYP)

qualitative case study research design and identifies the successes andchallenges of institutionalizing a successful NSF-funded S-STEM recruitment and retentionprogram. Institutionalization of successful educational programs is a goal of many NSF-fundedprograms. Reflection and critique of the institutionalization of our program will provide criticalinsights for similar programs on planning their institutionalization and contribute to theunderstanding of the institutionalization process, timeline, and effort areas. Throughout a“COVID-interrupted” 7-year period, this NSF-funded S-STEM program implemented research-based student success and retention strategies to serve 90 students and provide scholarshipsupport to 42 students. As programmatic elements