Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kylie Denise Stoup, James Madison University; Olga Pierrakos, James Madison University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

collected in the form of an online survey (via Qualtrics), a version of which was firstdeveloped and implemented by Casto et al.11. The survey used for this study consisted ofquestion topics ranging from identity and personality to authenticity and persistence. The BigFive Personality model was the main framework used to measure personality. More specifically,students were asked to reflect on their personality during two different contexts or situations -“non-academic settings” and “engineering academic settings”.The adjective checklist approach was used in the development of the survey, previouslygenerated and used by Casto et al., Table 111. This approach uses personality traits, words, orphrases for self-description and is stated to be simple

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

D. Jake Follmer, The Pennsylvania State University - University Park; Sarah E. Zappe, The Pennsylvania State University - University Park; Esther Gomez, The Pennsylvania State University - University Park; Manish Kumar, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

on the EWRAS andURRSA were observed. Data on the post-survey measures were obtained from 11 REUparticipants, reflecting an 85% post-survey completion rate.Table 4. Descriptive Statistics for Post-Survey Measures Standard Minimum-Measure Mean Median Range α Deviation MaximumURSSA 180.42 176.50 18.27 60.00 153.00-213.00 .91EWRAS 15.83 16.00 2.44 7.00 13.00-20.00 .86Openness to collaborating 4.67 5.00 0.65 2.00 3.00

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

that included their decision justifications. The students, rather thanpassively taking in information from the instructor, became actively involved in theapprenticeship. As part of this transformed role, the students were encouraged to reflect onchanges in their problem solving approaches in the final progress report. The students’ reflectiveresponses were then qualitatively analyzed for insight into their problem solving processes. Astatistical comparison of the project scores was also done to assess improvement. Theinstructor’s assessment of the students’ use of his feedback and their problem solving approacheswas gathered via semi-structured interview and included as part of the overall evaluation.1. IntroductionEngineering education must

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul Douglas Kearsley, Western Washington University; Andrew G. Klein, Western Washington University

Tagged Divisions

Electrical and Computer

homework. Under this model, which was independently developed but bearssimilarities to one very recent work 14 , students submit homework twice: the initial submissionwhere there is no penalty for wrong but complete attempts, and a second submission after detailedsolutions are provided by the instructor where students grade and correct their own homework.The recorded grade they ultimately earn for the assignment is based on how well they grade andcorrect their homework, encouraging a self-reflective analysis of their own learning.The first question we attempt to verify in this study is how well students in engineering coursesgrade their own homework when a self-graded homework model is in place. This is a questionthat has been addressed previously

Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Mary Anne Walker, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

described here evolved from an earlier lesson on the difference betweenaccuracy and precision in scientific measurements. While accuracy and precision are often usedinterchangeably, they have distinct meanings in the context of scientific measurements. Anaccurate measurement reflects the true value (possibly within an error range or degree ofconfidence), while a precise measurement is consistent and repeatable.14 It is possible for ameasurement to be highly accurate but not precise (repeatable), or to be very precise but notaccurate (reflecting the true value). Figure 1 depicts the difference between accuracy andprecision in scientific measurement. Figure 1: Accuracy is the proximity of measurement results to the [reference] true value; precision

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Nicole M. Smith, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

prompt at the beginning and end of the module.The prompt asked students to respond to questions about whether and how corporations hadresponsibilities to society and what roles engineers fill in fulfilling those responsibilities. Thepreliminary essay was an in-class writing assignment that students completed for an attendancequiz. After over two weeks of activities, the post-essay was assigned as one of a number ofprompts in a reflective exercise. To prevent students from using the pre-write to complete thepost-essay assignment, the pre-writes were not handed back until after the post-write was turnedin. A comparison of the writings showed that the pre-and post-writes were unique for allparticipants.For this study, the initial and final essays

Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin Chang P.E., University of Idaho - Moscow

