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Displaying results 91 - 120 of 1089 in total
Conference Session
The Best of First-year Programs Division
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo
Tagged Divisions
First-Year Programs
students.To understand how students’ initial information-seeking behavior evolved in our first-yearengineering-communications course, we conducted a pedagogical reflective case study of our279 students in thirteen sections of the course. We assessed the students’ initial information-seeking behavior with a pre-research task, a librarian delivered training in source-evaluationstrategies to accommodate students’ uses of diverse source types, students created a final projectin which they investigated a real engineering problem and proposed future design work toaddress that problem, and we evaluated the final projects to determine whether the students hadused credible sources and whether they had improved their use of such sources in the course.Some of
Conference Session
Ethical and Global Concerns
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
​, ​critical thinking and reflection, identity development​,and ​embracing many ways of knowing and being​. Learning experiences provided scaffolding forstudents to identify and prioritize the impacts they hope to make in the world; explore paths formaking these impacts possible; and begin to share these experiences, values, and ambitions withvarious audiences. The course asked students to engage with questions such as: ​As individualsand engineers, how should we pose ethical questions and prepare to advocate for the values thatwe hold dear​? ​How might we start to understand and react to larger global problems, causes,challenges, and opportunities that surround us​? ​Who am I and what is my place in the world​?The course was a new, experimental
Conference Session
Multidisciplinary Curriculum and Course Development
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering
opportunity has emerged in building brand new liberalarts, science, and engineering programs at Fulbright University Vietnam, a new institution inVietnam. Founding faculty members have engaged in a “co-design year” to prototype and iterateall aspects of this new university together with students and staff. In this paper, we reflect on theco-design year and present the main considerations that have driven the design of theundergraduate program.IntroductionThere has been increasing awareness to “re-engineer” engineering education as society grappleswith increasingly complex, ill-structured, and adaptive problems, such as water scarcity, globalpandemics, climate change, poverty, and the loss of biodiversity, which technology alone cannotsolve. These
Conference Session
ENT Division Technical Session: First-year Experiences
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University
Tagged Divisions
Entrepreneurship & Engineering Innovation, First-Year Programs
- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning. c American Society for Engineering Education, 2020 Building Toys for Children by Applying Entrepreneurial-Minded Learning and Universal Design PrinciplesAbstractIncorporating entrepreneurial-minded learning (EML) into engineering curricula has been anincreasingly popular educational practice over
Conference Session
Pre-college Engineering Education Division Technical Session 4
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Kimberly Farnsworth, Arizona State University; Jean S. Larson, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
LearningIntroductionThis paper describes a case-based, mixed-methods study of how K-12 teachers support andscaffold student learning in a Problem-based Learning (PBL) engineering lesson. The studyexamined how K-12 engineering teachers planned to support student learning using scaffolding,how they implemented scaffolds during PBL engineering activities, and how they reflected upontheir PBL engineering lesson implementation.PBL in engineering educationEngineering practice and other design-focused fields involve solving complex problems, often incollaborative teams. Generally, these engineering problems do not have a single solution andrequire multifaceted skillsets from many domains. However, engineering students often findthemselves unprepared to manage messy
Conference Session
K-12 and Bridge Experiences in Engineering Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Matthew T. Stimpson, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University
Tagged Divisions
Educational Research and Methods
of the six-week summer experience and serve as the source of data for this study,which sought to answer the following three research questions: 1. How do participants use research notebooks to record and catalog research activities? 2. How do participants use research notebooks to record and catalog potential pedagogical practices related to using engineering concepts? 3. How do the notebooks reflect participants incorporating engineering concepts into the development of engineering informed lesson plans?MethodsFrom a methods perspective, qualitative procedures were used to address the project researchquestions. This approach was taken because qualitative methods are better suited to answeringquestions
Conference Session
Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan
Tagged Divisions
Cooperative and Experiential Education
