Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Ebrahim Randeree, Florida State University

Tagged Divisions

Cooperative and Experiential Education

academic and social needs.2.2. Engagement-based learning2.2.1. Experiential learning. Experiential learning allows students to apply specific conceptslearned in the formal environment to the informal environment through opportunities such asinternships, apprenticeships, competitions, clubs, practica, and cooperative education [9].According to Kolb and Fry [10], experiential learning theory is a four-part cycle. 1. The learner has concrete experience with the content being taught. 2. The learner reflects on the experience by comparing it to prior experiences. 3. Based on experience and reflection, the learner develops new ideas about the content being taught. 4. The learner acts on the new ideas by experimenting in an

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

has been designed as an autoethnography, specifically a collaborativeautoethnography is defined as “engineering in the study of self, collectively” [9]. The intent ofcollaborative autoethnography is to engage in a process that reflects on the experiences of acollaborative effort, it is “a process because as the researcher studies and analyzes their ownexperiences, meaning is made influencing future experiences and reflections” [10]. Thecollaborative autoethnography approach merges together three distinct research methods andapproaches: (1) the reflexive study of self through autobiography, (2) a lens from the study ofculture through ethnography, and (3) the multiple perspectives from a group throughcollaboration [11]. This method was chosen

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, University of Georgia; Nicola W. Sochacka, University of Georgia; Sarah Elizabeth Franklin; Kosi Ofunne

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

from one of the state colleges in our state. In order to create a shared understanding of the assetsthat transfer students bring to our institution, two faculty worked closely with two undergraduate studentsand one adviser. Data collection involved guided reflection writing by the two students and adviser ontopics as informed by the theoretical framework. These reflections bring to light some psychological,social, cognitive, and environmental resources that students in transition can draw on to maximizesuccess and minimize the transfer shock phenomenon.IntroductionTransfer students and their transitions to four-year institutions from two-year/community collegeshas been the focus of many investigations and programs. Research has shown that

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Chloe Gibson

Tagged Divisions

Mechanics

activities.Instructional videos were developed to provide students with an alternative way to understandeach of the models and their related concepts. The videos are also used as a teaching approach toshow students how mechanics concepts are applied. Learning takes place through a combinationof observational learning, experiential learning, activity preparedness, and reflective learning.Upon completion of two out of the seven activities, the students were shown one of the videosduring class and guided to the rest of the video series to watch on their own. Students were ableto gain greater perspective on the activities they participated in. For those activities they wereunable to interact with, they had the opportunity to learn about the same concepts through

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Charles R. Sullivan, Dartmouth College; Honor J. Passow P.E., Dartmouth College; Benoit Cushman-Roisin, Dartmouth College

Tagged Divisions

Cooperative and Experiential Education

serves as a learning space and as a showcase of best practices related to sustainable design and construction;• Increase their interest and self-efficacy in sustainable design;• Connect concepts related to tiny house design across disciplines;• Compare and contrast interdisciplinary design options and decisions;• Reflect on their learning.Students in six different courses on campus are collaborating to design the tiny house. This pastsummer, students in Architecture I investigated different sites at the Organic Farm and preparedsite plans for 3 different sites. This winter, students in Architecture II and III will work onarchitectural designs and plans using one of the sites proposed by the Architecture I students. Inaddition, students in an

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sánchez, Loughborough University; Paul P. Conway, Loughborough University

Tagged Divisions

Graduate Studies

training ethos fulfils the three strategic aims (i.e.continuous learning as second nature, reflection in/on action, and deliberate employabilityboosters).Students have been encouraged to take ownership of their PhD and personal developmentfrom the outset (e.g. each student manages their own time, training, travel and consumablesbudget). The nature of the training activities has also been varied, accounting for to thestudent’s learning preferences, exposing students to both individual and group work,technical and non-technical training and with a strong flavour of externally-facing industryexperience. A series of tests and self-awareness exercises have allowed the students toexplore their own objectives and those of the program so that they

