Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaylee Andree Wersant, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Irma Y. Torres-Catanach, University of Texas at El Paso; Karla Alejandra Ayala, University of Texas at El Paso; Nora Cuvelier, University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

technical presentations. The educational activities and technical presentation weredeveloped to cover several topics such as financial literacy, standardized testing, resume writing,and time management. Pre-college students also participated in individual mentoring sessions toallow for a one-on-one learning environment. Online surveys were formulated and distributed tothe participants at different stages of the STEM Education Workshop during the summer of 2020.The information collected was preliminarily analyzed to generate conclusions about the STEMEducation Workshop and draw recommendations to improve the material content, presentationmethods and communication technology for use in upcoming STEM Education Workshops.IntroductionSchools and

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

SummariesModule 1 - research web jigsawBy the end of module 1, students should be able to examine and qualify facets of the designproblem through independent and collaborative research as well as explore and discussdissenting views.TeamingMaximum 25 students in the classTeams are formed in the beginning of class, through Purdue’s CATME tool4 to 5 students in the team, stays in the same team the whole semesterDeliverables and student assessmentTeams will write a Problem Definition Statement together, assessed through the class’ peerfeedback (formative)Final problem definitions will later have a summative grade in a deliverable separate to thesemodules, but related to the course, i.e. instructor check-inDeployment/resourcesJigsaw: students will be divided

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Saravanan Swaminathan, Tennessee Technological University; Lisa Zagumny, Tennessee Technological Univesity; Holly Anthony, Tennessee Technological University

Tagged Divisions

Educational Research and Methods

participants. Results indicate that many strategies exist and “goodness” ofstudy guides does not necessarily map onto successful exam performance. Also, students mayneed detailed training on how to develop a useful study guide. Finally, we have found that theremay be a benefit to peer-sharing of study guides.IntroductionCourse examinations are ubiquitous throughout highereducation, regardless of the subject area.When an instructor announces an exam, one question is sure to follow: “Can we use our bookand/or notes on the exam?” [That this is asked, and not some default assumed, speaks to thevarious answers that students often receive to the question above.—this sentence is awkward]One approach used across fields is to disallow students access to their

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Anna Fox, Drexel University; David Delaine, Drexel University; Adam Fontecchio, Drexel University

Tagged Divisions

Graduate Studies

satisfying the department that oversees the course. This type of nontraditionalgraduate education has the potential to strongly improve graduate student communication andleadership skills while teaching important educational development tactics and can contribute inthe decision to pursue an academic career. Implementing a Ph.D. student teaching program is animprovement to the traditional doctoral curriculum and will strongly enhance studentcommunication and mentoring skills.Past approaches to educating graduate students in undergraduate engineering curriculum designand instruction have been offered in the form of classes focusing on this topic1. Anotherapproach uses teaching assistant peer mentors for helping in the growth and development of the

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth A Adams, Chandler Gilbert Community College; Claire Louise Antaya Dancz, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

sustainable systems with over 60 peer-reviewed publications. Dr. Landis is dedicated to sustainability engineering education and outreach; she works with local high schools, after school pro- grams, local nonprofit organizations, and museums to integrate sustainability and engineering into K-12 and undergraduate curricula. Page 26.915.1 c American Society for Engineering Education, 2015 Improving engineering student persistence and diversity through conative understandingAbstractEngineering teaching strategies that engage students are desperately needed to recruit

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette (College of Engineering); Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

. Finally C is introduced to complement the basic programming skills developed with Python andMATLAB. C offers insights into more advanced computer science concepts such as explicit data typing,pointers and memory allocation. Further, it provides more control of hardware like obtaining data fromsensors and regulating motors connected to embedded control systems. Teams also use RobotC withMindstorm mechatronic systems during their second semester term projects. Introducing first year engineering students to multiple programming languages may seemdaunting. To meet this challenge the instructional model for this course leveraged the benefits ofproblem based learning, peer instruction and studio learning to provide students with an effective

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

askedto reflect about what they know. Then, the students are asked to explain how they could use theidea to explain something of their interest or apply the knowledge to a specific task. When thestudents write and attempt to connect their knowledge/learning to their own interests, their storiesand experiences had far greater value than the instructor’s initial intent. Finally, with the studentsat the center and possessing an awareness of the differences in an instructor’s instruction andstudent’s retention, classes can be designed to make learning an enjoyable experience for bothstudents and instructors.IntroductionIn the present-day classrooms, students have access to multiple sources of information such as webcontent, videos, instructional

