Conference Session

Best Practices and Lessons Learned in Capstone Design Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Manufacturing

be emulated in school, even with the capital cost expenditure Page 24.936.2 made by schools in order to obtain and maintain laboratory environments that reflect the modern industrial facility [2]. 2. From the students’ side there is no additional cost involved as the project is fully sponsored by Mazak. 3. Mazak benefits from this program by the opportunity of their employees interact with highly academically trained students, fully dedicated to experimental initiatives.According to Todd et al. [3], it is essential to keep in mind that industry is an important customerof engineering education. Ignoring this

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

thinking skills can be improved by engagingstudents in hands-on engineering and design activities intended to foster knowledge, skillsdevelopment, and problem solving [1]. Engineering activities foster the development ofindependent, reflective, and metacognitive thinking in K-12 students [6]. In particular,engineering thinking involves creativity and innovation. Creativity involves fluency (producing alarge number of ideas), flexibility (producing a variety of ideas that fit in different categories oran ability to see things from different perspectives), and novelty (producing ideas that are uniqueand original) [16, 17]. According to Shah and Vargas-Hernandez [18], “an engineering designmust not only be novel (unusual, unexpected) but it must also

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith

Tagged Divisions

K-12 & Pre-College Engineering

FOUR: 12 – 15 August, 2013 Teachers worked collaboratively and with curricula development coaches to finalize lessons. Consolidation Emphasis was placed on reviewing the vertical integration of learning goals among disciplines and grade levels. Participants also developed a range of assessment materials that reflect learning within the Common Core State Standards.Students Provide Beta Testing and Teachers Receive Two Levels of Feedback: Participating teachers spenta portion of their day crafting and field-testing small learning units for a group of 350 gifted-and-talented (G/T)students attending co-located summer enrichment programs that mirrored the learning activities being

Conference Session

Chemical Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl A. Bodnar, University of Pittsburgh; Eric J. Beckman, University of Pittsburgh, Chemical Engineering Department; Joseph J. McCarthy, University of Pittsburgh; Steven R. Little, University of Pittsburgh

Tagged Divisions

Chemical Engineering

. However, the curriculum at mosttraditional Western universities does not necessarily reflect these new dynamics.” The majorityof chemical engineering programs today do not leave room within their curriculum for studentsto be able to adequately explore the concept of chemical product design and how novel ideas canbecome the basis for new businesses. In fact, out of the 158 ABET accredited chemicalengineering programs in the US, only 25 offer chemical product design classes. This state ofaffairs presents a stark contrast with mechanical, industrial, and even bioengineering programs,where product design has been a routine part of the curriculum for decades.In response to this need, the chemical engineering program at the University of Pittsburgh

Conference Session

Computers in Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel M. White, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Computers in Education

through the use of conceptquestions in core curriculum courses like Material/Energy Balances, Thermodynamics, TransportPhenomena, Kinetics and Reactor Design, and Materials Science. Concept questions, both asConcept Inventories and as ConcepTests, are available to help lower the barrier of using concept-based instruction and assessment. This instruction and these assessments can be used to promoteand evaluate student learning in real-time. The instructor can then adjust the pace of lecture inresponse to student understanding, spending more time on more difficult concepts. This tool alsoallows for reflective assessments such as the “muddiest point.”A Student Mobile Application is being developed to make it easier for students to submitanswers and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

described as a process of “enculturation,” in which the learners arelike apprentices learning to use domain-specific knowledge as tools as they develop anunderstanding of the rules and culture rooted in the community of practice. Thus, the learningprocess should resemble the ordinary practices of the culture, which usually involvecollaboration, interaction, and social construction of knowledge. Herrington and Oliver’s [10]critical elements of situated learning provide a useful framework to analyze the learning process,which include: (1) authentic contexts, (2) authentic activities, (3) access to expert performancesand modeling, (4) multiple roles and perspectives, (5) collaborative construction of knowledge,(6) reflection, (7) articulation, and (8

