Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University; Warren Waggenspack, Louisiana State University; Lillian B Bowles, Louisiana State University; Jennifer Farrell, Louisiana State University; David Bowles, Louisiana State University

Tagged Divisions

Educational Research and Methods

, and Red Rock Review. Page 13.709.1© American Society for Engineering Education, 2008 Implementing Informal Writing Assignments and a Written Feedback and Revision Loop to Enhance Learning in Engineering CoursesAbstractSeveral studies have shown that two methods enhance student learning in courses requiring writtenassignments. The first, informal writing, is an exercise that encourages students to “think on paper” (orperhaps more often, “think on a screen”). Fundamental to this exercise is learning to record observations,interpret data, and document the solutions to problems. The

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Kejun Xu, University of Washington; Matt Eliot, University of Washington

Tagged Divisions

Educational Research and Methods

her/hispreparedness for professional engineering practice, 2) artifacts representing aspects of theexperience, and 3) annotations of the artifacts that discuss the relevance of the artifact (and therelated learning experience) to the claims about preparedness for engineering practice made inthe professional statement.Annotations are particularly interesting because they represent a key to an effective overallportfolio and also potentially significant activity from an educational perspective. This paperaddresses three issues associated with effectiveness: the idea of whether there is a singularnotion of an effective annotation, the issue of what counts as an effective portfolio annotation,and the extent to which students can write effective

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven

Tagged Divisions

Educational Research and Methods

AC 2008-2439: HOW ACCURATE IS STUDENTS’ SELF-ASSESSMENT OFCOMPUTER SKILLS?Michael Collura, University of New HavenSamuel Daniels, University of New Haven Page 13.671.1© American Society for Engineering Education, 2008 How Accurate is Students’ Self-Assessment of Computer Skills? AbstractSelf-evaluation by students is commonly used as a key element in program and courseassessment plans. Such instruments are intended to provide crucial feedback for programimprovement and thus play a significant role in closing our assessment loop. For many of theprogram outcomes, self-assessment by current students and graduates augments other

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris C. Martin, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

on problem-solving, diagrammatic reasoning, and on the socio-cognitive aspects of the flipped and blended learning environments.Dr. Wendy C. Newstetter, Georgia Institute of Technology Dr Wendy C. Newstetter is the Assistant Dean for Educational Research and Innovation in the College of Engineering at Georgia Tech. c American Society for Engineering Education, 2019 Is Optimal Distinctiveness Theory Useful for Increasing Belonging in Educational Settings?AbstractOptimal distinctiveness theory (ODT), a psychological theory about fundamental needs,postulates that people seek to balance personal uniqueness with interpersonal similarity. Wesought to leverage ODT to

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

John Gardner, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University; Amy Moll, Boise State University

Tagged Divisions

Educational Research and Methods

programs(institutionalization) that must be captured in any model is the temporal aspect of engagingfaculty and administration. Consistency in message over time builds confidence in facultymembers that early results were not a fluke. Likewise, administrators are likely to look askanceat a single report or result simply because their experience tells them that faculty are slow toadopt new methods and procedures.Another element touched on by the Foundation model and the UWM model described byHaglund is the necessity for iteration. Haglund suggests that the continuous review philosophy ofABET 2000 and the iterative nature of the engineering design process be applied to curriculumimprovement. We found it helpful to apply an even more fundamental

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

Paper ID #12976Improving Students’ Technical Writing Skills: Abstracts in Introductory SolidMechanicsKai Jun Chew, Stanford University Designing Education Lab Kai Jun (KJ) Chew is a second year Master student majoring in Mechanical Engineering at Stanford University. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical Engineering at the University of Southern California (USC). Though he did not have a specific concentration at his undergraduate level, he is interested in working in the field of solid mechanics and engineering education. He has been working on improving students’ technical