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

Tagged Divisions

First-Year Programs

an introductory course in engineering fundamentals atthe J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL). The course,titled Engineering Methods, Tools, and Practice II (ENGR 111), is the second component of atwo-course sequence and is primarily focused on application and integration of fundamentalengineering skills introduced and practiced in the first component of the sequence (ENGR 110).Fundamental skills integrated within ENGR 111 include 3D printing, basic research fundamentals,circuitry, communication, critical thinking, design, engineering ethics, hand tool usage, problemsolving, programming, project management, teamwork, and technical writing. The course isrequired for all first-year SSoE students (no

Collection

2020 St.Lawrence Section Meeting

Authors

Kyle Trenshaw; Emily Weber; Rachel Monfredo

classroom. • Strongly agree • Agree • Neutral • Disagree • Strongly disagree 2. I make effective use of my peers by regularly engaging in group study and collaborative learning. 3. I schedule my time, utilizing time and priority management principles. 4. I would give myself an A+ on the amount of time and energy I devote to my studies. 5. I prepare for each lecture by reviewing my notes, reading ahead in the text, attempting some problems, and writing down questions. 6. I keep up in my classes by mastering the material presented in the last class meeting before the next class meeting. 7. I am aware of the importance of being immersed in the academic environment of the

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Ethics

interaction per scenario. 5 more minutes to gather your final thoughts and write them down.Submission: Submit electronically a written report. Your responses should include: (a) A summary that indicates that you have captured the spirit of classroom, peer- group discussions. (b) Your own point of view as to how you would handle the Ethics Scenario presented.Requirements: Approximately 100 words per scenario. 4 scenarios, 400 words total.Commentary: Reflect on this classroom exercise and comment on the way it was organized and conducted. (No lectures, but peer-group discussions.) Indicate the importance of Ethics in Engineering Profession. What are your

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianghong (Esther) Tian, Eastern Mennonite University

Tagged Divisions

Design in Engineering Education

Project #1, Turn in the lab notebook and work on14 10/10 and peer evaluation the final report of project #1 Turn in career topics, final report, and15 10/15 Presentation of Project #1 an electronic copy of the presentation16 10/17 Assign and discuss Project #2 Form teams and read Chapter 4 Mid-semester recess17 10/24 Introduction to Arduino Read about Arduino Turn in writing assignment and read18 10/29 Arduino programming Chapter 5

Conference Session

Knowing Students: Diversity & Retention

Collection

2003 Annual Conference

Authors

Joanne Hood; Elizabeth Bahe; Fonda Swimmer; Ingrid St. Omer

• What kept you in engineering? What makes it possible for you to stay? Page 8.1040.3 • What difficulties have you or your peers encountered? Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education Session 1430 • How would you describe you faculty/student interactions? • What would you tell a freshman? • What would you say has been a positive experience in the College? • What might/could have made your

Conference Session

The Climate for Women in Engineering

Collection

2004 Annual Conference

Authors

Mara Wasburn

also to retain women andgirls in these disciplines. Young women entering colleges and universities in the areas ofscience, engineering, and technology are disadvantaged by their lack of computer experienceand, we hypothesize, other technology experience as well.4 They appear to have career goals thatare not as well defined as those of their male counterparts, and often lack confidence in theirabilities.5,6 They may also encounter college and university classes that are unfriendly to them,impeding their learning. The absence of women faculty and mentors both within the classroomand outside of it, few women peers in their classes, and the lack of supportive networks cancreate a “chilly climate” for women in non-traditional fields. It is during

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, University of Texas, San Antonio; Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Engineering Ethics

depending on the level of discussion between the questions and during the final analysis.The discussion starts with preparation questions including the following fundamental definitions: 1. Define ethics. 2. Define applied ethics. 3. What is the difference between legality and ethics? 4. Can you think of an example that is legal but unethical? 5. Can you think of an example that is illegal but ethical?The preparation questions serve as a warm-up discussion for the students with their peers and theinstructor. The impact of the questions increases when the students are asked to write theiranswers before the discussion and reflect on their responses afterwards. The list of questions andexamples can be expanded to

Conference Session

Professional Aspects of Graduate Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Ana T. Torres-Ayala, University of South Florida; Kavitha D. Ramane, Purdue University

Tagged Divisions

Graduate Studies

agencies  Promote interdisciplinary, collaborative work  Align their programs to be more relevant to societyIndustry-to-Academia ResponsesAligned with the key points presented in the above-mentioned three groups, the participants inthis group also highlighted the importance of developing industrial experiences among students, Page 25.1101.6students writing peer-reviewed high quality publications, the establishment of a workingrelationship between mentors and students, and encourage students to work with each other.Besides these major points, the participants in this group also brought in additional insights fromworking in both industrial

Conference Session

Engineering Professional Development and Distance Learning Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony P. Dalessio, Erie Community College; Elena V. Brewer, Erie Community College