Tagged Divisions

Civil Engineering

cross-section of societyacross gender, racial, political, and cultural boundaries. Although specific demographicdata were not collected in these specific classes, the University of Idaho’s undergraduatestudent population of approximately 8,800 students consists of a gender breakdown thatis approximately 60% male and 40% female, and a student ethnicity that is 77% white,9% Hispanic or Latino, 5% International, and 9% representing other affiliations.7The civil engineering students noted that there was a strong sense of community at theUniversity of Idaho, likely linked to the small, college-town setting. While some studentsenjoyed smaller class sizes others reflected that the classes were large and unfocused onthe student. This was influenced by

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yujian Fu P.E., Alabama A&M University; Peter J. Clarke, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

student learning outcomes using WReSTT-CyLE and gamification.Access to resources (funding and otherwise) is often cited as the primary barrier totechnology adoption and the integration of software testing and programming skills. Therole of negative disposition towards educational technology and digital games, has notbeen fully considered as a contributing factor in the relatively slow pace of technologyadoption in higher education. The example of such slow adoption of technology inhigher education can be exhibited in many programming courses. Moreover, thesenegative dispositions towards technology may hold also reflect more than several decadesof dominant values informed by the naturalist and romantic beliefs about programming,student learning

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

was returned at the beginning of theASC 1000 class. That day’s topic was time management skills with a similar type of assignmentgiven as homework. The students were encouraged to look back at what they believed theirweekly schedule would be based on limited college experience. This allowed the students toreflect on the first third (roughly) of the semester and adjust habits accordingly. At this iteration,no forced reflection or follow-up was included in either course.Career planning was addressed in both courses by utilizing the University’s fall career fair.Students were required to attend the career fair and speak to, at a minimum, two differentemployers about what the company does and what opportunities exist for engineering students

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

, design projectassignments, engineering analysis, formal design process, teamwork, engineering ethics, writingskills, data estimation, and academic advising. The least frequently listed topics (though stillpresent) included stress management, academic integrity, interviewing, poster communication,brainstorming (design fundamental), social entrepreneurship, empirical math functions, clientinteractions, and qualitative research skills. These skills were only included in one or two courseseach2. The range in both number and categories of course content reflects the variability in firstyear course experiences for engineering students.A call was put forth several decades ago (i.e., the mid-1980’s) to postsecondary education tofocus on the first-year

Conference Session

Concurrent Paper Tracks Session I Curriculum

Collection

2016 ASEE International Forum

Authors

David W. Gatchell PhD, Northwestern University; Robert A Linsenmeier, Northwestern University; Robert L. Murphy, Northwestern University; Akinwale Oladotun Coker P.E., university of ibadan; Akinniyi A. Osuntoki, University of Lagos, Lagos, Nigeria

Tagged Topics

International Forum

statement of the department reflects the dual missions of providingengineers for clinical and technical support for hospitals and manufacturers on the one hand, andresearch and design of new equipment and software. It is capped by the overarching goal ofproducing engineers “who will assist the medical team by providing the technological know-howto stabilize the healthcare delivery system and make for self-reliance in health matters in ourenvironment.”The distribution of topics taught in biomedical engineering at UNILAG is similar to that atIbadan, but at present there are fewer choices, and students at UNILAG will obtain more breadthand somewhat less specialization. All students take a range of courses including numericalmethods, biomaterials

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

masters programs at our institution. The primary finding,however, was a need for a complete redesign of the “Introduction to Cooperative Education”course.This paper documents the discovery process and includes a summary of the literature andresearch, feedback from industry partners, and observed trends in U.S. employment sectors thatimpact the changing needs of the engineering profession. The course name was changed from“Introduction to Cooperative Education” to “Career Management for Engineers” to reflect thisnew focus. Along with a new name, came new objectives and learning outcomes. The revisionstransformed the one-credit course from being a short-term focused “nuts and bolts” skill buildingclass, to a long-term focused, comprehensive career

