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Displaying results 2701 - 2730 of 23665 in total
Conference Session
Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
in college and beyond. The EcologicalValidation Model of Student Success and its educational practices reflecting the social evolutionframed this study. Information was collected through surveys and interviews from three studentcohorts. The findings revealed how this culturally asset-based program reinforced the identity ofstudents as Hispanics by centering culture and community aspects that students were familiarwith, promoted teamwork with peers as a strategy to make learning better situated in theirinterest to support each other, and contributed to creating a research space where students feltintegrated, included, and valued considering who they were or represent. Programs that center onstudent asset-based features and pedagogical
Conference Session
Educational Research and Methods Division (ERM) Technical Session 16
Collection
2024 ASEE Annual Conference & Exposition
Authors
Andrew Olewnik, University at Buffalo, The State University of New York; Monica Lynn Miles, University at Buffalo, The State University of New York; Hasan Asif, University at Buffalo, The State University of New York
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
Paper ID #42409Exploring Variance in Undergraduate Research Participation: A Quantitativeand Qualitative Investigation among Students with Differing Levels of InvolvementDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering undergraduates as they
Conference Session
Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!
Collection
2024 ASEE Annual Conference & Exposition
Authors
Justin Jin, TechnoWizards; Parker Olkowski; James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Ilias M Bakri; Aditya Rao; Yu-Fang Jin, The University of Texas, San Antonio; Isabel Xu
Tagged Divisions
Pre-College Engineering Education Division (PCEE)
, communication, critical thinking, and problem-solving within thecontext of robotic competitions.Furthermore, diverse themes in annual robotic competitions facilitate project-based learning(PBL) opportunities tailored to children of varying ages. PBL can serve as an effective vehicle tofacilitate student-driven knowledge acquisition, skill practice, and reflective inquiry. Thecombination of PBL and hands-on robotic competition empowers a promising direction that cango beyond traditional educational models, making STEM fields accessible and appealing to K-12students. It has been reported that students who gain technical skills in high school are betterprepared for both the job market and higher education opportunities [15-17]. Additionally, whenstudents
Conference Session
Women in Engineering Division (WIED) Technical Session 2 - Personal Situations
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva Alarcón, University of Florida
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
that these events are deeply embedded in the intersectionalidentities of the authors and these accounts may not necessarily translate to other individualsundergoing similar situations. Also, because these challenges are layered, complex, and situatedin the authors’ intersectional identities, the findings may include multiple systemic barriers thatare intertwined in the interpretation of the findings. The authors opted to maintain the complexityof the narration as it was deemed more authentic to their lived working and personal realities.Further, the multilayered complexity in the narrative demonstrates the levels of cognitive loadand role strain associated with each presented challenge, subsequent reflection/decision, andperceived outcome. The
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Afeefa Rahman, University of Illinois Urbana-Champaign; Casey J Rodgers, University of Illinois Urbana-Champaign; Jacob Henschen, University of Illinois Urbana-Champaign
Tagged Divisions
Civil Engineering Division (CIVIL)
, students design their egg protection device, convert the model to machinecode, print their structure and finally load test it. Reports are required at the end of each phase,and a summary presentation is made to the entire course at the end of the project. This projectaims to improve several student outcomes such as experimental design and analysis, research ofnew technology, and communication. Initial student reflections were collected at the end of theproject and are presented here. By intertwining contemporary technology with traditional coursestructures, we aim to reinforce the design thinking of students while providing hands-onexperience with an emergent technology.Keywords:Integrative design course, Additive manufacturing, 3D printing with
Conference Session
Educational Research and Methods Division (ERM) Technical Session 26
Collection
2024 ASEE Annual Conference & Exposition
Authors
Hye Yeon Lee, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology
Tagged Divisions