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, Utah State University: Logan, UT.23. Dym, C.L., J.W. Wesner, and L. Winner, Social dimensions of engineering design: Observations from Mudd Design Workshop III. Journal of Engineering Education, 2003. 92(1): p. 105-107.24. Mehalik, M. and C. Schunn, What constitutes good design? A review of empirical studies of the design process. International Journal of Engineering Education, 2006. 22(3): p. 519-532.25. Adams, R.S., J. Turns, and C.J. Atman, Educating effective engineering designers: The role of reflective practice. Design Studies, 2003. 24(3): p. 275-294.26. Schön, D.A., The reflective practitioner1983, New York, NY: Basic Books.27. Davis, D.C., et al., Engineering design assessment processes and scoring scales for

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianghong (Esther) Tian, Eastern Mennonite University

Tagged Divisions

Design in Engineering Education

communication and managementI have discussed the details about students working on the two projects. In addition to designingand building a functional product, students were also trained in terms of communication andmanagement skills. To enhance team performance, team members signed a team contractincluding goals, expectations, policies and procedures, and roles. At the beginning of eachproject, teams were required to turn in a plan of work including a work breakdown structure andschedule. Throughout each project, there were also teamwork self-assessment and peerevaluations to promote collaboration. About two weeks into a project, team members filled outself-assessment forms reflecting on teamwork, with questions including “What are we doing wellin

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Electrical and Computer

success efforts have been developed across the country. This paperdocuments the flipped classroom technique incorporated into a pilot electrical engineering courseat Texas A&M International University (TAMIU). The paper also presents feedback results andbriefly discusses future plans.II. Flipping the ClassroomIn a traditional lecture, students often try to capture what is being said at the instant the speakersays it. They cannot stop to reflect upon what is being said, and they may miss significant pointsbecause they are trying to transcribe the instructor’s words [5]. On the other hand, in an invertedclassroom, typical class-lecture time is replaced with laboratory and in-class activities. Outsideclass time, lectures are delivered over

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University

Tagged Divisions

Educational Research and Methods

response may be sufficient ifplacement information is provided even though other survey items such as starting salary orforwarding address may not be provided. Thus, a qualified use of RR2 can be appropriate. Asthe cohort of graduating students is a clearly defined population, UH + UO is zero in thissituation.As noted above, response rates vary significantly and are often much lower than desired. Whenresponse rate goes down, the probability that the survey data will reflect an accurate picture ofplacement goes down. To illustrate this, a simulation of survey responses was performed. A Page 24.131.3dataset of 300 graduating students was created with

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Nicholas II, University of North Carolina, Charlotte; Don Chen, University of North Carolina, Charlotte

Tagged Divisions

Construction

Asynchronous, Collaborative Learning Environment.” ETR&D, v. 54, no. 4, p. 331- 354.9. Wan, J., et. al. (2008). “A Study on the Use of Cooperative Learning Strategies in a Computer Literacy Course” College & University Media Review, v. 14, p. 21-6310. Morgan, B. M. (2003). “Cooperative Learning in Higher Education: Undergraduate Student Reflections on Group Examinations for Group Grades.” College Student Journal, v. 37, no. 1, p. 40-4911. Terenzini, P., Cabrera, A., Colbeck, C., Parente, J., Bjorklund, S. (2001) “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains,” Journal of Engineering Education, p. 123-13012. Micheal Prince, R. F. (2007). “The Many Faces of Inductive Teaching and Learning

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Fazeel Khan, Miami University; Kumar Vikram Singh, Miami University

Tagged Divisions

Mechanical Engineering

progress of students andmaking continuous improvements to the modules. Highlights of this data along with a summaryof the incremental changes to the modules will be presented.Introduction Reflection on the educational landscape in the US has become an increasingly commonsubject of political and household discussion as economic constraints call into question the valueand return on investment provided by higher education. While scrutinizing higher educationwhich has been central to the cultural and technological advancement of civilization solely on amonetary basis might seem irreverent or myopic, the vigorous ongoing debate on education hasundeniably spurred action and innovation. The creation of new educational technologies inresponse to

