Conference Session

Mechanical Engineering Technical Session: Assessment and Accreditation: Making the Grade!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J. Asuncion Zarate-Garcia, Tecnologico de Monterrey; Ariadna Serrano-Reyes, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey; Israel Zamora-Hernandez

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Diversity

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Mechanical Engineering

defined for all academic programs offered by Tecnologico de Monterrey.Faculty must reflect on the results of their classes to identify good practices that must bemaintained and areas of opportunity in which he or she must work to improve the results for thefollowing semester. As a result, improvement actions are defined and uploaded into SAEP eachsemester. At the end of the two-semester cycle a meeting with all faculty of each department isheld in which the results of the cycle are presented and discussed. The outcome of the meeting isa list of good practices shared by the faculty and a list of actions for improvement that will beconducted the following cycle. Also, the need for technological or laboratory infrastructure areidentified. In

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leigh S. McCue, George Mason University

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Diversity

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Mechanical Engineering

real-time polling software Poll Everywhere (2019) asked one quantitativeand one qualitative question regarding the qualifications reflected in the resume before them.FindingsA total of 36 students participated in this exercise. Students who received Candidate 1’s resume(first name on resume: “Julie”) were asked “You are the recruiter at a defense contractor seekingto fill an entry level structural engineering position. How likely are you to offer Candidate 1 aninterview?” Students were provided response options on a 5-point Likert-type scale, which wasdisplayed as a bar chart in real time for the class. As shown in Figure 1, no students indicated a“Very high likelihood” of offering Candidate 1 an interview and one student indicated a “Verylow

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Liang Zhu, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Ronghui Ma, University of Maryland, Baltimore County; Timmie Topoleski, University of Maryland, Baltimore County; Deepa Madan, University of Maryland, Baltimore County

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Diversity

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Mechanical Engineering

provided to scholars have themost impact, especially in “Scientific Self-Efficacy”, “Science/Engineering Identity” and“Expectations”. Less than 16% of the scholars consider attending conferences or featuring theirresearch on website as having a positive impact. The lower percentages in those two activitiesmay also reflect that not all the scholars have the opportunities to attend a research conference ordo research, also have research results featured on website. Figure 4. Percentages of individual research activities having contributed positively to the five categories. The five community building activities have contributed more in helping studentsintegrate into the program and campus. Illustrated in

Conference Session

Mechanical Engineering Technical Session: Team/Project-based Pedagogy and Approaches

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James D. Carrico, University of Mary; Javad Anjum, University of Mary; Audra Anjum, Ohio University

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Diversity

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Mechanical Engineering

examines the effectiveness of interprofessional project-based service learning (PBSL)experience in fostering a deep orientation to learning, and professional skills (especiallycommunication and teamwork). Learning orientation describes a student’s attitude towards andmotivation for studying. It is desirable that engineering students adopt a so-called deep learningorientation, emphasizing understanding as well as reflection on the applicability of course contentand the transferability of learning experiences to professional settings 5 . The need for a focus onprofessional skills has been emphasized since the 1990s due to the preponderance of engineeringjobs being in commercial industry, where the ability to function as part of a cross

Conference Session

Mechanical Engineering Technical Session: Team/Project-based Pedagogy and Approaches

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daigo Misaki, Kogakuin University; Xiao Ge, Stanford University; Takuma Odaka, Kogakuin University

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Diversity

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Mechanical Engineering

evaluation, engineering educators who fail to reflect ontheir own cultural perspectives may understate the importance of conflicts and instead favorrespectful, harmonious cooperation. However, task conflicts, when modulated well, can function assources of creativity and innovation, a necessary engine in the early, diverging phase of innovation[17]. We believe that it is important to enable Japanese students to learn both collaboration andcooperation with people from diverse backgrounds.Given the complexity of teamwork and its context dependency, we believe that a simple rubric asproposed by JABEE is not enough. It is necessary to develop a method to measure teamwork learningwhile taking into consideration the cultural context of the

Conference Session

Mechanical Engineering Technical Session: Pedagogy II - Best Teaching Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J. Blake Hylton, Ohio Northern University; Lawrence Funke, Ohio Northern University

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Diversity

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Mechanical Engineering

also required in 2019 for the first time. These required the students to reflect on what theylearned and did the previous week and set goals for the following week. These were added to encourageself-paced learning, effective use of videos, and goal setting. The percentage of course grade comingfrom homework and a semester-long, group project was decreased to allow for the addition of videoquizzes and journal entries to the grading scheme.Population AnalysisThe dataset includes 156 students who completed the course across three years – 2017 and 2018, whichwere taught with a traditional instructional model, and 2019, which was taught using a flipped coursemodel. Student grade in the course, final exam score, cumulative GPA entering the semester

Conference Session

Mechanical Engineering Technical Session: Curriculum and Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shelby Ann McNeilly, Boise State University; Krishna Pakala, Boise State University; Donald Plumlee P.E., Boise State University

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Diversity

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Mechanical Engineering

modernized bachelor-level program at BSU’s MBE Department was developedbased upon a range of stakeholder inspirations, one of the most critical being student feedback.Through course evaluations and direct reflection of learning, undergraduates had requested moreflexibility with class selection, more hands-on engineering, and more themed learning tracks.The faculty recognized these inquiries to be of similar premise to those presented by numerousmechanical engineering education reform initiatives and publications. In these documents, thediscussion of the disassociation between industry needs and what mechanical engineers new totheir careers are prepared to provide is relentless. With the understanding that the presentcurriculum had not been