Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Seema C Shah-Fairbank P.E., California State Polytechnic University, Pomona; Paul R Hottinger, California State Polytechnic University, Pomona; Shonn Haren, Cal Poly Pomona

those skills, such asinformation literacy and written communication, into a water resources course in the College ofEngineering at California State Polytechnic University, Pomona (Cal Poly Pomona). We willdescribe a process in which students developed skills in information literacy and writtencommunication that supported the engineering outcomes associated with ethics and professionalresponsibility. Prior to Fall Semester 2019, students taking this course were required to write apaper regarding a water resources catastrophe. Apart from a prompt that asked them to provide acritical evaluation of a specific failure and to support their position through peer-reviewedsources and other relevant sources, no further course time or additional resources

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Natalie Schaal, Loyola Marymount University; Meredith Jane Richter, Loyola Marymount University; Christian Tiong-Smith, Loyola Marymount University

Tagged Topics

Diversity

Engineering. At LMU, her main research areas are divided along two avenues: (1) numerical simulations of earthquake source physics, which relates to her graduate work, and (2) developing, imple- menting, and assessing the effectiveness of educational interventions that support student persistence in STEM.Ms. Meredith Jane Richter, Loyola Marymount University Meredith Richter is a mechanical engineering undergraduate student at Loyola Marymount University in Los Angeles, CA. She is interested in peer-mentoring research because she is a female engineer striving to change the stigma and demographic makeup of STEM disciplines. She is currently involved in her senior design project, which focuses on using additive manufacturing

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Liya Grace Ni, California Baptist University; Larry W. Clement P.E., California Baptist University; Ilyoul Lee, California Baptist University

topics were covered through lectures, mostly following the sequence in thetextbook10: Main Topics Overview of IoT Design Principles Architectural Layers Internet Principles Prototyping Embedded Devices Item Identification Prototyping Online Components Ethics related to IoT Student performance was assessed with quizzes, lab projects, and final exam.Considering students’ limited English writing skills

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Hadil Mustafa, California State University, Chico

assessment). with a range of audiences 20% c) Oral presentation (individual assessment). demonstration, 10% oral presentation) Milestone 4:  Meet objectives 20% (15% report, a) Project write-up (group assessment).  Create a collaborative and 5% peer b) Peer evaluation (individual assessment). inclusive environment evaluation)Part 2: RubricsAll groups were required to demonstrate their working project at the end of the semester.Students and participating faculty

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Saharnaz Baghdadchi, University of California, San Diego; Rachel Bristol, University of California San Diego; Leah Klement, UC San Diego; Paul Andreas Hadjipieris; Sheena Ghanbari Serslev, University of California San Diego ; Carolyn L Sandoval, University of California, San Diego

fosteringincreased critical thinking abilities in engineering students.14–17 In one study, an inquiry-basedlearning framework led to improved analytical skills and an improved ability of students tosituate their knowledge in social contexts.18 In another study, problem-based learning, combinedwith reflective writing, was found to be effective in improving several elements of students’critical thinking skills.19 Additional studies have examined the effect of explicitly teachingcritical thinking skills in undergraduate courses.20–22 Active learning techniques developedspecifically to target higher-order thinking skills can provide some of the benefits of problem-based learning with a lower time commitment.16Flipped classrooms in engineeringWhen designing a

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Tina Smilkstein, Cal Poly San Luis Obispo

Tagged Topics

Diversity

and in the same way peer pressure kept them from acting in the first place, theyare more likely to follow and assist now that the dam’s been broken.Another term to mention is pluralistic ignorance. If a large group is not reacting to something, anindividual will often stay quiet assuming that, since no-one else is saying anything, their opinionmust be in the minority and/or wrong. Maybe every person in the room agrees that somethingshould be done but if no individual stands up and says something, silence is consent and they allfeel that they are alone. In class, everyone might be lost but if no-one asks a question, then eachindividual assumes they are the only one that doesn’t understand.The school requires us to take intervention training

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Tina Smilkstein, Cal Poly San Luis Obispo; Jissell Christine Jose, California Polytechnic University San Luis Obispo; Vicente Jesus Rios; Maria Cortelyou Pieroni, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Project is to keep present students invested in a welcoming environment andmake sure new students feel welcomed and know that they are expected to welcome others.Though it was a minor event, we put a put a 6-foot sheet of poster paper out before a new studentevent and asked present students to write messages welcoming the new students. We made itclear that the poster was a Diversity Project Poster and there were many messages of support toALL new students. We felt that just writing that on a poster reminded the present students to begood classmates as well keeping them invested in providing a welcoming environment to thenew students and each other. We displayed the poster for the new students and we noticed sometaking note.Since we are techies we

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Heather Marriott, Embry-Riddle Aeronautical University, Prescott

results in active participationduring the lecture with students seeing results in real time. In addition to working in parallelduring the lecture phase, immediately following the lecture the students try in-class exercisesdesigned to reinforce the concepts from the lecture. The hands-on in-class exercises havereceived very positive feedback from the students. Often the material seems to make sense whileI’m lecturing and giving examples, but when the students have to write the code themselves, theyoften realize they do not know the material as well as they thought they did. Students can askquestions and get one on one help during the in-class exercise portion of the class. The greatestimpact of the in-class exercises is a higher level of retention

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Angelique Bonilla; Daniel Charles Jones, California Polytechnic State University; Amanda Krysl; John S Seng, Cal Poly State University, San Luis Obispo

Tagged Topics

Diversity

indevelopment, then this limits student learning. This is a common problem with long termundergraduate projects and one that is not unique to the Herbie project.We present this work not as a solution to the problem of student project knowledge transfer, butas a case study in documenting the development of our particular robot. In order to get theplatform working, the initial 18 months of development was done by the primary faculty advisor.Initial development included selection of computing hardware, selection of mechanicalcomponents, and writing software. This is not ideal in terms of student learning, but the goalwas to get the platform functioning to a base level and then to have students develop modularprojects that enhance the functionality and

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Wayne Pilkington, Cal Poly State University San Luis Obispo

the seven principles ofgood feedback practice7. The quizzes 1) helped clarify what a good performance was, 2)facilitated the development of self-assessment (reflection) in learning, 3) delivered high qualityinformation to student about their learning, 4) encouraged teacher and peer dialogue aroundlearning, and 5) provided information that we could use to modify our teaching. The studioformat and flipped nature of the course were key to supporting these basic feedback principles.Experiment ResultsThe most significant effect of the latest method of flexible assessment was seen in its impact onthe final overall course grade and one of the final exams. Table 2 shows the lab and lecture finalexam averages from the previous (Spring & Fall 2018