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany - SUNY; Kathy Ann Gullie PhD, Evaluation Consortium University at Albany - SUNY; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University; Charles J. Kim, Howard University; Otsebele E. Nare, Hampton University; John Okyere Attia P.E., Prairie View A&M University; Petru Andrei, Florida A&M University/Florida State University; Lisa D. Hobson, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

approach has also been implemented in core circuits andelectronics courses, design and project courses and similar courses serving engineering and sciencestudents both inside and outside of ECE.Purpose of the Paper: The purpose of this paper is to present results from a series of pilot studies. Data sourcesincluded post surveys from 86 students at 4 selected institutions, reviews of curriculum modulesused in classes, and interviews with faculty/instructors and students at 5 institutions. Outcomesstudied included a series of variables that reflected both precursors to learning, immediateoutcomes, and initial long term outcomes.Background of the Study In 2013, Howard University, in collaboration with Alabama A&M University, FloridaA

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University - West Lafayette; Nicholas D. Fila, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

numerous transitional points. In developmentalmodels from the field of psychology, empathy tends to be a peripheral but important component.For example, many of these models emphasize the individual’s cognitive growth as a parallelcomponent to their social development (e.g., Hoffman19, Kohlberg34). Other models integrate allaspects of development into a single unifying staged theory, be it their cognitive/ethicaldevelopment (e.g., Perry35) or their reflective judgement (e.g., King and Kitchener36).Stage models tend to include lower stages or tiers of development that the individual attains inearly adolescence. For example, Hoffman developed a stage model of empathic development, butthis model focused solely on the concept of empathic distress

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

theanalysis we focus on how these engineers reflect on their fit in each job and how they account fortheir decision to pursue a second term of internship or co-op at an organization or, alternately,how they decided not to return. We highlight the cases of three engineers who represent twodifferent experiences of young engineers: trying lots of internships as a student and finding agood fit before graduation versus trying one internship as a student and perceiving oneself as apoor fit for one’s job after graduation. We therefore use this analysis to examine the relationshipbetween undergraduate work experience, perceived fit in a work environment, andattrition/persistence in engineering.Analyses in this area are important to conduct because there is a

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel P Brown, Northwestern University

Tagged Divisions

Design in Engineering Education

paper is based on Reflective Practice (The ReflectivePractitioner, Donald Schön), both in my approach to prototyping the workshop, and the actualparticipant’s experiences of learning through experience and reflection. I am an inventor withover 30 US Utility patents, and have been teaching the use of patent database searching, as anintegral component of design research for 8 years. Research is an early stage design heuristic andan essential part of the functional-technical process of inquiry for creative projects, especiallythose seeking inventive solutions. This paper is my reflection on seeking to create anintroductory workshop that could evolve into a program for other faculty interested in teachingthe introductory lessons of patent protocol

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16372Making an Impact on Engineering Education Communities: Learning fromthe Past and Looking ForwardDr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Dr. Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching Ken Yasuhara is a research scientist at the Center for Engineering Learning & Teaching (CELT), a campus lead for the Consortium to Promote Reflection in Engineering Education (CPREE), and an instructional consultant in the Office for the Advancement of Engineering Teaching

Conference Session

Using Laboratories for Instruction in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul E. Slaboch, St. Martin's University; Floraliza Bornasal, Oregon State University; Rico Picone, Saint Martin's University

Tagged Divisions

Mechanical Engineering

will understand the basics of probability, statistics, uncertainty analysis, regression, and correlation; 8. students will be able to write a technical report; and 9. students will understand and be able to communicate the broader context of the course material.These course learning outcomes reflect the nature of the course in Instrumentation andExperimental design that is meant to teach those broad subjects. However, the ideas of signalconditioning, processing and recording, as well as signal characteristics, are all derived out of theelectrical concepts inventory. These concepts in particular overlap with the course learningoutcomes for the course entitled “Mechatronics” which has the following stated course

Conference Session

SDR & Programming in ECE Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wesley G. Lawson, University of Maryland, College Park; Stephen Secules, University of Maryland, College Park; Shuvra Bhattacharyya, University of Maryland, College Park, and Tampere University of Technology; Ayush Gupta, University of Maryland, College Park