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Educational Research and Methods

affected by theexternal influences of employers with particular workforce needs20 and the expectationsof their accrediting agency21.A significant body of research suggests that a faculty member’s academic field, andimplicitly their experiences in that field, influence curricular and instructional decisionmaking22-24. The Academic Plan reflects these findings in its attention to the role ofacademic discipline, both as the unit (department) level and the individual (faculty) level.Accounting for discipline, personal characteristics such as gender and prior experiencesmay also shape instructional choices25-27. For example, engineering faculty members’experiences in industry may shape their approach to teaching, encouraging instructionalprocesses that

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kurt A. Thoroughman, Washington University; Alessandra Hruschka, Washington University in St.Louis; Patricia Widder, Washington University in St. Louis

Tagged Divisions

Entrepreneurship & Engineering Innovation

platform for growth ofthe BME Community through small group discussions. The online small group discussions (6students per virtual table) help students develop their communication skills through postingelectronically on discussion boards. EVS is built to be a lightweight intervention atop thedemanding traditional course load. We have found a balance between substance and Page 24.512.3accessibility through introducing 6 modules each semester, which permits 2 weeks considerationand discussion for each module topic. The last two weeks are left for self-reflection as studentswrite a personal reflection essay and compile portfolios, both of which

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College

Tagged Divisions

K-12 & Pre-College Engineering

intraditional co-ed engineering classrooms. While their study is not conclusive, they did find thatwomen felt discouraged to participate in what they call ‘thinking oriented’ engineeringclassrooms and that this lack of participation hampered their learning.11 Typical surveycomments reflected fears among women of being rebuked and criticized by their professor andpeers and general anxiety from an overly-competitive atmosphere among the students.11 In this study, we aim to add to this body of literature regarding engineering pedagogy asit relates to the attraction, retention, and ultimate success of women in the field by providing onereal-world model. Acknowledging the view that more than simple participation of women isnecessary to challenge the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

discussed codes for each interview until we agreed unanimously on all codes to reduceindividual variation in perceptions about students’ statements. Second, after theme development,we conducted peer debriefing where we asked two peers with knowledge of the course redesignproject and of relevant qualitative methods who were uninvolved in the study to debrief with uson our themes from the interviews. Through this process, we uncovered any interpretive leaps wemade during theme development and further refined our themes. Third, we carried out memberchecking by sharing a complete draft of the manuscript with the interviewed students and askingwhether it accurately reflected their experiences in the course. All students approved thepresentation of their

Conference Session

Engineering and Public Policy Division Technical Session 1: In the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deanna H. Matthews, Carnegie Mellon University

Tagged Divisions

Engineering and Public Policy

problems, to work effectively in multidisciplinary teams, and to consider non-technical perspectives, long before the characteristics of the “Engineer of 2020”1 was everdefined.This paper discusses the EPP program over its four decades and how the program integrates withthe traditional engineering programs. We discuss the curriculum over time, the course selectionsstudents make, and the benefits our alumni receive from the program. We will give an overviewof our capstone EPP Projects course, a truly interdisciplinary teamwork situation addressingcurrent technology issues. Finally we reflect on how the program achieves the ABET (a) through(k) outcomes and work in the ABET system, and how the program has been successful these past40 years.We do not

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Maura J. Borrego, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, conference papers from 2008-2012, and a pedagogic research statement for the field, (2) personal reflections on three related conferences and a study relevant PhD theses; and (3) meeting notes of an engineering education research special interest group from 2009 – 2013. The final outline includes 13 first-level terms and 43 second-level ones.Outcome: From the three commissioned keyword outlines, Access Innovations (the nation’s largesttaxonomy creation firm) created a draft taxonomy. They integrated and refined the outlines, normalizedterms, and worked to consolidate the two-level structure into a more hierarchical one. The resultingtaxonomy (version 1) included 1,079 keywords arranged in 13 branches and seven levels.Mapping the

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Paymon Sanati-Mehrizy, Icahn School of Medicine at Mount Sinai; Ali Sanati-Mehrizy

