Displaying results 1 - 30 of 1089 in total
- Conference Session
- NSF Grantees: Student Learning 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer A. Turns, University of Washington; Kenya Z. Mejia, University of Washington; Cynthia J. Atman, University of Washington
- Tagged Topics
- NSF Grantees Poster Session
Paper ID #30845Reflection in Engineering Education: Advancing ConversationsDr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education.Kenya Z. Mejia, University of Washington Kenya Z. Mejia is a second year PhD
- Conference Session
- NSF Grantees: Faculty Development 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Heather Dillon, University of Portland; Valerie J. Peterson, University of Portland; Carolyn McCaffrey James, University of Portland; Stephanie Anne Salomone, University of Portland; Tara E. Prestholdt; Eric Anctil, University of Portland
- Tagged Topics
- NSF Grantees Poster Session
the author of many books and articles on education. His work broadly centers on K-20 education and the nexus of media, technology, humans, and society. c American Society for Engineering Education, 2020 Reflective Faculty Peer Observation in EngineeringAbstractIt is now widely held that student evaluations of teaching provide an insufficient measure ofteaching effectiveness, particularly when they are the only metric used. One alternative measureis faculty peer observation. We have developed a novel faculty peer observation protocol focusedon self-reflection and formative feedback for STEM faculty. Engineering faculty have found theprotocol helpful and used the method to expand professional networks
- Conference Session
- Design Mental Frameworks
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Corey T. Schimpf, Concord Consortium; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Charles Xie
- Tagged Divisions
- Design in Engineering Education
Engineering Education from Purdue University.Dr. Charles Xie c American Society for Engineering Education, 2020 Reflection in Time: Using Data Visualization to Identify Student Reflection Modes in DesignAbstract: In design, reflection is a central practice that helps designers evaluate past strategies,synthesis knowledge they’ve gained and plan future actions. For novice designers, developingreflection abilities may be particularly important as it may both help them develop this specificability and more broadly develop their design thinking abilities. However, the design process isfluid with distinct design stages that may happen in varying order and repeat or cycle in asequence unique to the
- Conference Session
- Designing and Implementing Leadership Development Experiences for Engineering Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- John Donald, University of Guelph; Paul C. Hungler, Queen's University; Kaitlyn Brant, Queen's University ; Stephanie Diane Shaw, University of Guelph
- Tagged Divisions
- Engineering Leadership Development
Paper ID #28554Using a Structured Approach to Reflective Journaling in EngineeringLeadership DevelopmentDr. John Donald P.Eng., University of Guelph John Donald, Ph.D., P.Eng., is an Associate professor at the University of Guelph with over 25 years experience in leadership roles in engineering consulting and post-secondary education. A past President (2017-18) of the Canadian Engineering Education Association (www.ceea-aceg.ca), John is focused on excellence in engineering teaching practice, engineering leadership development and engineering design practice.Dr. Paul C Hungler, Queen’s University Dr. Paul Hungler is an
- Conference Session
- Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sharon Miller, Indiana University Purdue University, Indianapolis; Steven Higbee, Indiana University Purdue University, Indianapolis; Joseph M. Wallace, Indiana University Purdue University, Indianapolis; John H. Schild, Indiana University Purdue University, Indianapolis; Julie Y. Ji
- Tagged Divisions
- Biomedical Engineering
Paper ID #28879Work in Progress: Embedded Ethical Inquiry and Reflection in aBiomedical Engineering CurriculumDr. Sharon Miller, Indiana University Purdue University Indianapolis Dr. Miller is the Undergraduate Program Director and Clinical Associate Professor of Biomedical Engi- neering at Indiana University Purdue University Indianapolis (IUPUI). After earning her BS in Materials Science and Engineering from Purdue University (West Lafayette), she earned her MS and PhD degrees at the University of Michigan (Ann Arbor). Her current roles include teaching, assisting in program assess- ment, student advising, and helping
- Conference Session
- NSF Grantees: Student Learning 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Patti Wojahn, New Mexico State University; Germain Degardin, Southwest Outreach Academic Research (SOAR) Center; Muhammad Dawood, New Mexico State University; Melissa J. Guynn, New Mexico State University; Rachel Boren, New Mexico State University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Paper ID #28632Increasing Metacognitive Awareness through Reflective Writing:Optimizing Learning in EngineeringDr. Patti Wojahn, New Mexico State University As past Writing Program Administrator and current Interdisciplinary Studies Department Head, I have worked closely with academic departments interested in supporting the writing, communication, and aca- demic abilities of students. For many years, I worked with Integrated Learning Communities for at-risk, entry-level engineering majors, overseeing development and use of a curriculum adapted specifically for this group. I continue to analyze data from research studies