Tagged Divisions

Electrical and Computer

survey. Since the pre survey wasconducted during the first 1-2 months of the term, they likely reflect both a messaging differencebetween the alternative and the traditional course, as well as incoming beliefs prior to engagingwith the course.When performing a 2-sample independent t-test, only the contrast between impressions ofprofessional programming practice from the subsequent semester interview showed statisticallysignificant differences between alternative and traditional populations, at a 2-tailed alpha level of0.05 (p=.03)When performing a matched pairs t-test on the students in the alternative class who took the preand post survey, only the survey item “This class consisted of” showed a statistically significantdifference between pre

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren E. Donohoe, Department of Electrical Engineering at The Pennsylvania State University ; Julio Urbina, The Pennsylvania State University - University Park; Tim Kane, The Pennsylvania State University - University Park; Sven G. Bilén P.E., The Pennsylvania State University - University Park

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

, there is general agreement that students learn by doing. This is reflected inthe aphorism “Tell me and I forget, teach me and I may remember, involve me and I learn”10[which is often misappropriated to Benjamin Franklin, but likely derived from writing of theChinese Confucian philosopher Xunzi (312–230 BC)]. While it is true that information andequations can be learned by reading, memorization, or listening to someone else speak, these arenot the best methods to build intuition. Intuition is built through experience, learned by doing,and reinforced through practice. The processes of learning and doing are inseparable.6 Thecomplexity of topics taught limits the ability for students to “learn by doing” within the time-restricted classroom setting

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

haveworked through the steps of decoding the disciplines in conversation with technical-expertfaculty.e.g., 32 However, professional communication in “Preparation for Undergraduate Research”is taught by communication instructors – not disciplinary experts – and contains far too manysub-fields – and thus far too many bottlenecks – to manage this model as originally designed.Instead we have developed a different framework - inspired by “Decoding the Disciplines,” buttheoretically informed by RGS - upon which students reflect on their own aspiring-to-expertdomain knowledge, in order to make the rhetorical genre knowledge of their discipline explicit.B. Stage I: Identifying and Communicating ContributionsIn the fall semester, major deliverables (i.e

Conference Session

New Trends in ECE Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Paul Imbertson, University of Minnesota, Twin Cities

Tagged Divisions

Electrical and Computer

.--- referencing established and credible information for applications and analyses Reflecting Reflecting for restatement I don’t know. I’m getting 94. It’s Understand (RL) probably a calculation error.--- I’m Analyze saying one of us did something Evaluate mathematically wrong. Soliciting Inviting for collaborations From that can’t you figure out the Understand (SO) frequency

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

hour experience inwhich they assume roles of leadership in a community, business or an organization. There areseveral major learning objectives of this simulation: i) students are introduced to differentleadership styles and forced to discover that many of the leadership assumptions that hold true inbusiness-as-usual situations are violated in a crisis; ii) students learn how to utilize and allocatelimited resources and make necessary trade-offs; iii) students are exposed to situations in whichthey have to question the ethical implications of their decisions and determine what risks areacceptable and tolerable. Through a post-simulation reflection activity led by volunteer facultyand staff, as well as the local Emergency Services personnel

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

insectoid robots, etc.). This relaxed introduction to robotics reduces anyreservations that the students might have about the field of robotics. After a welcome phase, ashort lecture is given introducing some of the main themes of robotics and the core researchareas studied by the scientists and robotic engineers at DLR and RWTH Aachen University.A small group size of four to six persons allows for active participation in the six practicalexperiments, of which each group carries out four, and the necessary concentration forhandling the high-tech equipment. Each experiment is followed by a short break, allowing thestudents reflection time to discuss the experiments with their peers. Each experiment startswith a clarification of the educational

Conference Session

Electromagnetics & Power Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yu Gong, Purdue University, West Lafayette; N. Sanjay Rebello, Purdue University, West Lafayette; Michael R. Melloch, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Electrical and Computer