Tagged Divisions

Computing & Information Technology

-oriented society, some researchers 4,5,6, haveargued that the development of autonomous learners is fundamental. Coto describes autonomyas: … the ability to take charge of one’s own learning. It means to have the responsibility for setting learning goals; identifying and developing learning strategies; developing study plans; reflecting on learning; identifying and selecting relevant resources and support; and assessing one’s own progress7.In a research study conducted at the National University of Costa Rica with the goal ofproducing a curriculum shift from a teacher-centered approach toward a student-centeredapproach, it was concluded that this shift is not going to be an easy one. They pointed out theimportance of

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul D. Mathis, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation. Faculty could have students practice Socraticquestioning during team projects and presentations. Teachers could also take two minutes in thebeginning of each class and have the students observe a picture and list all ideas, opportunities,and observations they make. Educators could have their students practice reflecting on theirquestions from the discussions in class and post follow up questions on a blog page.Acknowledgments Page 24.354.8 This material is based upon work supported by the National Science Foundation Engineering Education Program under Grant No. 1150874. Any opinions, findings and conclusions or

Conference Session

Miscellaneous Topics in Energy Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Faruk Yildiz, Sam Houston State University; Keith L. Coogler, Sam Houston State University

Tagged Divisions

Energy Conversion and Conservation

solar path finder are shown in Figure 3. Page 24.364.6Figure 3. Solar path calculator systemThe Solar Pathfinder™ is located at the proposed array site, leveled, and oriented to true southwith the built-in compass and bubble level. (The compass reading may require adjustment formagnetic declination.) Looking straight down from above, the user observes reflections from thesky superimposed on the sun path diagram and traces the outlines of any obstructions onto thediagram. Students draw shading areas in different locations and identify obstructions around thesolar modules. Students are required to submit a detailed report with suggestions for the

Conference Session

Innovative Graphics Instruction

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diarmaid Lane, University of Limerick; Theodore J. Branoff, North Carolina State University; Raymond Lynch, University of Limerick

Tagged Divisions

Engineering Design Graphics

technology subjects that were comparable to the classicalacademic subjects challenged the nature of technical education in Ireland [15]. As a resulttechnology subjects were redeveloped to reflect more academic constructs. This is evident inthe introduction of senior cycle Technical Drawing as a state examinable subject in 1969.This syllabus attempted to make the subject more academic and as a result concepts andtopics were deliberately addressed in more abstract terms in an effort to distance itself fromthe applied, vocational nature of its origins [16]. However, recent years have seen a shift infocus for technology education, and in particular graphical education, within the Irish highschool level system. Design and Communication Graphics (DCG) was

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

(i.e., average) to thequestions were 8%, 11%, and 9%, respectively, in the accumulative responses of the surveys.However, strong disagreement responses (i.e., poor) were negligible in most questions, anddisagreement responses (i.e., below average) were ranged between 0% and 5%, respectively.Active learning is generally defined as any instructional method that engages students in thelearning process.11-12 These survey-results reflected the effectiveness of learning modules invarious lab activities.15-17Some negative responses were to be considered in Questionnaire 2 which measured a level of thecomprehension of the learning modules for the POGIL lab activities. Such negative responsesshowed that students, who had limited experiences in POGIL

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, University Corporation for the Development of Internet-Mexico

Tagged Divisions

Minorities in Engineering

trends in Science and Engineering do not reflect this segment of the population.Latinos constitute 3% of employed doctoral scientists, and 2.8% doctoral engineers. TheAmerican Dilemma is “this nation’s failure to educate and develop a growing proportion of itspotential talent base –African Americans, Latinos, and American Indians- as its need for peoplewith skills in science and engineering is escalating.” Engineering education literature is very scant of studies addressing, in depth, themisrepresentation of Hispanics in engineering. This study reviews existing literature in this andother related areas (e.g., diversity in higher education, STEM studies) and sheds light into thecauses that hinder the growth of Hispanics in the engineering

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; David Claudio, Montana State University; Durward K. Sobek II, Montana State University; Laura Stanley, Montana State University - Bozeman; Nicholas Ward, Montana State University