Educational Research and Methods Division (ERM)
, 1971). By acquiring multiple sources of information about the sameevent occurring in a social setting, researchers can integrate and triangulate these data, enhancingthe analysis’ depth and accuracy. Therefore, in this research project, the researcher engaged inextensive first-hand observation in classroom settings throughout the semester, collectedstudents’ written responses reflecting their class, and conducted open-ended interviews designedto validate our findings with students’ perspectives. Second, investigations of instructors’ pedagogical practices in naturalistic settings, versusin a laboratory or through lab-based experiments, can yield different findings (Le Compte &Goetz, 1982). Indeed, identifying instructor’s
Conference Session
Multidisciplinary Poster Session
Collection
2011 ASEE Annual Conference & Exposition
Authors
Don E. Malzahn, Wichita State University; Lawrence E. Whitman, Wichita State University; Zulma Toro-Ramos, Wichita State University
Tagged Divisions
Multidisciplinary Engineering
. Page 22.1723.1 c American Society for Engineering Education, 2011! “The Engineer as Leader” Course Design and AssessmentAbstractA course was developed in response to the needs of industry and society at large. This course istargeted to those developing engineering skills who will, in the near term, assume leadershiproles. This course uses the constructivist pedagogical model and was designed with the goal offacilitating “significant learning experiences.”The basic components of the course are a series of readings (24), videos (14), and interactionswith practicing engineering leaders applying a “leaders teaching leaders” approach (5) used asprobes to elicit responses from students who then reflect upon
Conference Session
Engineering Design: Implementation and Evaluation
Collection
2010 Annual Conference & Exposition
Authors
Cameron Denson, Utah State University; Matt Lammi, Utah State University; Kyungsuk Park, Utah State University; Elizabeth Dansie, Purdue University
Tagged Divisions
Educational Research and Methods
challenge? 2. What additional understanding can be gained about the study’s methodology and its capacity to measure engineering design thinking from conducting reflective interviews?Literature Foundation The methods and design thinking constructs measured in this study were built on afoundation of previous work which emerged from the University of Washington led by CindyAtman. This study is differentiated from the Washington work in two distinct ways. First, thiswork extended the continuum of novice to expert to include high school students whereasprevious work employing these methods focused specifically on college students and practicingexperts. Second, our study attempted to explore design thinking in dyads
Conference Session
Assessment and Evaluation in Design
Collection
2010 Annual Conference & Exposition
Authors
Regina Hannemann, University of Kentucky
Tagged Divisions
Design in Engineering Education
description is expected to be more elaborate than in theproposal and there is also the added section of a project reflection, which is not usually part of atechnical report but should give the students the opportunity to reflect on their project and thework they have done during the semester.For the past two semesters the students have been required to schedule feedback sessions withthe Writing Center. The Writing Center assists students, faculty, and staff with the process ofwriting in any discipline and for any purpose. They usually offer free individual and groupconsultations on any writing project at any stage in the writing process. For our senior designcourse we have a special set up so that the teams will have a preferred time slot where they
Collection
2023 ASEE Midwest Section Conference
Authors
Kaylee Cunning; Joseph Tighi; Braden Olson; Nitish Bastola; Isabela Bueno; Jamilla E. S. L. Teixeira; Jessica Deters
on the use of waste plastics in asphalt pavements and the technical outcomes of thatresearch. Second, we present a reflection from the three undergraduate students involved in thisexperimental research, including their main motivations to engage in the URE, their learningoutcomes, and the impact of URE in their career trajectories. Accordingly, two major goals anddeliverables are included in this paper:Goal 1: Pratical Research Application: Exploring Waste Plastic in Sustainable Infrastructure • Present student-led literature review and provide a comprehensive background on the use of waste plastic in infrastructure development. • Discuss the specific research methods employed, including experimental design and material
Conference Session
Industrial Engineering Division (IND) Technical Session 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Corey Kiassat, PhD, MBA, PE, Quinnipiac University
Tagged Divisions
Industrial Engineering Division (IND)
