Conference Session

Curriculum and Assessment II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Masoud Naghedolfeizi, Fort Valley State University; Xiangyan Zeng, Fort Valley State University; Chunhua Dong, Fort Valley State University

Tagged Divisions

Computing and Information Technology

could enhance student learning of the subject particularly in computer programming.To this end, programmable robots could be utilized to supplement programming activities thatencourage and motivate students to apply their creative thinking and programming skills todevise solutions for real-world problems. Since developing a computer program to instruct arobot provides an immediate feedback as whether the program has accomplished its job, itengages students in both learning and reflection processes.This paper presents the application of an affordable programmable robot in three computerprogramming classes; namely, Computer Science and Information Systems: An Overview (CS0),Programming I (CS1), and Programming II (CS2). Also, the survey results

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

reform to impact graduate education: a case studyAbstractFor more than a decade, American industries have complained that the skills of engineersentering the workforce are not sufficient to meet the challenges of a high-performance workplace[1]. In addition, ABET has recently changed the student outcomes required for engineeringgraduates to reflect many of the skills lacking in undergraduate training [2]. Additionally,national studies suggest the preparation of US graduate students is too narrowly focused onacademic research skills, at the expense of professional skills such as communication, teamwork,mentoring, and leadership [3]. In response to these studies, many departments are trying toradically change their

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College; Adrienne J Gauthier, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

groups were presented with an Owl’s Dilemma at the beginningof each week or Concept. The dilemma was presented in an inquiry-based fashion for Group Aand required that they share their thoughts about the dilemma. Group B, on the other hand wasjust presented with the dilemma and not asked to comment on it. Both groups were asked toreflect on Owl’s Solution at the end of each week or Concept. Figure 10 shows the percentage oflearners in each group who reflected on Owl’s Solution. Group A learners were consistentlymore likely to reflect on Owl’s Solution than Group B learners. In weeks 5 and 6, 12.9% and15.4% more learners from Group A reflected on Owl’s Solution than learners from Group B.This indicates that Group A learners were more engaged with

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

learners receive and process information. The FSLM incorporates someelements of the Myers-Briggs model and the Kolb’s model. The main reasoning for its selection inthe DLMS evaluation is that it focuses on aspects of learning that are significant in engineeringeducation.The FSLM consists of four dimensions, each with two contrasting learning styles: Processing(Active/Reflective); Perception (Sensing/Intuitive); Input (Visual/Verbal); and Understanding(Sequential/Global). The details of the dimensions can be found in Ref.6. In order to determine anindividual’s specific learning style, Felder and Soloman13developed the Index of Learning Style(ILS) survey. Each of the 44 questions within the survey is designed to place the learner’spreference within

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Brad Wambeke P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

students directly,and also the faculty indirectly – resulting in a more inspiring classroom environment. Simplystated by Harold Hongju Koh, “Theory without practice is as lifeless as practice without theory isthoughtless 15.”It is well researched and documented that problem based learning is well suited for engineeringprograms for students to engage in complex, ill-suited, and open-ended problems to fosterflexible thinking and support intrinsic motivation 16. These characteristics in turn can increaseopportunities for group discussion over potential solutions, provide opportunity for criticalinstructor feedback, and essential self-reflection of the learning.A. Kolb and D. Kolb define Experiential Learning Theory as the “process whereby knowledge

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

Synchronistic presentations to other classCurrent ApproachWithin each course, the interdisciplinary approach included four parts: a brief introduction to theother field; science fiction reading assignments that include the theme of nanotechnology’simpact on society; a project that involves synchronistic interaction of the students from eachclass where the students teach the other students about principles from their class and writtenstudent reflections about their experience in presenting to the other class.Table 2. Key interdisciplinary activities included in the courses. Key Interdisciplinary Activities When Activity Activity Description (Week of 10 week course) Week 1-2 Brief • Nanotechnology professor