Tagged Divisions

Industrial Engineering

. Page 24.808.4 2. Any course that is taken to satisfy required courses or university core requirements for the Bachelor of Science degree in IE cannot be used to meet the cognate requirement. This requirement simply ensures students do not attempt to double count credits and then fail to meet the overall degree credit requirements. 3. At least six (6) credits of the cognate must be at the 300-level or above. This requirement ensures that students move beyond superficial topics and obtain some depth in their chosen area of interest. 4. The credits must represent a coherent area of study relevant to some aspect of IE as a discipline or practice. This reflects the very definition of cognate and helps ensure that

Conference Session

Architectural Design Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shahnaz J. Aly, Western Kentucky University; Heli Shah, Western Kentucky University

Tagged Divisions

Architectural

for assigning materials.This discussion would not be complete without defining criteria that would determine thesuccess of a rendering. A successful rendering should be able (1) to convey the design intent, (2)highlight important architectural elements, (3) reflect realism in material color and texture, and(4) portray light and shadows adequately. Design intent is a concept that is best defined by thedesign team; we hence use criteria 2, 3 and 4 to analyze the rendered images. Renderings in V-Ray (figure 4) and Twilight (figure 5) show a view of the building highlighting the trusses whichform one of the key architectural elements of the structure. Renderings in kerkythea (figure 7)and 3DS Max (figure 8) show an entire façade view which gives

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Michael Brennan

Tagged Divisions

Materials

both the student (and instructor) would have liked to have more time to complete theproject, that is, get that ‘second try or test’ in to answer questions or concerns learned in the firstround of ‘evaluation and testing’. However, with a 15-week project and graduation imminent,choices were made to get the ‘best’ results with the scope of this design project and 3-creditcapstone course. So reflecting on the three parts of this project, i.e., the materials selection,fabrication and testing, the student experience incorporated previous engineering knowledgefrom courses, practical hands-on experience, and moved into the realm of independent life-longlearning needed throughout an engineering career. The advisor also hopes this example can beused to

Conference Session

Renewable Energy in Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Omonowo David Momoh, Indiana University Purdue University, Fort Wayne

Tagged Divisions

Energy Conversion and Conservation

of electric power system in the U.S.The evolution of the electric power regulations reflecting various energy policy acts up until theEnergy Policy Act of 1992 that opened the way for the emergence of competitive marketsotherwise known as electric power industry deregulation are discussed. The gradual transformationof the electric power grid network from the vertically integrated to horizontally integratedinfrastructures is covered. Modeling of renewable energy resources as distribution generations(DGs) and how deregulation has facilitated the integration of renewable energy sources to thetraditional grid network via DGs are presented in this module. Also covered are the challengesfacing deregulation and how they can be mitigated.3. Course

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Sirkin, Stanford University; Wendy G. Ju, Stanford University

Tagged Divisions

Design in Engineering Education

something is. Some students build alarm clocks, others build games, such ascomparing how quickly competitors can repeatedly tap a force-sensing resistor.The next two labs introduce alternative ways to store, retrieve and present data, along with volt-age-varying and count-based sensors. Presenting data that reflects current state is central to mostaudio players’ interface: to display which track is currently playing, or up next, or power andvolume status. But for the third lab, the task is to create a digital Etch-A-Sketch, using a graphi-cal LCD instead of the original device’s aluminum powder panel, and having the ability to saveand retrieve sketches. Students frequently draw inspiration from elements of the Etch-A-Sketch’sinterface, including

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mafruhatul Jannat, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

beliefs about active learning, their current application of active learning exercises in their courses, and connectivity with other workshop participants.Assessment of workshop effectivenessThe impact of the workshop on participants was assessed with reflective open-ended surveyquestions. For that purpose, three surveys were developed and administered in sequence tocollect information on participants’ belief of active learning and conceptual assessmentexercises, the extent they are connected to curriculum development network, and the influence ofthe workshop on participants’ classroom practice. To accumulate data on each category, surveyswere administered at the beginning of the conference on the first day, at the end of theconference