  2incorrectly deciding enclosed current were common mistakes reflected from students’quantitative written responses15.Students’ Difficulties with Mathematical Problem Solving in EM contextsResearch studies discussed in the previous section have provided insights on students’ commonmisconceptions of EM phenomena. However, conceptual understanding of EM phenomena is notindependent of sophisticated mathematical analysis, especially in upper level EM courses13. Inthese situations, the vector nature of the EM fields and the use of abstract operators can make thestudy of EM phenomena significantly more challenging. The mathematical formalism used tomodel EM phenomena can be much different than straightforward but abstract application ofmathematical rules

Conference Session

Integrating Systems Engineering into the Capstone Project

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vigyan Jackson Chandra, Eastern Kentucky University

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

places, or community settings. The courseincludes a considerable amount of experiential learning, requiring students to reflect on theirdesign and developmental efforts throughout the semester. Projects which enhance safety,accessibility, or “greener” alternatives to existing devices often serve as potential projects.Each student selects a project from a broad program area such as electricity and electronics,computer systems, or networking. Project topics which bridge multiple program areas orinclude mechanical components are recommended. These projects allow students theopportunity for showcasing their knowledge, skills, and professional work practices.Learning in the capstone course is directed so that it is solution based. Students start off

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aurelio Lopez-Malo, Universidad de las Americas Puebla; Silvia Husted, Unicersidad Autónoma de Ciudad Juárez; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Biological & Agricultural

of the semester was applied. The test isa self-assessment that consists of 16 questions that are grouped into 5 categories of analysis thatare related to the five steps that are part of the effective creative process proposed byCsikszentmihalyi3: 1) Finding problems (preparation), 2) Gathering and reflecting oninformation (incubation), 3) Problem exploration (insight), 4) Generating and evaluating ideas(evaluation), and 5) Implementation (elaboration). Furthermore, a group of experts in the fieldwere invited to evaluate final projects and developed food products by means of the CreativeThinking VALUE Rubric, which is made up of a set of attributes that are common to creativethinking across disciplines4. Instructor-, peer-, and self

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

learners construct newunderstanding by building on what they already know [8]. We see approaches that connect toculture as a critical extension of such teaching; culturally relevant pedagogy connects tostudents’ cultural experiences and understanding [9-13]. In such approaches, students’ “funds ofknowledge” are leveraged, using the resources students bring from their experiences in home andother culturally-specific out-of-school settings [14]. Such approaches reflect a range of student-centered teaching, including using students’ strengths to introduce new instruction, supportingcollaborative learning spaces, adapting curriculum, engaging in social justice and communityengaged learning, etc. [15]. These approaches align to engineering education

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Qin Zhu, Purdue University, West Lafayette; Haishao Pang, Beijing Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

and American educators.Section two examines some institutional, curricular, and instructional strategies for educatingwell-rounded engineers in both countries. In this section, we briefly introduce the programs ofgeneral education in two Chinese engineering universities and compare them with threeAmerican engineering programs. Section three reflects upon the challenges faced by educators inChina and the U.S. in their attempt to bring together engineering and the liberal arts. Thesechallenges, in our analysis, reflect a more common instrumental attitude that works against theexpansion of professionals’ non-technical learning. To counteract this narrow and instrumentalview, we suggest a broader approach, one that fully appreciates the critical

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

triggered a decrease in confidence inSTEM learning among entering college students. This can be illustrated by the fact thatenrollment in U.S. institutions of higher education has grown steadily at all levels rising from14.5 million students in 1994 to 20.7 million in 2009, but such a growth is not fully reflected inscience and engineering. Institutions of higher education in the United States granted engineeringdegrees in the mid-2000s at a lower rate than in the mid-1980s. The number of Americanstudents earning bachelor’s degrees increased by 16% over the past 10 years, however, thenumber of bachelor’s degrees earned in engineering decreased by 15%. Nationally, less than50% of the students who enrolled in engineering curriculum complete the