supportsustainability-focused projects. The evolution of the IE curriculum at QU reflects a commitmentto producing engineers equipped to address the complex challenges of a sustainable future.IntroductionThis work-in-progress manuscript discusses ongoing efforts to integrate a strong focus onsustainability and societal impact into the Industrial Engineering (IE) program within the Schoolof Computing and Engineering (SCE) at Quinnipiac University (QU).QU, a private institution located in the northeastern United States, boasts a comprehensiveacademic structure encompassing nine distinct units, including SCE. Notably, sustainabilityfeatures prominently in QU's strategic plan [1][2]. A dedicated sustainability committee drivesvarious campus-wide initiatives, and
Conference Session
Robotics and Circuits
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kathryn Lara Wujciak, Tufts University; Briana M Bouchard, Tufts University; Chris Buergin Rogers, Tufts University
Tagged Divisions
Computers in Education Division (COED)
phases: planning, monitoring, control, and reaction andreflection [3], [8]. The planning phase involves planning for the problem such as guidingquestions, making a concept map, or planning ahead as seen in [1, Tab. 1], [3]. The monitoringphase could have diagrams, prompts for self-explanation or reasoning, or cognitive feedbackdone by the student [3], [12]. In the control phase, there could be worked out examples,processing and reflective prompts, or guiding questions [3], [10]. Lastly, in the reflection phase,students reflect on the learning they’ve done [3], [13]. As previously mentioned, effectivescaffolds can be both domain-general and domain-specific in each phase. In the context ofcomputer-based learning environments, or CBLEs, prompts
Conference Session
International Division (INTL) Technical Session: Diversity, Equity and Inclusion
Collection
2024 ASEE Annual Conference & Exposition
Authors
Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University
Tagged Topics
Diversity
Tagged Divisions
International Division (INTL)
, the stretching of the hands through awindow on a cold morning is used to gauge the weather condition. African educators who wantto enact CSP should consider observations of their students of paramount importance. Thisemphasis is rooted in cultural (i.e., African) perspectives and aligns with the paradigmaticapproach of CSP, promoting observation as a way of knowing. 11. Reflects on Teaching Practices The ability of teachers to self-reflect on teaching practices is an essential component of the CSPframework [13]. By reflecting on their instructional practices, teachers examine their actionswithin the classroom and the underlying philosophies and beliefs that power their decisions andactions. This critical reflection can then improve
Conference Session
Assessing Conceptual Thinking about Engineering Mechanics
Collection
2024 ASEE Annual Conference & Exposition
Authors
Alexander John De Rosa, University of Delaware; Samuel Van Horne, University of Delaware
Tagged Topics
Diversity
Tagged Divisions
Mechanics Division (MECHS)
correctly while only two managedto determine the weight of the plate correctly. Several students referred to using tabulated data orsimpler shapes in other courses to find the centroid and this lack of practice with equations beinga barrier to success in solving the problem used in this study which does not use a simple shape;“So you have areas which you can find by, by just like simple shapes. And then those have likeknown centroids. And then you can just do sum of centroid times area divided by sum of area forthis because your thing is modeled by an equation, you can't do that. So my dilemma now isremembering the formula.”(5) Solution Evaluation; the only student to obviously display reflective and evaluative practicewas the individual who
Conference Session
Design in Engineering Education Division (DEED) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Wonki Lee, Purdue University; Nathan Mentzer, Purdue University; Amiah Clevenger; Andrew Jackson, University of Georgia; Scott R Bartholomew, Brigham Young University
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education Division (DEED)
brainstorm and research extensively, allowing for a freeflow of creative ideas without immediate constraints. The Explain phase then guides students tosynthesize and articulate their findings, akin to defining a clear problem statement in design thinking. Theprocess continues with the Elaborate phase, where students develop tangible solutions or prototypes,reflecting the prototyping stage in design thinking. This hands-on approach encourages the practicalapplication of their ideas, emphasizing testing and refinement. Finally, the Evaluate phase mirrors thetesting phase in design thinking, where students assess the effectiveness of their solutions and gatherfeedback. This not only allows for reflection but also encourages iterative improvement, a
Collection
2024 ASEE St. Lawrence Section Annual Conference
Authors
Katherine Abrey; Maddy Cronin; Deanna Malone; Libby Osgood P.Eng.