Conference Session

Developing Identities for Robust Careers in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M Lakin, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

also typical of engineering fields, although a bit high for thisinstitution (the freshman engineering class at this university was 18% female). As expected, 76%of respondents were first year students, while 14% were transfer students. Participating facultycame from a range of engineering programs including Biosystems, Chemical, Industrial andSystems, Mechanical, Polymer and Fiber, and Computer Science and Software Engineering.Instruments A battery of attitude scales was assembled for the purposes of this study from theliterature. The first 17-item scale assessed students’ Beliefs about Engineering, with half of theitems reflecting beliefs related to engineering as a helping or communal profession (e.g.,“Engineers are helping to solve

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samuelina M. Wright, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey; Shanna R. Daly, University of Michigan; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Seda McKIlligan, Iowa State University

Tagged Divisions

Design in Engineering Education

given a problem statement framed in a way that didn’t encourage anyparticular type of solution. The students were asked to generate solutions to the problem usingvisual and verbal depictions. Subsequently, they were given a second problem framed either toencourage practical solutions based on pre-existing designs or framed to encourage radicalsolutions not based on pre-existing designs. Ideas were coded as either paradigm-preserving orparadigm-modifying. We identified students whose ideas shifted from more of one type to moreof another from their first ideation session to their second, as well as students whose ideasremained consistent. We analyzed their generated idea sets and reflection questionnaires todescribe the influence of the framed

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

for college levelengineering instructors implementing the flip classroom technique based upon his experiencesand anecdotal evidence. The key to success was found in increasing student participation inclass, building a rapport with students, defining clear objectives through a well-structuredcontent.2 Dringenberg et. al. reported reflections from faculty regarding their motivation andexperiences in the one week workshop. Authors also proposed several recommendations fordeveloping reflective practices to new educators. Authors propose SAID (Situation, Affect,Interpretation, and Decision protocol for new faculty reflection.3 Shepard et. al. published theirexperiences from early faculty years and suggested how to handle several academic and

Conference Session

Cultivating Engineering Scholarship and Research Mindsets Among URM Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

David M. Ford, University of Massachusetts, Amherst; Paula Rees, University of Massachusetts, Amherst; Kathleen G. Rubin, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Science Foundation S-STEM (Scholarshipsin Science, Technology, Engineering, and Mathematics) grants on undergraduate minorityengineering transfer student retention and development during the period 2007-13 in the Collegeof Engineering at the University of Massachusetts Amherst. The programs were designed toovercome known barriers to persistence of transfer students from community college, includinglack of engagement on campus, underdeveloped professional work ethic and goals, deficientstudy habits, fewer opportunities to gain practical competence/reflection on learning, andworking for pay. The elements of the programs included cohorting, team-building, mentoring,tutoring, and advising, as well as monetary support in the form of scholarships

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

involved in the experience. 2. Reflective Observation: The student groups meet with the faculty advisor every other week to provide an update on what they have done so far. One of the topics during discussion is what topics that they learnt in class used and how that is impacting the social issue. 3. Abstract Conceptualization: The students are collecting data from the agency and also making templates to get already existing data. They are using this data to apply models that they have learnt in various classes. Coming up the right data to use in itself is a great learning experience. 4. Active Experimentation: The students are able to put two different methodologies together to come up with a solution to

Conference Session

Visualization Within Engineering Design Graphics Education Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diarmaid Lane, University of Limerick; Sheryl A. Sorby, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

skills and critically reflect on their own learning experiencesThe next section of the paper describes the implementation of the spatial visualization skillsintervention during the course labs along with pre and post-test data.Spatial Visualization Skills InterventionIn order to obtain a measure of spatial ability, the Purdue Spatial Visualization Test ofRotations (PSVT:R) was administered to all students who were in attendance during the firstlecture of the semester. One hundred and twenty (120) students completed the pre-test. Theresults for this are detailed in Table 4. As this test was administered during the first week ofsemester 1, it is valid to compare with the scores reported

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Arizona State University; Stephen J Krause, Arizona State University