graduationrequirements. The goal of the initiative (the Experiential Learning Framework) is to providestudents with a framework to intentionally explore learning opportunities, engage meaningfullyin experiences, reflect on what they have learned, and communicate the value of the corecompetencies they have developed. As most Michigan Engineering undergraduate studentsparticipate in experiential activities, the framework aims to provide students with richer andmore meaningful experiences and more intentional engagement and reflection. This paperprovides an overview of activities to date, key challenges, and possible paths forward.Introduction and OverviewNumerous institutions are focusing on expanding experiential learning opportunities (e.g., client-based
Conference Session
First-year Programs: Teams and Teamwork
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College
Tagged Divisions
First-Year Programs
reflections. The GallupStrengthsFinder Inventory has been previously implemented in engineering classrooms[6], [7], [8]. However, this study is the first to look at students’ perceptions of how thistool impacts their teamwork. Also, this paper addresses how students’ perceptions andattitudes concerning teamwork change as a result of working on a semester-long projectwith the same team.ContextThe activities described in this paper were implemented during one semester of anIntroduction to Engineering course at Elizabethtown College. The department offersABET-accredited BS degrees in engineering and computer engineering. Both majors arerequired to take Introduction to Engineering. The course was comprised of 46 studentsin two sections, 22 in Section A
Conference Session
First-Year Programs: Assessment in the First Year
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
industrial engineering and engineering education have helped him develop innovative ways to deliver engineering curriculum for freshman engineers and talented high school students interested in engineering. c American Society for Engineering Education, 2020 Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies CourseAbstractThis Complete Evidence-Based Practice paper explores the use of exam wrappers in alearning strategies course designed for first-year engineering students in the General EngineeringLearning Community (GELC) at Clemson University. Exam wrappers are most commonly usedas tools to facilitate the process of self-evaluation as students reflect on
Conference Session
Computing and Information Technology Division Technical Session 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards
Tagged Divisions
Computing and Information Technology
University of California, San Diego sserslev@ucsd.edu Madison Edwards Chemistry and Biochemistry University of California, San Diego m4edward@ucsd.edu Abstract This study explores how industry internships, paired with scaffolded reflection, shape student attitudes and learning behaviors. Building upon the literature on student motivation, we seek to answer the following question: how do internships influence student attitudes towards their studies and their future approaches towards learning? Data at three critical points in a student
Conference Session
Biological and Agricultural Engineering Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Rachel Ibach, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Deepak R. Keshwani, University of Nebraska, Lincoln; Sydney E. Everhart, University of Nebraska, Lincoln; Leah Sandall, University of Nebraska, Lincoln
Tagged Topics
Diversity
Tagged Divisions
Biological and Agricultural Engineering
programwith career professionals (mentors) and undergraduate college students (ambassadors). Duringprogram activities youth from underrepresented groups are paired with a mentor employed in aSTEM-related agriculture field. Cultivate ACCESS ambassadors are University of Nebraska-Lincoln students who study a STEM-related major. Mentors and ambassadors are recruited fromdiverse backgrounds that reflect the demographics of high school scholars. Scholars receivementoring from an adult and a peer who physically looks like them and can share personalstories of overcoming obstacles and facing adversity that youth may have encountered.Participation in mentoring experiences aids students in gaining scientific knowledge and engagesthem in career exploration and
Conference Session
Reimagining Engineering Ethics
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
reflect on how ethics instruction can be modified to incorporate imaginationconcepts. Examples of modifications to an ethics curriculum that is currently in use for thesenior-level engineering class, Design of Steel Structures, in the Department of Civil andEnvironmental Engineering at the University of Massachusetts Amherst in the United States arepresented to initiate discussion.We invite educators to engage with the questions of moral reasoning and reflect on the role ofimaginal capacity in designing and developing pedagogies. Treating imagination in connectionwith fantasy and images of the impossible downplays the significance of its importance inreasoning and understanding, as illustrated by the scholars whose works we briefly review in
Conference Session
NSF Grantees: RED 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington
Tagged Topics
NSF Grantees Poster Session
or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineer- ing curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership team that has developed innovative ways to integrate Humanities, Science, Math, and Engi- neering curriculum into a studio based education model. In 2015, Sriram was selected as the Outstanding Young Alumni of the year by the School of Informatics and Computing at Indiana University. Sriram serves as a facilitator for MACH, a unique faculty development
Conference Session
Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego
Tagged Divisions
Biomedical Engineering