objectionable or estimable, or simply, “who benefits and whopays” [2], these published reflections could be useful for institutions considering similarinternational humanitarian trips to better prepare their students and encourage reflective practices.This article is divided into three sections: (1) background information on the experience, authors,and terminology in international humanitarian trips, (2) benefits for students and community, and(3) reasons to question participation.Background InformationTo provide context for the resulting discussion, this section contains a description of theinternational humanitarian trip, a land acknowledgement and positionality statement, and adiscussion on common but not synonymous terms for humanitarian
Conference Session
Multidisciplinary Design II
Collection
2018 ASEE Annual Conference & Exposition
Authors
Tela Favaloro, University of California, Santa Cruz; Patrick E. Mantey, University of California, Santa Cruz; Stephen C. Petersen P.E., University of California, Santa Cruz; John F Vesecky, University of California, Santa Cruz
Tagged Divisions
Multidisciplinary Engineering
involved in that area of research. c American Society for Engineering Education, 2018 Preparation of the Professional Engineer: Outcomes from 20 years of a multidisciplinary and cross-sectoral capstone courseAbstractThe grand challenges outlined by the National Academy of Engineers and addressed by theABET (Accreditation Bureau for Engineering and Technology) learning outcomes reflect thechanging landscape of undergraduate engineering education. Indeed, to be competitive, the nextgeneration of engineering professionals must obtain skills and preparation beyond those in atraditional technical discipline. Accordingly, learners must principally demonstrate the ability to:understand ethics and social
Conference Session
DEED Melange
Collection
2014 ASEE Annual Conference & Exposition
Authors
Jennifer Wang, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley
Tagged Divisions
Design in Engineering Education
may have explicit criteria for what they abstractly believe general education andcommunication should consist of, while they employ different criteria implicitly in the actualeducational situation that better reflect the educators’ model of learning.In this study, with the unique context of an open-ended and self-driven tinkering environmentand the student teams’ use of a human-centered design* approach, the collaborations benefittedfrom multiple types of communication and interaction. We explore the processes in which thecross-community designers engage to deconstruct their engineering practices for visitors, and weevaluate their perceptions of learning and engineering as reflected in their criteria for “good”engineering tinkering
Conference Session
Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9
Collection
2022 ASEE Annual Conference & Exposition
Authors
Alicia Washington, Duke University
for/contribute to the “culture” that is created/fostered. Instead, minoritized studentsand professionals are often expected to “persist” with more “grit,” following targetedinterventions [13], [14]. This misplaced focus has resulted in a significant knowledge gap andlack of cultural competence in most computing graduates entering the workforce [15]. This isfurther demonstrated by reports of discrimination in academic and professional environments[16]–[23], as well as events like the #BlackInTheIvory and #ShutDownSTEM Twitter hashtags[which highlighted the anti-Black racism experienced by Black students, faculty, and staff atpredominately white institutions (PWIs)] [24]. This is also reflected in the Kapor Center’s TechLeavers report, which
Conference Session
Engineering Leadership Development Division Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Doug Reeve, University of Toronto; Andrea Chan, University of Toronto; Milan Maljkovic, University of Toronto; Emily Macdonald-Roach
Tagged Divisions
Engineering Leadership Development Division (LEAD)
of talking about this familiar experience. (p.214)Our project provided senior engineers with a systematic way of talking about “this familiarexperience,” by prompting them to describe two memorable events (a proud moment and astruggle) and reflect on how each of these experiences shaped their leadership development.Bennis and Thomas [32] have coined a phrase to characterize this type of powerful catalyst forleadership development—“leadership crucibles” (p.39). After analyzing interviews with 40business leaders, they learned that regardless of age or stage, all participants had lived through“intense, often traumatic, experiences that transformed them and became the source of theirdistinctive leadership abilities” (p.39). By focusing on “proud
Conference Session
CoNECD Session : Day 2 Slot 7 Technical Session 1
Collection
2021 CoNECD
Authors
Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University
Tagged Topics
CoNECD Paper Submissions, Diversity
interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite
Conference Session
Student and Other Views on Engineering Leadership
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jed S. Lyons, University of South Carolina
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development Division
were the Engineering Disciplines Team Concept Map, Hand PumpLaboratory Team Report, Simply Supported Beam Laboratory Report, Alpine Tower StaticsLaboratory Wiki and Grand Challenges Video Project.A team leader was designated for each of these five assignments, which provided every studentwith an opportunity for an intentional leadership experience. As the first assignment was given,the instructor led a class discussion on the roles of team members and team leaders. After thedeliverables for team assignments were submitted and in order to reflect individually on theexperience, students were required to submit a Self-Reflection using a journaling tool inBlackboard. The intent of these structured reflections was to reinforce and foster
Conference Session
Faculty Development I: Attitudes Towards Teaching
Collection
2016 ASEE Annual Conference & Exposition
Authors
Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