Tagged Divisions

Biomedical

Biomedical Engineering CoursesResearch highlights the benefit of student reflection and frequent, formative feedback. One suchmethod is the Muddiest Point exercise where students reflect after instruction about both unclearand interesting points. Then, instructors analyze student feedback for the most popular conceptsand select those central to the learning objective. Previously, our work has shown that studentsfeel favorably about the interest, utility, and “cost” associated with this exercise in a one-credit,junior level Statistics course. This work compares student attitude in other courses to discern ifthe Muddiest Point exercise strategy is universally favorable.The previously validated, reliable Student Value Survey of Muddiest Points Survey

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Nailya Sh. Valeyeva, Kazan National Research Technological University; Roman V. Kupriyanov, Kazan National Research Technological University; Elvira R. Valeyeva, Kazan National Research Technological University

Tagged Topics

International Forum Virtual Presentation

developed reflective questionnaires for each block ofassignments (training exercises, business games), asking students to answer questions thatreveal the level of cohesion of the group, the presence and influence of the positive socio-psychological climate on the performance and the willingness to work in this group, thepresence of barriers in interactions. In addition, each student had the opportunity to expresstheir opinion about the work accomplished individually or in collaboration with others,describe their classroom experience and emotions during interaction within the team, etc. It should be noted that the reflection was carried out after the completion of each exerciseand at the end of a class. A content analysis of an exercise or class

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Thomas M. Powers, University of Delaware

Tagged Topics

International Forum

 as  fairness”  made  famous  in  the  20th  century  by  the  philosopher  John  Rawls.  12      On  the  contractarian  view,  there  is  a  strong  “publicity”  requirement  for  airing  of  differences  of  opinion  about  norms  of  conduct  within  any  practice  that  hopes  to  become  more  just.    The  same  can  be  said  of  science  and  engineering:  the  opportunity  to  negotiate  better  norms  of  practice  first  requires  a  publicizing  of  differences.    After,  by  means  of  a  process  that  Rawls  called  “reflective  equilibrium,”  practitioners  are  able  to  converge  on  an  improved  understanding  of  a  norm.    And,  importantly,  they  will  have  done  so  through  an  exercise  of  “public  reason”  and

Conference Session

Mechanical Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trung H. Duong, Colorado State University-Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Mechanical Engineering

program.According to Kolb [1], students learn best if they are exposed to a four steps/axes learningcycle/spirals, namely, 1- experiencing (concrete experience), 2- watching (reflective observation),3- thinking/modeling (abstract conceptualization), and 4- applying/doing (active experimentation).Various engineering education programs, such as mechanical, industrial, manufacturing, and civilengineering, adopted this learning cycle into their curriculum [2]–[6]. Many educational institutions have implemented robots of some kind, e.g. industrial robotarms, mobile robots, educational robot kits, etc. to support their science and engineering program[2]–[4]. Laboratory exercises and tutorials, educational robotics projects, and open-sourcesoftware and

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, University of California, Merced

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

illustratedgraphically.theoretical foundation. It is also conceivable to erect a sophisticated philosophical edifice withoutmuch practical relevance. A balanced and rational relationship between philosophy and practiceis that of informing and qualifying 8 . Just as philosophy learns from practice and in turn can refineit, matters of practice gain justification by and provide feedback to theory. This mutualrelationship is what we will reflect upon in the following, vis-a-vis engineering.The subject matter of engineering (what can be called the first-order knowledge of engineering) isthe object of study for philosophy of engineering and philosophy of engineering (what can becalled the second-order knowledge of engineering) is a necessary element in the curriculum ofteacher

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Mitzi Desselles, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

E X Q28 to focus on.] (-) When I have a big decision to make... [I try to think of all the possible G 1 Q82 options.] When I have a big decision to make... [I consider the pros and cons of each E 1 Q83 option.] Q93 [I often reflect on my decision after implementing it and seeing the outcome.] L 3 [I often reflect on my decision PROCESS after implementing it and seeing