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

traditional service-learning experiences in that it possesses four distinct andimportant components: 1. Service, 2. Academic content, 3. Partnerships and reciprocity, and 4.Reflection. However, course outcomes stop short of service-learning’s more ambitious hope—tochange students’ values and level of civic responsibility. Although increased interest in civicengagement may be worthwhile, logistical challenges for large lecture courses may beminimized by broadening the definition of service-learning to focus on more salient areas ofdevelopment. In addition, the types of immersive experiences possible on a smaller scale maynot be consistently possible in large lecture courses. In spite of these limitations, service-learningin the context of this course

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

challenge and open-endedness. 3. Sustained Inquiry: Plan for an extended period to allow students to learn new topics and explore issues in some depth. 4. Authenticity: Motivate students with problems that connect to applications in the world around them. 5. Student Voice & Choice: Provide students with opportunities to select goals, approaches, and/or evaluation procedures for their work. 6. Reflection: Provide opportunities for students to reflect on their learning, consider what they might have done differently, and connect learning to future work. 7. Critique & Revision: Scaffold PBL with interim assignments, and provide formative feedback for improvement. 8. Public Product: Make student work evident

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Brittany Lynn Butler; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University; Cheryl A. Bodnar, Rowan University

Tagged Topics

NSF Grantees Poster Session

Instrument (EPSRI) to assess aperson’s process safety decision making. Most of the research to date in this project has beenfocused on the development and validation of the EPSRI. In summary, anticipated outcomesupon conclusion of this project are (a) development of an EPSRI tool capable of assessingstudents’ process safety decision-making, (b) construction of a virtual plant environment wheremultiple real-world factors may influence a students’ process safety decisions, and (c)identification of best practices for integrating virtual environments into the classroom.MethodsEPSRI Instrument Development The EPSRI reflects the structure of the EERI [13] and DIT2 [12], which contain fivedilemmas, followed by three decision options, and twelve

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Laura R. Ray, Dartmouth College

Tagged Topics

NSF Grantees Poster Session

aspects changed the car's behavior was very helpful in understanding concepts. Please do more.” “The in class projects with the rc car helped see how systems actually work. I thought it was beneficial.”Preliminary results from student surveys and instructor assessments while conducting the small-group activities reflect a high-level of student engagement with the activities and frequent reportsof “a-ha moments” or connections resulting from the experiences. When implementing theexercises, the reporting instructor used anonymous feedback surveys through the course LMS tocapture student reflections. Table 3 shows the percentage of students whose reflections areindicative of an improved understanding of a course concept or design

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Masoud Ghodrat Abadi, California State University, Sacramento; Sean Lyle Gestson, Oregon State University; Shane A. Brown P.E., Oregon State University; David S. Hurwitz, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Provided Multiple Contextual RepresentationsAbstractThis research documented the glance patterns and conceptual understanding of practicingengineers attempting to solve conceptual exercises with different contexts. Two mechanisms fordata collection -- eye-tracking and reflective clinical interviews -- were employed to moreholistically understand practicing engineers’ interaction and reasoning while solvingtransportation and hydraulic design problems. Data collection involved the use of three carefullydeveloped questions in both transportation (with 3 contextual representations) and hydraulicdesign (with 4 contextual representations). The process required each participant to sit in front ofa computer monitor that displays the problem statement and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Congying Wang, Purdue University; Tikyna Dandridge, Purdue University; Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Carol A. Handwerker, Purdue University

Tagged Divisions

Pre-College Engineering Education

sustainability. In this study, a constructive educational module ofsustainability was integrated into a K-12 industry-oriented curriculum at a public middle school asa practice to introduce the societal, economic, and environmental mindsets to pre-college studentswith reduced technological content. Data collected are instructor’s reflections for the module thatlead to a summative critique of the outcomes and improvements. This study provides theengineering education community the evidence that middle-school youth can well perceivesustainability framework and the insights for researchers who are looking to integrate sustainableengineering to pre-collegiate engineering settings.Keywordscurriculum integration, K-12, sustainability, course design, societal