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Catherine Marie Hamel, University of Maryland; W. Ethan Eagle, University of Maryland
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jes Barron, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; John J. Case, U.S. Military Academy; John Andrew Kearby, U.S. Military Academy
- Tagged Divisions
- Educational Research and Methods
Paper ID #29422The Napkin Sketch Pilot Study: A minute-paper reflection in pictorial formCapt. Jes Barron, U.S. Military Academy Jes Barron is an Instructor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, New York. He holds a Bachelor of Science degree in Civil Engineering from West Point (2009), a Master of Business Administration from Oklahoma State University (2015), and a Master of Science degree in Underground Construction and Tunnel Engineering from Colorado School of Mines (2018). He is a licensed professional engineer in the state of Texas. His research
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University
- Tagged Divisions
- Educational Research and Methods, Ocean and Marine
students 71.4% 50.8% NA 46.5% 57.0%Classes with 50 or more students 12.5% 20.1% NA 1.5% 0.0%4-year graduation rate 40% 32% 3% 85% n/a6-year graduation rate 76% 64% 37% 90% n/aAcknowledgementsThe authors acknowledge the support provided by the National Science Foundation throughgrant NSF 1820888 and 1821439. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesCheville, RA., 2019, “Pipeline
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sabrine Griffith, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Eleanor Byrnes, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
into circuits and communication links. c American Society for Engineering Education, 2020 Measurement of the Effect of Interactive Questions in Lab Manuals on LearningAbstract -- This research paper will describe the results of an experiment in which two groups ofstudents in a laboratory class received different web-based lab manuals featuring interactivequestions, the treatment with many more interactive questions than the control. The hypothesiswas that asking students more questions would cause the students to reflect on the task at hand,which would in turn increase learning. This study was motivated by work on experientiallearning, particularly Kolb’s Experiential Learning Cycle, which suggests that
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Kenya Mejia, University of Washington; Jennifer A. Turns, University of Washington; Wendy Roldan, University of Washington
- Tagged Divisions
- Educational Research and Methods
Paper ID #30869Four Complications in Designing a Validated Survey to Gather Informationon Student Reactions to Reflection ActivitiesKenya Mejia, University of Washington Kenya Z. Mejia is a second year PhD student at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Dr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ephraim Zegeye, Liberty University; Tom Eldredge, Liberty University
- Tagged Divisions
- Educational Research and Methods
. The typical number of problems the students wereasked to solve in both the mid and final exams were either three or four. Each of these problemshave a similar guide. Prior to the exams or during the exams, students were not instructed to gothrough the guides. During the final exam, students were asked to respond to the following twoopen-ended questions, and their reflection on the questions were assessed. 1. Do you normally go through the guide and the grading criteria included next to each problem before attempting the problem? 2. Write the advantages and disadvantages of including such a guide and grading criteria for each problem. The figure shows an aluminum and a steel rod that are fixed at the base and support a
- Conference Session
- Promoting Communication Skills
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Gabrielle Orbaek White, Swansea University ; Patricia Xavier, Swansea University; Catherine Groves, Swansea University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
embed social, political and economic context intoengineering education, particularly in engineering for sustainable community development, sothat engineers better understand the wider impacts that can result from their interventions. Onesuch method is the integration of reflective exercises within engineering course work.This paper traces the adoption of critical reflection as a core pedagogical strategy in anengineering management program focused on sustainable international development within oneUK university. Critical reflection, which stems from a critical scholarly tradition, asks us toquestion our assumptions, recognize the role that power plays in shaping our social reality, anduse reason to advance our emancipatory thinking and
- Conference Session
- Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jeffrey Lloyd Hieb, University of Louisville; Campbell R. Bego, University of Louisville
- Tagged Divisions
- Mathematics
through controlled implementations of evidence-based practices in the classroom. Dr. Bego has an undergraduate Mechanical Engineering degree from Columbia University, a Professional Engineering license in the state of NY, and a doctorate in Cognitive Science. American c Society for Engineering Education, 2020 Turning the Tables on Partial Credit: Computer Aided Exam with Student Reflection for Partial Credit (CAESR4PC)AbstractThis full-length research paper describes a new type of exam, the Computer Assisted Exam withStudent Reflection for Partial Credit (CAESR4PC). CAESR4PC combines the automatic gradingof computer
- Conference Session
- Assessing Ethics Learning