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan

Tagged Topics

Diversity, Faculty Development Constituency Committee

where participants Theatrical performance by the CRLT teaching define inclusive teaching, reflect on the Players with a series of short plays 75 min - IAs impact of social identities on teaching, addressing topics including student 90 min - GSIs examine scenarios related to classroom diversity, teaching persona, and climate, and brainstorm strategies to microaggressions. Structured table make the learning environment more discussions were led by trained facilitators inclusive. at key moments during the performance. Two concur- In the first session, participants choose one of the following topics: leading

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Emily Alicia Affolter, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

do your research methods employed tostudy engineering education align with your social justice values? In what ways could you examine orimprove upon your research methods to reflect a critical intersectional frame? How might that framebe relevant to your work and change-making in the field of engineering education? Participants willleave the workshop with an increased awareness of how to do engineering education research thatreflects social justice values, paired with concrete methodological ideas to run with. 1 Aligning your Research Methods with your Social Justice Values Plan for the workshop

Conference Session

Undergraduate Research and Industry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Faisal Aqlan, Pennsylvania State University; Qi Dunsworth, Pennsylvania State University; Jessica Resig

Tagged Divisions

Manufacturing

related topic so that they can use to teach a STEMconcept required by the school’s curriculum. This way, the instructional unit can bridge the gapbetween textbook knowledge and real-world applications. The high school students will learn theselected concept in the context of manufacturing industry through simulation and automationhands-on experimentation. This paper introduces the RET program at the Penn State Behrend’s site. We will start witha program description, the research and curriculum design components, followed by curriculumimplementation and evaluation status to date. A reflection on lessons learned will also be shared.2. RET Program DescriptionThe RET program recruits 13 teachers and community college faculty each year from

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malinda S Zarske, University of Colorado, Boulder; Michael A Soltys, University of Colorado, Boulder; Jennifer Kracha, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

addition, course outcomesincorporate successful team dynamics, individual skills development, and multiple opportunities forself-reflection of steps of the design process.Courses involving collaborative design teams — and grades that are dependent on the associatedteam deliverables and final project — can be frustrating to individuals placed on teams that do notperform to their expectations. The EFC course grades have a team-based set of graded components;half of students’ final grade is set by team projects deliverables. However, individual courseelements have been included throughout the semester to allow students more input into their finalgrade. These elements include personal reflections on skills development, user testing, and

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qiushi Li, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Design in Engineering Education

,creative thinking and hands-on skills [8]-[10]. Moreover, it was hypothesized thatengagement in the SDPs was closely associated with the steep growth in students’epistemological development during the last year of college [1]. Students’epistemological thinking refers to their reflections on “the limits of knowledge”, “thecertainty of knowledge”, and the “criteria for knowing” [11]. Expert engineers tendedto demonstrate more sophisticated manner of epistemological thinking than novices[12]. Nevertheless, few studies have specifically explored engineering students’epistemological thinking and the associated factors in the context of SDPs. Therefore, in order to further explore the epistemological development ofengineering students and its

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Pre-College Engineering Education

videos showing device functionality, share programming code, and post a reflection on their design processFigure 2: Tasks and sample student work from final design project of first elementary contentcourseOur research questions for exploring this conjecture with TEEP program asked: 1. How did teachers respond to engaging in meaningful engineering for teachers in the TEEP program? 2. What did teachers identify as important things they learned about engineering content and pedagogy?METHODSParticipantsIn this exploratory study, we analyzed the transcriptions of semi-structured interviews of elevenelementary teachers and specialists in the 2017-2018 TEEP program. The group of teachers, 10females and 1

Conference Session

Mechanical Engineering Technical Session: Dynamics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamyar Ghavam, University of Waterloo; Homeyra Pourmohammadali, University of Waterloo; Lucas Botelho, University of Waterloo