science teaching methods course and volunteered for a follow-up engineeringprofessional development institute, which was the context for this study. Data sources includedvideos of the teachers solving design problems, teachers’ written and oral reflections onengineering teaching experiences, and researcher field notes from the after-school week. Wegenerated thick descriptions of the cases of Ana and Ben and used these to develop conjecturesabout their engineering epistemologies. Following microethnographic methodology andstrategies from discourse analysis, we re-examined transcripts and other data artifacts forconfirming and disconfirming evidence of these conjectures.We found that Ana and Ben framed engineering learning as building knowledge
Conference Session
Goal Specific First-Year Courses
Collection
2009 Annual Conference & Exposition
Authors
James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville
Tagged Divisions
First-Year Programs
100 course are discussedin Section 5.2. Critical ThinkingThe term ―critical thinking‖ is one with which most people are familiar, but is difficult to easilydefine, as shown in1 where 89% of teachers interviewed claimed critical thinking to be animportant education objective, but only 19% were able to give a clear explanation of criticalthinking. One of the classic definitions of critical thinking comes from Robert Ennis: ―Criticalthinking is reasonable, reflective thinking that is focused on deciding what to believe or do‖2.This definition does a good job of briefly capturing three key elements of critical thinking:reason, reflection, and judgment (or as Ennis puts it so well – ―deciding what to do or believe‖).The element of reason in
Conference Session
ERM Potpourri
Collection
2006 Annual Conference & Exposition
Authors
Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering
Tagged Divisions
Educational Research and Methods
Research, Review of Educational Research, Review of Higher Education,Studies in Higher Education).Inclusion CriteriaEach article chosen for inclusion in the database was determined by us to meet all five of thefollowing criteria: 1. It had an educational intervention. 2. The intervention was at the undergraduate level. 3. The intervention was in a science, technology, engineering, or mathematics (STEM) field. 4. It discussed an outcome (no matter how anecdotal). 5. The outcome was related to improved learning or performance, retention, or assessment (and not simply student satisfaction).Although we have classified all the articles accepted for inclusion as “research,” this does notnecessarily reflect
Conference Session
Technical Courses and Liberal Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Linda Vanasupa, Franklin W. Olin College of Engineering; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in
Conference Session
Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford
Tagged Divisions
Student
knowledge of reform-based teaching Interview, and Lesson Plan practices? To what extent do biomedical engineering fellows implement biomedical engineering research into Lesson Plan, Pre- and Post-Interview the classroom? How do biomedical engineering fellow lesson plans reflect the Next Generation Science Lesson Plan and Post-Interview Standards?MethodologyAn instrumental collective case study was chosen to examine the research question, “In whatways do biomedical engineering fellows incorporate reform-based practices into secondaryscience classrooms?” The objective of this instrumental approach was to gain insight andunderstanding as to how and
Conference Session
Multidisciplinary Teamwork
Collection
2016 ASEE Annual Conference & Exposition
Authors
Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering
colleagues. Yet, teamwork skills are rarely “taught” inengineering curricula; in fact, compared to business representatives, university educators havebeen found to underestimate the value of teamwork KSAs. Instead, students are expected todevelop teamwork and leadership skills via a sink-or-swim approach where they are assignedgroup work and left to perform as they can. Often, these poor teamwork experiences combinedwith the lack of training and opportunities for guided reflection lead to students disliking workingin groups, impacting not just the cognitive but also the affective domain of learning.In response to this identified weakness, a committee of representatives from the Faculty ofEngineering and other support units at the University of
Conference Session
Engineering Economy Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
James Burns, Purdue University, West Lafayette; Bob E. White P.E., Western Michigan University; Azim Houshyar, Western Michigan University
Tagged Topics
Diversity
Tagged Divisions
Engineering Economy
incentivized the development of modules, lessons, or class projects that have a clearhumanities-based learning objective and have the potential to reach many students. The moduledescribed here was funded for development through an internal grant, and this paper presents asummary of the module’s content, the rationale for its approach, reflections on some of the keyassumptions of the rationale, and recommendations for others wanting to implement a similarly-styled ethics assignment.Most Engineering Economy instructors would probably agree that these courses are well-suitedfor reaching large numbers of students due to their cross-disciplinary nature and are also well-suited to discussing professional ethics because of their connection to the world of
Conference Session
The BEST InDEED
Collection
2018 ASEE Annual Conference & Exposition
Authors
Chris Gewirtz, Virginia Tech; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Marie C. Paretti, Virginia Tech; Sidharth Arunkumar; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Laura Mae Rosenbauer, Smith College; Nicholas Emory Alvarez, New Mexico Institute of Mining and Technology; Jessica Deters, Virginia Tech ; Cristian Hernandez
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education
work.In this paper, we focus on the weekly surveys: participants received two separate surveys eachweek: a short quantitative perceived preparedness survey sent each Tuesday via Qualtrics and ashort qualitative reflection survey sent each Thursday via email. Participants received $6.25 foreach completed survey, paid in 4-week increments (i.e. up to $50 for each 4-week set of surveys- up to $150 total).The quantitative survey was informed by Experience Sampling Methodologies (ESM), in whichthe purpose of the instrument is to capture experiences as they happen in real time forparticipants [28-30]. The survey asked participants to identify activities in which they hadparticipated within the past week. The list of possible activities was constructed