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Florida; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder; Nathan E. Canney
- Tagged Divisions
- Engineering Ethics
Paper ID #31238Variations in Reflections as a Method for Teaching and Assessment ofEngineering EthicsDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning
- Conference Session
- Technical Courses and Liberal Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Dianne Grayce Hendricks, University of Washington
- Tagged Divisions
- Liberal Education/Engineering & Society
with disabilities. She also leads STEM outreach activities for the UW community and local K-12 students involving toy adaptation for children with disabilities. Di- anne holds a PhD in Genetics from Duke University, and BS in Molecular Biology and BA in Psychology from the University of Texas at Austin. American c Society for Engineering Education, 2020 Reflection to Promote Development of Presentation Skills in a Technical Communication Course (Classroom Application)IntroductionIn this Classroom Application, we document our implementation of reflection to help studentsgain confidence and improve their
- Conference Session
- New Engineering Educators 2: Success In and Out of the Classroom
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Elizabeth Payne Tofte, South Dakota State University; Albena Yuliyanova Yordanova, South Dakota State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
Paper ID #31697Writing Good Reflection Questions: Testing Brookfield’s criticalincident questionnaires effectiveness in improving student learningDr. Elizabeth Payne Tofte, South Dakota State University Education: PhD, University of Edinburgh, Scotland. I am currently an Assistant Professor of Landscape Architecture for the School of Design at South Dakota State University, specializing in Scholarship of Teaching and Learning in interdisciplinary learning environments.Dr. Albena Yuliyanova Yordanova, South Dakota State University Education: University of Northern Iowa, Cedar Falls, Iowa; Doctor of Technology with emphasis in
- Conference Session
- NSF Grantees: Student Learning 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Nan Jiang
- Tagged Topics
- NSF Grantees Poster Session
Paper ID #28590Assessment of Reflective and Metacognitive Practices for Electrical andComputer Engineering UndergraduatesDr. Samuel J Dickerson, University of Pittsburgh Dr. Samuel Dickerson is an assistant professor at the University of Pittsburgh Swanson School of Engi- neering. His general research interests lie in the area of electronics, circuits and embedded systems and in particular, technologies in those areas that have biomedical applications. He has expertise in the design and simulation of mixed-signal integrated circuits and systems that incorporate the use of both digital and analog electronics, as well as
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
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- 2020 ASEE Virtual Annual Conference Content Access
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- Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
monitoring, design optimization, and historic struc- tures. He is also interested in the history of engineering and integrating the liberal arts into engineering education. c American Society for Engineering Education, 2020 Closing the Homework Feedback Loop using Dual-Submission- with-Reflection Homework MethodologyAbstractHomework in engineering courses serves many purposes critical to student learning and success.For the students, homework provides an opportunity for concept and procedural practice withfeedback and correction, as well as support for the development and refinement of engineeringmental models. For the instructor, homework supplies insight on student progress
- Conference Session
- Study Abroad Experiences Intl Div Tech Session 9
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Matthew Korey, Purdue University; Caitlyn M. Clarkson, Purdue University; Kali D Frost, Purdue University; Joseph Andler, Purdue University; Congying Wang, Purdue University; Melissa S. Reeves, Tuskegee University; Carol A. Handwerker, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- International
Paper ID #30333Critical Incident Assessment as a Tool to Reflect on Student’s EmotionalResponse During International ExperiencesMr. Matthew Korey, Purdue University Matthew Korey received his B.S. in Biomedical Engineering at Ohio State University (2011) where he studied the toxicity of various chemical compounds on hepatocytic cells. Matthew then joined the re- search groups of Dr. Jeffrey Youngblood and Dr. John Howarter at Purdue University in 2015 where he specialized in building a more robust understanding of sustainability in plastics through considering the full lifecycle of a product. For his work at Purdue
- Conference Session
- Professional Development for Graduate Students
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michael A. Matthews P.E., University of South Carolina; Gina M. Kunz, University of South Carolina; Kevin Brock, University of South Carolina; Darin Freeburg, University of South Carolina
- Tagged Divisions
- Graduate Studies
thinking skills of participants. We havegathered preliminary results based on a pre-post self-assessment of the information literacycourse (Course 1) and the writing course (Course 2). Students provided self-assessment of CTskills at the beginning of the course (pre-course assessment), and at the end of the course (post-course assessment). Students also provided a retrospective pre-test score, where they were askedto self-assess CT skills by reflecting back on their level of skill prior to taking the course.Students in Course 2 provided self-assessment of CT skills at the end of the course through aretrospective pre-test and a post-test. Matched sample T-tests were conducted to determinewhether there was a difference in students’ post-test skill