Tagged Divisions

Mechanical Engineering

. c American Society for Engineering Education, 2020 A Cross-Cohort Dynamics Project Study Kamyar Ghavam, Homeyra Pourmohammdali, Lucas Botelho Mechanical and Mechatronics Engineering Department University of Waterloo, Waterloo ON CanadaINTRODUCTIONEngineering educators are constantly seeking methods to improve the education of their students.This paper will discuss the motivation behind introducing the students to a cross-cohort projectand its effects on the learning outcomes of engineering students.Problem Definition: In undergraduate programs students often work on their projects within theirown cohort. However, this is hardly reflected outside of the

Conference Session

Computer Engineering Technology Curriculum

Collection

2007 Annual Conference & Exposition

Authors

Xuefu Zhou, University of Cincinnati; James Everly, University of Cincinnati; Max Rabiee, University of Cincinnati

Tagged Divisions

Engineering Technology

advisor committee. The new course has been offered twice in 2006and received very positive student responses. This paper describes the course information,lecture topics, laboratory exercises, student feedback, and the instructor’s reflections.1. IntroductionWireless computing is a rapidly emerging technology which offers network connectivity therebyminimizing the need for a wired connection and thus supports the concept of mobility. Wirelesstechnology has already become the most exciting area in telecommunications and networks. Therapid growth of wireless and mobile telephones, satellite communication, wireless local areanetworks (WLAN), wireless personal area networks (WPAN) and wireless metropolitan areanetworks (WMAN) and the applications of

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Leslie Inniss, Florida A&M University; Enos Inniss, University of Texas-San Antonio

Tagged Divisions

Civil Engineering

of extending the project over several semesters and therefore through the curriculumis explored.IntroductionAs we become a more global and multicultural society we need educated workers who can meetthe challenges of a rapidly-changing world. One way to ensure this type of worker is to trainuniversity students, not only in the classroom, but also in the real world. Service learning is onemeans of providing this type of education, particularly in engineering. If we define engineeringas an applied science designed to solve practical problems and thereby improve communityliving, then service learning is crucial to engineering education. ABET’s recent changes inoperating philosophy seems to reflect this realization. In its criteria for Civil

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Matthew Mehalik, University of Pittsburgh; Yaron Doppelt, University of Pittsburgh; Christian Schunn, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

students electricity concepts in science classes.Design-based learning is intended to engage students in ways that enhance their abilities to solvereal-life problems and to reflect on their learning processes. This style of active learning is anextension of project-based learning, which is argued to enable students to relate problems toscience concepts.10, 15 Design-based learning differs from project based learning in that, inaddition to constructing and building, students engage in a design and planning process thatfollows engineering design.Typically, as was the case in the subject school district, electricity (and science in general) istaught using a guided/scripted inquiry approach to learning. Students are given materials andprocedural

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

Open-ended: Challenge Problems can be solved using more than one approach, the approach will not be found in a textbook, and many different yet feasible solutions exist Reflective: problems should have a built-in reflection component, to help students examine their own learning processI used six Challenge Problems during the Fall semester. The problems were solved in class,typically in the lecture period immediately preceding one of the six hourly exams. An entirelecture period was devoted to each problem. Throughout the lecture period, I moved among thevarious groups, and gave feedback, sometimes to individual teams and other times to the entireclass. Moving among the teams provided me with

Conference Session

Professional Development/Scholarship & Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Phillip Sanger, Western Carolina University

Tagged Divisions

Engineering Technology

ofthe course. It was preferred that the project be an actual and useful project but often times it wasonly an imaginary project. In the fall 2005 semester, the instructor chose to plan and execute anactual project during the course. This pedagogical approach has been successfully demonstratedto work at the graduate level2 but had not been tried at the undergraduate level. After carefulevaluation, the project was selected to plan and execute the move of an organization that servespersons with disability from their existing facility to a new location. This paper presents thecriteria for the project selection, the approach to the project plan, the reality of this approach, thelessons learned and the reflections of the students and faculty on the