Tagged Divisions

Continuing Professional Development

archived so faculty can watch them at their convenience. One such project we have Page 25.1139.3found useful is the Maricopa Advanced Technology Education Center5, run by the MaricopaCommunity Colleges in Arizona. A clearinghouse for many of the on-site and online events ishosted online by the South Carolina Advanced Technological Education Center of Excellence, atTeachingTechnicians.org6. This site is worth checking on a regular basis to keep abreast of newNSF funded opportunities.Another benefit of joining listservs such as the ETD listserv, in addition to interacting with peers,is to get ideas for your own projects. After responding to a survey

Collection

1998 Annual Conference

Authors

Stefani A. Bjorklund; Patrick T. Terenzini; John M. Parente; Alberto F. Cabrera

students reported somewhat stronger pre-college academic credentials than didthe ECSEL-course students. Compared to their ECSEL-peers, non-ECSEL students reportedhigher SAT scores (by 30 and 35 points on the verbal and math portions of the SATs,respectively) and high school grade-point averages. Each of these differences werestatistically significant. No statistically significant differences were identified, however,between the two groups with respect to current engineering GPA or overall GPA.Course CharacteristicsStudents were asked to indicate how often they (or the instructor) engaged in each of 24instruction-related activities. The scale ranged from 1 to 4, where 1 = “never,” 2 =“occasionally,” 3 = “often,” and 4 = “very often/almost always

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

David Silverstein

their company’s proposed focus. Students not attending theconference collected information from library, vendor, and internet sources. Each studentwas responsible for topics relevant to their role in the company as defined by thechemical engineering courses in which they were enrolled. Upon their return, the teamsprepared reports summarizing their proposal and findings. The graded reports counted ashomework assignments in each participating course, and the team report writing time wascredited to all students to make up for one of the class periods missed during theconference.Assessment data collected to date indicates students developed a familiarity withemerging areas in chemical engineering (biotechnology and nanotechnology) wellbeyond what

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Sudhir Mehta

improves important skills such as analyzing and solving open -ended, real-world problems; finding, evaluating, and using appropriate learning resources;working cooperatively in teams; and communicating effectively, verbally and in writing. Ourstudy, like many other studies, also indicates that there was no gain in students’ performance onstandard tests and exams, and more research is needed. However, it is important to note thatstudents’ performance on the standard tests and exams did not decline either. Based on theabove results, we are planning to increase the number of PBL exercises in the measurementscourse with the support from the NSF and industry.IntroductionThe Boyer Commission’s report from the Carnegie Foundation, “Reinventing

Conference Session

Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, The Ohio State University

Tagged Divisions

Design in Engineering Education Division (DEED)

engineers to thrive in an ever-evolvingprofessional landscape.Case Study:Rubrics are informative grid-type scoring guides that articulate and evaluate assignmentexpectations by setting assessment standards [17]. This tool informs students of the criteria thatthe reviewer is looking for in academic writing and data presentation, saving students. Rubricshelp break down the expectations into categories measured by the reviewer. It has been coinedthat rubrics make a grader's job easier by sifting through the categories and evaluating how wellstudents fulfilled each part of the rubric.The senior design capstone in Electrical and Computer Engineering at The Ohio State Universityspans two semesters, exposing students to industry and community-sponsored

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ralph C. Tillinghast; Amelia W. Wright; Leslie A. Stevens

OptimizationThe concern over quality of education is a logical one for MOOCs. Areas such as the loss ofgroup work, in class discussions, individual student tailoring based on student ability, studentlearning through instructor feedback, and motivation are all areas that MOOC courses will needto heavily focus on. Some MOOCs have begun to address some of these concerns by integratingself generating study groups to take advantage of the cooperative learning philosophy11 that hasbeen steadily growing as a teaching method at all grade levels. Utilizing the cooperative learningapproach fits well with the MOOCs as it allows the teacher to reduce their role as lecturer andassessor of materials, pushing more of the learning to the student and peer to peer

Collection

2025 Northeast Section Conference

Authors

Bushra Rayyan Qadri; Arthur McAdams; Peter Cavanaugh; Dan Tenney; Ali Baker

channel was used? How were problems solved? were part ofdon’t share is their metric for success. Higher education their assessment when writing down the notes.defines success through mastering theories and passing exams.Industry values technical and practical knowledge, the ability The results of this case study offer insights for universities looking to implement interdisciplinary initiatives, fosteringto adapt and solve problems. This disparity in measuring collaboration and better preparing graduates for cross-success makes it harder to prepare graduates for

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Erik A. Johnson, University of Southern California

Tagged Divisions

First-Year Programs Division (FYP)

courses to that which is tangibleand relatable through the iterative practices that they go through in trying to design a solution toa problem under the anticipatory guidance of professors with their peers.14 They also receivefirst-hand team experiences in this process and begin to understand the value of multipleperspectives in solving engineering problems. They can connect their future work to the businessworld as well. It keeps them motivated during the early period of their undergraduate programsbecause they see immediate relevance to that which they are working on. Adding a makerspacecomponent to this process further reinforces the “hand-on” nature of engineering problemsolving and iterative design processes.15,16Impacts of human centered