[23] and fracture fixation devices [24].Written assignment. Students are given a week to read the article and turn in a 1-2 page writtenassignment detailing a summary of the article, an evaluation of the article, and a list of definedterms. In the summary section, students summarize the introduction, materials/methods, resultsand discussion sections of the paper. In the evaluation section, students are asked to reflect onhow the authors have interpreted the data, how the data are presented and the appropriateness ofthe experimental design chosen by the researchers. Furthermore, the students are asked toevaluate whether the authors’ claims are supported by the data as well as if there are any missingexperiments that they would recommend to
Conference Session
Community Engagement Division Technical Session 4
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division
. c American Society for Engineering Education, 2020 Aspirations: Overcoming barriers to success and developing character through pre- and post-secondary school partnershipsAbstractThe goal of this study is to improve understanding of how participation in learning and teachingpartnerships between elementary classrooms facing high barriers to success and collegeclassrooms can: 1) influence the knowledge of, interest in, and aspirations toward post-secondaryeducation in populations less likely to explore college; 2) impact college students’ sense of civicknowledge, civic learning, civic reflection, and civic efficacy. Qualitative evaluation methodsdesigned by Lafayette College’s Landis Center for Community Engagement in
Conference Session
First-year Programs: Cornucopia #1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan
Tagged Divisions
First-Year Programs
related to self-understanding (personal strengths [8], values, ethics and social identity).Students completed eight reflection assignments, based on the lecture and discussion topics.Prior to Fall 2018, course evaluations for ENGR 110 consistently indicated that some studentsdesired more exposure to careers within the engineering field, while other students needed moresupport leveraging academic resources and integrating into the engineering communitysuccessfully. Many students indicated that their primary motivation for enrolling in the coursewas to determine which major to pursue and had limited interest in other topics provided by thecourse. In an effort to improve student engagement and motivation across a range of needs, weintroduced student
Conference Session
NSF Grantees: RED 2 / Civil Eng
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade
Tagged Topics
Diversity, NSF Grantees Poster Session
totheir academic success. A new Student Assessment of Learning Gains (SALG) is beingdeveloped for the coming year for the mentors. Past mentor assessments have been provided inend of semester presentations and reflections. The SALG will supplement and not replace thepresentation and reflection.CE-MENT Program Components and OperationAt its inception in the first year of the grant, the peer mentor program had seven mentors. Overthe past two-plus years, the program has grown significantly. Currently, there are 25 activementors, many of whom were former mentees. The program is operating on a volunteer basisand credit is not provided to the mentees, so there is a wide range in level of involvement bymentees. On average, this year the mentees had 2
Conference Session
Course Design, Course Projects, and Student Perceptions in Chemical Engineering
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Joshua A Enszer, University of Delaware; Catherine A Fromen, University of Delaware
Tagged Divisions
Chemical Engineering
of the course were completedin groups, but to hold individuals accountable, every student wrote a weekly reflection on theirpersonal progress and learning. At the end of the semester, in lieu of a final exam, each studentsubmitted a 10-15 page learning portfolio in which they wrote a narrative and included curatedexamples of the work they completed during the term. Each assessed element of the course wasdirectly mapped to one of the course learning goals explicitly on the syllabus.In this paper, we provide key assignment and assessment documentation associated with thecourse and discuss how these elements connect to the literature on education. In next offering ofthe course, the pace of the course will be adjusted and more guidance will be
Conference Session
Women in Engineering Division Technical Session 4
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
” group, led by the secondauthor. The group provided a forum for brainstorming ideas and the course provided a platformfor testing these strategies. Four recommendations evolved from this effort: 1.) Education onteam function and bias in team dynamics is helpful. 2.) Teamwork skills and strategies forcollaboration and conflict resolution need to be taught. 3.) Mentoring and engaging withstudents is an important aspect of the process and can be enhanced to better serve women. 4.)Reflection and self-assessment exercises can be integrated to build self-efficacy and confidencein students. Assessment was done using data collected from mid-term evaluations, peerevaluations, self-assessment exercises, input from industry judges, and teaching evaluations
Conference Session
Ethical Reasoning and Decision Making
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Natalie C.T. Van Tyne P.E., Virginia Tech
Tagged Divisions
Engineering Ethics
Paper ID #29206WIP: How Should We Decide? The Application of Ethical Reasoning toDecision Making in Difficult CasesMrs. Natalie C.T. Van Tyne P.E., Virginia Tech Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Univer- sity, where she teaches first year engineering design as a foundation courses for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as aids to enhanced
Conference Session
Faculty Development Medley!