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell; Wendy M. Barnard, Arizona State University; Alison Cook-Davis, Arizona State University; Adam R. Carberry, Arizona State University; Stephanie B. Adams

Tagged Divisions

Pre-College Engineering Education

the presented activities was performed byasking students: Please write something you learned after visiting each of the projects in today’sfield trip. Students were given a reflection worksheet at the first activity they attended and wereinstructed to respond to the same prompt after completing each activity. Student open-endedresponses were analyzed using a thematic data analysis approach [12-13].Content InterestStudent interest toward the outreach event activities was gathered by asking students to respondto a single question on a poster board: Did you learning something interesting from this activity?A poster board was mounted on the wall adjacent to each activity (Figure 1). The poster boardsincluded three response options selected by

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

NSF Grantees Poster Session

goal of developing“Changemaking Engineers”. This revised canon teaches technical skills within a contextualframework that includes humanitarian, sustainable, and social justice approaches. This requires acurriculum that includes a focus on student teamwork, a greater consideration of social factors,improved communication with diverse constituents, and reflection on ethical consequences ofdecisions and solutions. This broader perspective of engineering practice will produce graduateswho can address a wider range of societal problems bringing new perspectives to traditionalareas. In this paper, we review our recent efforts towards achieving this vision, focusing on thedevelopment of curricular materialsSummary of course materials developed and

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

their personal experiences, reflect on howthey are affected by the course, or critically assess the course curriculum and classroompedagogy” (p. 46). Moreover, as they argued, in traditional approaches, students’ knowledge andexperiences are often disregarded and more than not perceived as irrelevant to the coursecontent. Knowledge is treated as static, distant, and disembodied from class members (Ochoa &Pineda, 2008).Despite the sources of resistance that have been noted, other researchers have pointed out thepotential benefits of stretching engineering curriculum beyond technical content. Ochoa andPineda (2008) raised the importance of creating environments that benefit from collaboration byproviding democratic spaces to “enhance learning

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, Ohio State University; Genevieve Thanh; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

matrices or House of Quality. However, in the process of providing rationalistic toolsto students, engineering education may be implicitly perpetuating the belief that engineers makedecisions through rationalistic reasoning alone. In reality, other types of informal reasoning, suchas empathic and intuitive reasoning, are utilized for decision making in ill-structured contextssuch as engineering design. The beliefs that undergraduate students hold about decision makingin the context of design is not well understood, and this work contributes to this gap in theliterature.To learn more about students’ beliefs about decision making, we collected qualitative pilot datain the form of both one-on-one, semi-structured interviews and written reflections

Conference Session

Course Transformation in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines

Tagged Divisions

Electrical and Computer

to introduce the device and the motivation for its design,state the objectives of the design, and present the final design using diagrams, tables, and text.One or more CSR considerations needed to be explicitly and clearly accounted for and integratedinto their design. Then, in their draft CSR report, the students were tasked with summarizing –for a broad audience—how they accounted for CSR in their design. They were also expected towrite a 1-2 paragraph reflection of how incorporating CSR influenced their design process andfinal design, because reflection is another suggested component of PBL [9]. Finally, they had togive a short in-class presentation to Peach’s Board of directors justifying their design and theincorporation of CSR.  Over

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Ronald R. DeLyser, University of Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

to consider a wide variety ofusers. A second assignment addressed the need for psychological safety [2] in teams via a casestudy of the NASA Columbia disaster. A third assignment had students watch TedX talks relatedto why diversity makes teams smarter and reflect on how the students should consider diversityin teams as a strength and a highly desirable quality. Existing activities and documents aboutteam norms, team compacts and conflict resolution have also been updated and refined to set amore inclusive tone in these classrooms.Activities to teach students about diversity within the engineering or computing contextThis portion of the project has focused on developing activities that fit within technicalengineering or computing courses