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Camila Olivero Araya, The Ohio State University; Julie Martin, The Ohio State University

community. She is the editor- in-chief of Journal of Women and Minorities in Science and Engineering, where her vision is to create a culture of constructive peer review in academic publishing. Julie is a former NSF program director for engineering education and frequently works with faculty to help them write proposals and navigate the proposal preparation and grant management processes. She was a 2009 NSF CAREER awardee for her work operationalizing social capital for engineering education. More recently, Julie has encouraged the engineering education research community to embrace methodological activism, a paradigm whereby researchers intentionally choose methods for the political purpose of empowering marginalized

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute; George D. Ricco, University of Indianapolis

Tagged Divisions

First-Year Programs Division (FYP)

choice of one National Academy of EngineeringGrand Challenge, was burdensome for students to write and for the instructors to grade [2].Overall, instructors and students felt that the course did not provide enough opportunities forapplication, reflection, or meaningful contextualized learning.Motivation for Course RedesignSeveral factors motivated the redesign of the introduction to engineering course. The main onesinclude the following: To address attrition of first year engineering students, the university embarked on an “engineering reimagined” strategy to bolster student success and improve retention. One of this paper’s authors, and an instructor in the course for three years prior to the redesign, noticed early on that it was

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and with what levels of effectiveness. For that research, we will seekadditional funding to study how teachers use and apply these materials. References1. S. E. Lopez, W. H. Goodridge, M. Tajvidi, K. H. Becker, Assessing the Need for Professional Development in Engineering Among Ru-ral High School Science Teachers (Fundamental) (2017).2. T. Porter, M. E. West, R. L. Kajfez, K. L. Malone, K. E. Irving, The effect of teacher professional development on implementing engineering in elementary schools. Journal of Pre-College Engineering Education Research (J-PEER) 9, 5 (2019).3. K. Eby, The Essential Guide to Writing S.M.A.R.T. Goals 2019 (2019).4. T. J. Moore, A. W. Glancy, K. M. Tank, J. A

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division

with similarconcerns.Observation of an Excellent TeacherWhile the weekly sessions provide exposure to teaching theory, pedagogy, and research, it isalways beneficial to see good teaching practices implemented in a real classroom. We recruitexcellent teachers to open up their classrooms to the new instructors. Every year, we schedulevisits to about 15 engineering instructors who have been identified as excellent by their studentsand peers. The new faculty sign up, in small groups, to visit these role models. An instructionaldevelopment specialist accompanies them on the visits to help guide the observation and debriefafterward. Every semester, we also reserve time in the weekly seminar to further discuss theexcellent teacher visits and

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

CoNECD Paper Submissions, Diversity

reduces STEM self-concepts and lowerspersistence for Women, African American, and Hispanic/Latinx students [4], [12 – 16]. Inaddition, Lesbian, Gay, Bisexual, Transgender, Queer, Genderqueer, Asexual, Non-BinaryGender, as well as other traditionally oppressed gender and sexuality minority identities, faceadditional bias and discrimination in engineering spaces with complex intersections of genderand race/ethnicity mistreatment in both undergraduate and graduate education [17], [18].STEM broadly, and engineering specifically, lacks quantitative discrimination and bias measuresthat capture the unique spaces (e.g., labs, classes, offices) and experiences (e.g., research,conferences, advisor, peer relationships) of graduate students. Qualitative

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Mueller, Tufts University; David Alsdorf, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

   to   students   and   pointed   out,   “it   would   have   been   good   to see   more   interrogating   of   student   ideas   and   less   noting.”   Formative   assessment   also   influenced the   game’s   design   because   it   provides   teachers   opportunities   to   meta­cognitively   examine   their ideas   and   goals,   helps   students   reflect   on   their   learning,   and   develop   the   agency   of   other   students as   instructional   actors   (e.g.,   through   peer   to   peer   learning) [7][8] .   Teachers  Students  1.   The   game   sparks   conversations   that   allow   for   a  focused

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

proposal, while working in a research group with a faculty, and oftengraduate student, mentor; 2) Mentoring, which consists of a multi-tiered approach designed tosupport the students with trained peer mentors often former LEARN® participants assigned toeach student in the program, paired laboratory/faculty mentors, and a LEARN® programcoordinator; and 3) Community Building, which consists of living/learning opportunities, socialprogramming, and other non-research related extracurricular activities. It is hypothesized that theLEARN® program participants will:1. Demonstrate higher fall-to-fall retention, credits earned, GPA, and graduation rates compared to matched intra-institutional comparison groups;2. Demonstrate developmental gains in