- Conference Session
- Materials Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Stephen J. Krause, Arizona State University; Sarah Hoyt, Arizona State University
- Tagged Divisions
- Materials
Paper ID #29682Enhancing Instruction by Uncovering Instructor Blind Spots from MuddiestPoint Reflections in Introductory Materials ClassesProf. Stephen J Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept
- Conference Session
- ENT Division Technical Session: First-year Experiences
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- 2020 ASEE Virtual Annual Conference Content Access
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- Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University
- Tagged Divisions
- Entrepreneurship & Engineering Innovation, First-Year Programs
Paper ID #28530First-Year Engineering Students’ Interpretation of Curiosity in theEntrepreneurial Mindset Through Reflective PracticeCourtney A. LeMasney, Rowan University Courtney LeMasney is a second-year undergraduate at Rowan University pursuing a B.S. in Chemical En- gineering. During her time there, she has been awarded the Kupersmith and John D Cook III scholarship awards, and has expressed increased interest in fire protection and materials engineering.Hayley M. Shuster, Rowan University Hayley Shuster is a sophomore engineering student pursuing a B.S. in Electrical and Computer Engineer- ing at Rowan University. She
Fostering Reflective Habits and Skills in Graduate Engineering Education via the Arts and Humanities
- Conference Session
- Multidisciplinary Endeavors: Engineering and Liberal Arts
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ryan C. Campbell, Texas Tech University; Danny D. Reible, Texas Tech University; Roman Taraban, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Chongzheng Na, Texas Tech University
- Tagged Divisions
- Multidisciplinary Engineering
Paper ID #31562Fostering Reflective Habits and Skills in Graduate Engineering Educationvia the Arts and HumanitiesDr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Ryan is now a Postdoctoral Research Associate at Texas Tech University. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering education, arts & humanities in engineering, interdisciplinary
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrew Maxson, The Ohio State University; David L. Tomasko, The Ohio State University
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Yu Xia, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Dawn McFadden, Pennsylvania State University
- Tagged Divisions
- Chemical Engineering
disconnect, we focused an in-depth analysis on discovering how students understood “teamwork” and their teamworkexperience in this course.RQ2: What are the major themes senior engineering students report about their teamworkexperiences in those capstone design projects? To understand what stood out to students in their teamwork processes, we iterativelyopen-coded their responses to the question of “What is the importance of working on a team forthis project?” The themes in student responses that reflected the importance of working on ateam included team coordination, simulation to real world, necessity, and the challenges (seeTable 3). Team coordination included communication, individual responsibility, efficiency,strengths and
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Bradley Cicciarelli, Louisiana Tech University; Eric A. Sherer, Louisiana Tech University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Elif Miskioglu, Bucknell University; Nicholas Tymvios, Bucknell University; Eliana Christou, University of North Carolina at Charlotte; Benjamin B Wheatley, Bucknell University
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sheima J. Khatib, Texas Tech University; Roman Taraban, Texas Tech University; William D Lawson P.E., Ph.D., Texas Tech University
- Tagged Divisions
- Chemical Engineering
Paper ID #29382Student Confidence and Metacognitive Reflection with Correlations toExam Performance in a FE Review Course in Chemical EngineeringSheima J. Khatib, Texas Tech University Sheima J. Khatib is an Assistant Professor in the Department of Chemical Engineering at Texas Tech University. She received her Ph.D. in Chemistry in the area of heterogeneous catalysis from the Au- tonomous University of Madrid. Apart from her interests in chemical engineering and finding sustainable paths for production of fuels and chemicals (for we she has received several grants including the NSF CAREER award), she is passionate
- Conference Session
- Pre-college Engineering Education Division Technical Session 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Zachary Minken, Arcadia University; Augusto Z. Macalalag Jr., Arcadia University; Najah Naylor
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #28966What will you do to help elementary students who struggle in theengineering design process? Analysis of teachers’ reflections.(Fundamental)Mr. Zachary Minken, Arcadia University Mr. Zachary Minken, High School Science Teacher, teaches Biology and Chemistry to 10th - 12th grade students. He is the Lead Coach of the School of the Future Robotics Team, which is a rookie team participating in the FIRST Tech Challenge. During the summer months, he is the Director of the iD Tech Camp based at the University of Pennsylvania, a summer program designed to teach students ages 7-17 about programming, physical