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2017 Gulf Southwest Section Conference

Authors

Pranav Bhounsule; Deborah Chaney; Lorena Claeys; Randall D. Manteufel

, Q10, Q11Questions 9. What do you like the most about service learning?Observations: Based on the answer provided by the students, we conclude that they likedservice learning because of one or multiple of the following reasons: it helped them share theirknowledge, give back to their community, the opportunity to teach, improve theircommunication skills, teach critical thinking and problem solving skills, help to learn the coursebetter, getting students interested in Engineering, Robotics, STEM, helped relax from the stressof school, have an impact on the lives of the school kids.Following are comments from the students:“I liked getting to share my knowledge with elementary school students. They are curious andneed guidance in order to be

Collection

2017 Gulf Southwest Section Conference

Authors

Benjamin Kelley

2017 ASEE Gulf-Southwest Section Annual Conference Impact of Entrepreneurial Mindset Integration in a First- Semester Engineering Course Benjamin S. Kelley Baylor University School of Engineering and Computer ScienceAbstractDuring the fall semester offering of EGR 1301: Introduction to Engineering, EntrepreneurialMindset (EM) topics were introduced as class topics on three separate occasions in two differentcourse sections. To measure if exposure to and practice of the specific EM topic of Create Valueimpacted student EM awareness two different self-assessment instruments were administered tothese and several other EGR

Collection

2017 Gulf Southwest Section Conference

Authors

Tariq Khraishi; Kristine Denman

retention efforts are comprised of three principles. Besidesinstitutional commitment to students and their success, as well as educating all of its students, Tintoargues that effective retention programs develop supportive social and educational communities(Tinto, 1993: p. 147). In other words, students who are better integrated into the institution, bothacademically and socially, are more likely to remain at the institution and ultimately graduate. Thisinstitutional engagement is one key to student retention, especially in the first year of college.MentoringMentoring can be a key component to fostering institutional engagement. Mentoring programshave been shown to increase self-efficacy, facilitate career advancement, provide opportunities

Collection

2017 Gulf Southwest Section Conference

Authors

Ilse Nava-Medina; Angie Hill Price; Mathew Kuttolamadom

‘drop-outs’ in theseprograms which is attributed to the self-motivated students getting involved on their own accord aswell as because of clearly communicating the nature of research and the expectations and timelines.Also, students during their decision-making process of committing to the project got a chance to talkto their senior students who had completed the program successfully, and hence were able tobecome comfortable and confident to a certain extent beforehand.To conclude, based on the positive feedback and experiences of the undergraduate students thatcompleted various types of research programs, it can be said that undergraduate research forengineering technology students is definitely a beneficial and high-impact learning

Collection

2017 Gulf Southwest Section Conference

Authors

Jun-Ing Ker

of this development isthe use of senior students as mentors and managers, which provides learning opportunities forthe senior students while providing guidance and feedback to the junior students. Similarly,Coyle et al.3 provided a case study of engineering projects in community service to demonstratethe impact of including freshmen, sophomores, juniors, and seniors in an engineering project.Additionally, Borgford-Parnell et al.4 have found that compared to freshman engineeringstudents, senior engineering students engage more frequently in back-talk with design problemsby noting gaps in their knowledge and identifying new design requirement as the problem andsolutions evolved.Research Methodology and Experimental Resultsa. Root Causes

Collection

2017 Gulf Southwest Section Conference

Authors

Kimberlee Smith; Mario Beruvides

Description of Federal Information and Outreach Programs and Selected State, Institutional and Community Models. Washington D. C.: Advisory Committee on Student Financial Assistance. 13 Johansson, F. (2006). The Medici Effect: What Elephants & Epidemics Can Teach Us About Innovation. Boston, M.A.: Harvard Business School Press. 14 Ketokivi, M. A., & Schroeder, R. G. (2004). “Perceptual Measures of Performance: Fact or Fiction?.” Journal of Operations Management, 22(3), 247-264. 15 Ketcham, R. (1987). “Executive Leadership, Citizenship and Good Government.” Presidential Studies Quarterly, 17(2), 267-279. 16 Ketcham, R. (1984). Presidents Above Party: The First American Presidency, 1789-1829

Collection

2017 Gulf Southwest Section Conference

Authors

Sreedevi Ande P.E.