Conference Session

Interest & Identity

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Engineering Ambassadors reflected on student learning andtheir own practice after each presentation. The EAs responded individually to a six-questionopen-ended survey (Appendix C). Responses that were general in nature are displayed in Figure3.Figure 3. Engineering Ambassadors’ General Reflections on Lesson PresentationsBriefly describe Which part(s) Which part(s) Which part(s) What will you What your lesson of the lesson of your lesson of your lesson do to make that knowledge went really will you do the will you change? and/or skill well? same? change

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Maya Rucks, Clemson University; Katherine M. Ehlert, Clemson University

Tagged Topics

NSF Grantees Poster Session

factoranalysis (CFA) were performed to determine that five of the original items should be removedfrom analysis and six of the new items should be kept. The EFA and CFA lead to the threesubscales of (i) Generation & Evaluation, (ii) Reflection, and (iii) Impulsiveness/Lack of Process[5].A subsequent, third refinement of the DMCI (DMCI 3.0), is underway. Four items were added tothe Reflection subscale to show more of the learning phase of the Self-Regulated Model ofDecision-Making. Responses from 983 first-year engineering students are being analyzed withan EFA and CFA. Preliminary results suggest removing from analysis one additional item fromthe original instrument, seven items that were added to DMCI 2.0, and one item added to thisiteration in the

Conference Session

Issues in Mechanical Engineering Technology I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University; Brittany Newell, Purdue University; Erika Dawn Bonnett, Virginia Tech; Jorge Andres Leon-Quiroga, Purdue University

Tagged Divisions

Engineering Technology

(Computational fluid dynamics), fluid power, and vehicle dynamics. In August 2017, he started with his doctoral studies at Purdue University. Currently, his research interests are hydraulic hybrid vehicles, and vehicle dynamics. c American Society for Engineering Education, 2019Work in Progress: Making Connections Between Applications and TheoryThrough Energy in Fluid PowerAbstractThis work presents the introduction of an of activity designed to help students enrolled in a basicfluid power course for the second year of the Mechanical Engineering Technology at ourUniversity. The students reflect on their own learning experience of energy in the context of afluid power class (hydraulics and pneumatics). This

Conference Session

Manufacturing Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; John M. Mativo, University of Georgia

Tagged Divisions

Manufacturing

, he investigates best ways to expand cutting edge technologies to the workforce. c American Society for Engineering Education, 2019 Critical Thinking in Manufacturing Engineering Education AbstractAccording to A.B. Steyn, engineering education cannot be solely based on memorization andtechnical calculation. It is imperative that the engineering students develop critical thinking skillsfor better understanding and reasoning of problems they may face professionally in the future.Critical thinking is the process of conceptualizing, applying, analyzing, synthesizing, and/orevaluating information obtained by observation, experience, reflection, reasoning

Conference Session

Mechanical Engineering Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eliza A Banu, University of Georgia; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Mechanical Engineering

by performance goals focus more on the optics of lookingnot-smart or performing poorer than their peers. Research has shown that students’ goal orientationhas implications towards their academic performance [3]. Besides goal orientation, some researchershave proposed that the how students approach study reflects on their cognitive engagement withacademic material, and may affect their performance in school [3].The Students Approach to Learning (SAL) theory proposes two major levels of cognitive processesthat characterizes students approach to studying: surface-level strategy approach and deep-levelstrategies approach [4]. Surface approach to studying is associated with rote memorization and thereproduction of facts, without making any deep

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; Kacey Beddoes; Rachel Miriam Vriend Croninger, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

discussion of the advancement of EER. More broadly, identifying such boundaryknowledge can facilitate new understanding of how the social construction of knowledge occursin interdisciplinary fields beyond engineering education. As a first step toward these largerobjectives, we review relevant literature and outline our participants as well as our analytic plan.BackgroundDisciplinary-specific norms reflect a field’s priorities and values, as well as assumptions aboutwhat qualifies as rigorous, trustworthy, or quality scholarship [1]. The ramifications ofdisciplinary normativities include which methodologies are widely endorsed, which questionsare investigated, and what is considered knowledge. As such, these normativities set theboundaries of a