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
Paper ID #31581Determinants of initial training for engineering educatorsDr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program of Minnesota State University, Mankato. She enjoys helping student engineers develop entrepreneurial mindsets through project-based and expe- riential learning. Her research interests include improving engineering education through faculty devel- opment, game-based learning, and reflection. Elizabeth was a Certified Public
Conference Session
A Focus on Sustainability
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Azadeh Bolhari P.E., Angelo State University; Daniel Ivan Castaneda, James Madison University; Kenneth Stewart, Angelo State University
Tagged Topics
Diversity
Tagged Divisions
Environmental Engineering
exit interviews(blue shaded cells). Table 2- Artifacts reflecting sustainability mindset categorized by present or future orientation. Location of Artifacts Artifacts Household Present Future Two Entry Household 2 1 0 4 Interviews Household 4 0 1 Four Interim 2 Household 2 0 2 Interviews or Focus Groups 10 Household 4 7 3 Household 2 0 0 Two Exit Interviews 5
Conference Session
Pre-college Engineering Education Division Technical Session 13
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Chelsea J. Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
designs fail the test; groups testing iterate and continue testing, trying to improve their designs. Day 7: What can we learn by looking across all our design attempts? Reflection Groups reflect on their design attempts; teacher facilitates a whole class discussion comparing across designs. Day 8: How do engineers share their ideas through speaking and writing? Design Groups share their designs and design process with other students and members of the conference school and greater community. DESIGN BRIEF Goal: Design, build, test, and iterate on a retaining structure that keeps sand away from the model train tracks, allows the sand to support the weight of a model building, and stays up when
Conference Session
Pre-college Engineering Education Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Elizabeth Ann Moison, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Kelli Paul, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Jungsun Kim
Tagged Divisions
Pre-College Engineering Education
outreach ambassador orientations toward teachinginfluence this variation.  Particularly promising for engineering teaching and learning, we observed ambassadors makingbids to elicit student ideas, pressing for evidence-based explanations, and revoicing students’design ideas. These moves are characteristic of ambitious instruction and have the potential tosupport students to engage in reflective decision-making and to guide students towardproductive, more expert engineering design practices. Our analysis suggests that engineeringoutreach ambassadors notice and respond to students’ ideas, thereby engaging in ambitiousteaching practices which can be expected to support elementary students in making progress inengineering design. This analysis of
Conference Session
NSF Grantees: Learning Tools (Virtual)
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Daniel D. Anastasio, Rose-Hulman Institute of Technology; Landon Bassett, University of Connecticut; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University
Tagged Topics
NSF Grantees Poster Session
potentialresponses. Each potential response will influence four metrics that record participant behaviorwithin the environment. The first metric is time, represented by a clock that changes as decisionsare made. The other three metrics are safety, personal reputation, and output. Performance onthese metrics is shown by an icon that indicates relative performance (i.e, a smile indicates goodperformance, a frown indicates negative performance, etc.). Within the virtual environment,participants are also given reflection prompts that seek to better understand the conditions thatmight have influenced their decisions. Reflection prompts were designed in alignment withKohlberg’s moral development theory and include pre-conventional, conventional, and post
Conference Session
Engineering Management Division 1: The Practice of EMD
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Lawrence M. Strenger, CATME; Behzad Beigpourian, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette
Tagged Divisions
Engineering Management