Dallas Copyright © 2017, American Society for Engineering Education 2017 ASEE Gulf-Southwest Section Annual ConferenceConclusionsThe Girls in Engineering, Math and Science camp was classified as a success. The outcomes ofthe summer camp included student’s increased ability to conceptualize engineering problems andan increased engagement in engineering by incorporating visualization tools in the classroomenvironment. A sample of survey results shown in Tables 2 and 3 clearly indicated that GEMSexperience not only impacted their academic life but also changed their perspective onEngineering. A survey on hands-on activities indicated that students really enjoyed working withtheir group members in

Collection

2017 Gulf Southwest Section Conference

Authors

Tony McClary; Germain Degardin; John Kulpa; Patricia Sullivan; Karen Trujillo

hand, 16% students asked for morehands-on activities and for fewer lectures with regards to improvements for next year. Inconclusion, the way students are being taught plays an important role. It appears that hands-onactivities and active learning made the students more engaged compared to lectures. Thisobservation is critical because research has shown that students’ retention is superior when theyare engaged and find relevance in their work. Therefore, the teaching methods used throughoutthe program may potentially have an impact on content knowledge and confidence gains inrelation to STEM fields.The open-ended section of the survey appeared to be too broad and generic in regards to theanalysis. It would be recommended to provide further

Collection

2017 Gulf Southwest Section Conference

Authors

Luis Martinez Medellin; Edward Pines; Patricia Sullivan; Arthur Cox; Motoko Furuhashi

inmaintaining equipment over time, and may even hinder multidisciplinary approaches toinnovation. This paper will share the emergence of a cross-departmental multidisciplinaryenvironment developed between engineering and art as two academic entities sought to meetwhat was initially viewed as disparate student needs. The developed alliance demonstrateseffective first steps for fostering cross-departmental maker spaces that encouragemultidisciplinary engagement, access to technical services and equipment otherwise not readilyavailable to the broader campus community, and the ability for students to engage in real-worldcollaborative teams comprised of individuals with disparate perspectives.KeywordsInterdepartmental Alliances; Maker Spaces

Collection

2017 Gulf Southwest Section Conference

Authors

Magdalena Grohman; Eun Ah Lee; Nicholas Gans; Marco Tacca; Matthew Brown

students’ understanding of ethical issues.5 Also, learning and understanding canbe situational and shaped by a culture of practice6, which suggests that it is necessary to studystudents’ understanding of engineering ethics in actual design settings.Engineering ethics involves moral concerns and judgment making. Explicit understanding inengineering ethics is based on students’ declarative and conceptual knowledge, that is, whatstudents explicitly state. This type of understanding emerges from explicit reasoning whenstudents make judgments. Implicit understanding of engineering ethics, on the other hand, isbased on students’ non-declarative knowledge—what students do not explicitly state, but revealthrough their actions, attitudes, and communication

Collection

2017 Gulf Southwest Section Conference

Authors

Amir Karimi

examination of the number of shortcomings associated with Criterion 3, • the review of correspondence received by ABET concerning Criterion 3, • in-depth literature review of desired attributes for engineers, and • development of several draft proposals for review to gather feedback from a broad range of constituentsBased on the original feedback received form the constituents, the task force identified 75 potentialattributes to be considered for student outcomes. The potential attributes were grouped into five(5) categories identified as: technical, business, communication, professionalism, and individualskills. During this process it was realized that student outcomes must be tied to criterion 5-curriculum, hence requiring the

Collection

2017 Gulf Southwest Section Conference

Authors

Ronald Barr

will eventually lead to their likely adoption. Because of the success ABET has experiencedwith its outcomes-based assessment process, the future focus for ABET evaluators will continueto be on attainment of the Student Outcomes (SO’s) enumerated in the new proposed criterion 3.The paper suggests ways to measure and evaluate attainment of SO’s using both direct andindirect measures. The final part of the paper will focus on the Program Educational Objectives(PEO’s) of criterion 2, and their relationship to both the SO’s and the institutional goals.KeywordsAccreditation, ABET Criteria.IntroductionIn the mid-1990’s, ABET developed a new set of criteria (called EC2000) for accreditingengineering degree programs. The new criteria changed the focus