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Tedstone, Clemson University; Karen A. High, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of criticalthinking (Chinn et al. 2014). Both the broad term of critical thinking and the more niche term ofsystems thinking share similar meanings of thoughtful analysis or analytical reasoning, and callto mind King & Kitchener’s Reflective Judgement Model (King & Kitchener, 1994, 2001, 2004),a stepping stone between the cognitive development research started in the 1970s and morerecent epistemological research. This researcher argues that discovering the epistemic beliefs offaculty and the ideas being disseminated to students in their chemical engineering classroomswill prove useful in the field of chemical engineering education as well as related academicfields concerned with systems and critical thinking.TheoryResearch preceding

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Yue Liu, Arizona State University

Tagged Topics

NSF Grantees Poster Session

conceptual understanding of design).Making Thinking Explicit through Concept MapsModels of design are prevalent in textbooks and literature [4]. Once in action though, designpractitioners often synthesize and adapt their own experiences and learning into a mental modelof their design process. Engineering students demonstrate their design prowess and designlearning through either the creation of an artifact, or the documenting and reflection on theirengineering design process, or some combination of these. As design educators search for ameans to understand and evaluate what design learning may more faithfully look like, the notionof a spectrum of varying types and representations of individual students’ design processunderstandings has arisen

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

NSF Grantees Poster Session

reflect thecurrent state of the profession’s identity. BOKs are dynamic, and must be systematically distilledand monitored as collection of activities and outcomes representing a profession’s most currentvalues, constructs, models, principles and instantiations. This monitoring entails continuousdiscovery and validation work by members of the profession with a goal of self-reflection andreproduction of the profession [6]. BOKs, then, are competency taxonomies that are specific butinclusive; updated and refined, i.e., “curated,” as profession changes; and guide, but not dictate,professional education, professional learning, and assessment. Professionals are not meant tomaster the breadth of the competencies in a BOK, but focus on the depth of

Conference Session

International Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Kathryne A. Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

International

and old-age dependency, however, is evenmore revealing. Figure 4 below [1, p. 6] reflects this combined dependency on the working agepopulation. From the below figure, two lines in particular are worth noting. In the year 2020, thetotal dependency ratio, as a measure of the burden on the working age population, is 64. Meaning,in the year 2020, there will be two dependents for every three working age adults. The combineddependency ratio, with the elderly population taking a higher percentage of the total dependencyratio, increases steadily through 2060, the last of the current estimated years. This dependency is,again, a reflection of a slower growing population, a declining fertility rate and a generally agingpopulation

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

roller coaster fora local amusement park in 60 minutes. Their interaction was videotaped and pictures of theirdesigns were captured. We have analyzed the video data video analysis approach based on thecodebook we developed by reviewing literature on problem scoping. The instances that we haveseen in mom-child interactions and conversation provided evidence that the child with autismwas capable of engaging in all three actions of problem scoping. The behaviors we haveobserved were mostly associated to Problem Framing and Information Gathering. However, wehave seen some evidence of Reflection. We believe, that the findings of this study laysfoundation for future studies on children with autism and engineering design, and how toeffectively engage

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

recognize the existing efforts of educators and fostertheir curricula and scholarship ideas. A series of three workshops were conducted in 2018 byvisiting educators engaged in engineering education at both two and four-year HSIs. Before,during, and after the workshop series, attendees were asked to reflect on three guidingeducational philosophies: intrinsic motivation, students as empowered agents, and designthinking. Thirty-six engineering educators from thirteen HSIs from across the Southern UnitedStates participated in one of two, two-day workshops where attendees prototyped examples ofhow they would implement these philosophies at their home institution. Using these prototypes,participants identified the assets they already had and resources