issues which are not related to a team’s task [4]. Relationship conflict isusually expressed through tension, animosity, and annoyance between group members [5]. It cancause team members to spend more time focusing on off-task issues and make team membersless cooperative and receptive to others’ ideas [4]. While there is conflicting research regardingthe impact of other conflict types on performance, there is a broad consensus that relationshipconflict has an adverse effect [6]–[8]. Relationship conflict is considered to negatively affectperformance regardless of when it occurs in a team’s lifecycle [9]. Task conflict is the result of differences in opinion regarding the content of a group’swork [4]. This type of conflict reflects
Conference Session
Design in K-12 Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Molly H Goldstein, University of Illinois at Urbana - Champaign; Corey T. Schimpf, Concord Consortium
Tagged Divisions
Design in Engineering Education
developcategories of students for further inquiry. Students (n = 22) completed a systems engineeringdesign task, The Solar Urban Design, in which they worked to optimize solar gains of high-risebuildings in both winter and summer months within Energy3D as a part of their engineeringscience classroom. Energy3D is a Computer-Aided Design (CAD) rich design tool withconstruction and analysis capabilities. As students design in Energy3D, a log of all of theirdesign actions and results from analyses are logged. In addition, students took reflective noteswithin Energy3D during and after designing. We computed percentile ranks for the students’design performance for each of the required design elements (i.e. high rise 1 and high rise 2) foreach of the required
Conference Session
Assessment Strategies in Mechanics
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Ning Fang, Utah State University
Tagged Divisions
Mechanics
) are related to mathematics and equations; two items (Nos. 31 and 30) are related toabstract vs. concrete thinking; one item (No. 9) is about problem solving in different contexts;and one item (No. 20) deals with reflection and self-regulated learning. These research findingsas well as their implications and significance are discussed.IntroductionEngineering Dynamics is a foundational, sophomore-year, required course in manyundergraduate engineering programs, such as mechanical, aerospace, civil, and environmentalengineering. Built directly upon college-level physics mechanics and engineering staticscourses, Engineering Dynamics involves numerous fundamental physics mechanics concepts, forexample, Newton’s second law, the principle of work and
Conference Session
Mechanical Engineering Technical Session: Labs & Projects - New Opportunities
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Khalifa H. Harib, United Arab Emirates University; Sangarappillai Sivaloganathan, United Arab Emirates University; Rihab Kamal M. Hamza, United Arab Emirates University; Muthanna Ahmed Aziz, United Arab Emirates University
Tagged Divisions
Mechanical Engineering
distinguishes and connects the current or actual level ofdevelopment of the learner and the next level attainable through the use of tools and facilitationby a capable adult. The authors believe that this area has to be considered carefully in thecurriculum development so that the students’ initial reluctance and hesitation are designed out.They decided to adopt a hybrid model adopting and mixing Instructivism and Constructivism.Instructivism in this context places emphasis on the educator in control of what is to be learnedand how it is to be learned, and the learner is the passive recipient of knowledge whileconstructivism emphasizes that people construct their own understanding and knowledge ofthe world through experiencing things and reflecting on
Conference Session
Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Elise Barrella P.E., Wake Forest University ; Mary Katherine Watson, The Citadel; Justyn Daniel Girdner, James Madison University; Robin Dawn Anderson, James Madison University
Tagged Divisions
Civil Engineering
validate a sustainable design rubric to bothscaffold student application of sustainable design principles, as well as provide a tool to capturestudents’ sustainable design skills. Adapting Benson’s Model for construct validation, the first(substantive) stage included producing a set of cross-disciplinary sustainable design principlesthrough review of literature, published rating systems, and reflections from professionals.Currently, we are engaged in the structural and external stages to complete validation of theSustainable Design Rubric. In particular, we are piloting application of the rubric as a formativedesign tool in capstone design courses at various institutions to compare intercorrelationsbetween rubric items and expected performance