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Paper ID #7438Using Writing to Link Procedures and Concepts in StaticsMr. Chris Venters, Virginia Tech Chris Venters is a Ph.D. candidate in engineering education at Virginia Tech. His primary research in- terests involve studying conceptual understanding among students in early undergraduate engineering courses. He received his B.S. in aerospace engineering from North Carolina State University and his M.S. in aerospace engineering from Virginia Tech.Dr. Lisa DuPree McNair, Virginia Tech Lisa DuPree McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Thomas, University of Nebraska - Lincoln; Nicole M. Colston, Oklahoma State University; Tyler Ley P.E., Oklahoma State University; Beverly DeVore-Wedding, University of Nebraska - Lincoln; Leslie R. Hawley, University of Nebraska - Lincoln; Juliana Utley, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

records of children’s conceptionswould help us derive theoretical propositions (in the form of an evaluation rubric) aboutchildren’s conceptions of engineering, grounded in the views and language of these participants.Procedure. Student participants were given one legal-sized piece of paper that was divided intothirds (horizontally). Students were asked to “draw an engineer at work” in each frame and toanswer three questions about each illustration: 1) Is the engineer male or female?; 2) How is theengineer using math?; and 3) How is the engineer using science? Finally, students were asked toadd a speech balloon (to show us what the engineer is thinking or saying) and to write a sentenceabout the engineer’s work. Our protocol for the Modified Draw

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

innovations does not take into account the process of people transformingtheir beliefs and values. Beliefs and values are not a product of dissemination; rather individualsrecognize them through experience. Transformative learning theory is specifically focused onunderstanding the process of revealing and challenging beliefs and values that happens with achange in practice. When we try to understand the impact of introducing an educationalinnovation, a more fundamental question that needs to be asked is how have people’s ways ofthinking changed about good educational practice, and not just how much their practice haschanged.The purpose of this paper is to draw on the literature of social and human change with particularfocus on the theories of

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

might be all but one. In this method,students can also choose to work towards the grade they want in order to spend their timeelsewhere (Nilson, 2015). Another instructor might use a mix of traditional grading and pass/failgrading. For example, to earn an A in a course, a student may have to receive an average examscore of 80%. The instructor can also set bars for specific grade levels such as a C resulting fromfailing a peer evaluation. In all of these systems, missing one element on the overall gradechecklist results in a lower grade.As all elements become pass or fail, the specifications for an assignment must be made veryclear. Writing good specifications is a lot like writing good requirements for a project. Just likerequirements in

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Mississippi State University; Phyllis Beck, Mississippi State University; Amy K. Barton, Mississippi State University; Bryan A. Jones, Mississippi State University

Tagged Divisions

Educational Research and Methods

Paper ID #26749A Case Study of Writing to Learn to Program: Codebook Implementationand AnalysisDr. Mahnas Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant professor in the Department of Electrical and Computer Engi- neering at Mississippi State University. Dr. Mohammadi-Aragh investigates the use of digital systems to measure and support engineering education, specifically through learning analytics and the pedagogical uses of digital systems. She also investigates fundamental questions critical to improving undergraduate engineering degree pathways. . She earned her Ph.D. in

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Luanna B. Prevost, Michigan State University; Kevin C. Haudek, Michigan State University; John E. Merrill, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

in large-enrollment courses.A fundamental understanding of thermodynamics is necessary in many STEM disciplineincluding physics, engineering, chemistry and biology, and it is frequently taught in many large-enrollment introductory courses. Students often harbor misconceptions about or have problemsunderstanding thermodynamics 12,13, including the relationship between exothermic, endothermicand spontaneous process and distinguishing between the system and surrounding, which can beuncovered using written assessments 14. In this study, we demonstrate the use of automated textanalytics software to investigate students’ understanding of thermodynamics in an introductorybiology course. We examine the relationship between students’ multiple-choice

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2012-4530: USING WRITING ASSIGNMENTS TO IMPROVE CON-CEPTUAL UNDERSTANDING IN STATICS: RESULTS FROM A PILOTSTUDYMr. Chris Venters, Virginia Tech Chris Venters is a Ph.D. candidate in engineering education at Virginia Tech. His primary research in- terests involve studying conceptual understanding among students in early undergraduate engineering courses. He received his B.S. in aerospace engineering from North Carolina State University and his M.S. in aerospace engineering from Virginia Tech.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head for Graduate Education and co-directs the

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Gary Lichtenstein, Stanford University; Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Colorado School of Mines; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

AC 2007-1234: SHOULD I STAY OR SHOULD I GO? ENGINEERING STUDENTS'PERSISTENCE IS BASED ON LITTLE EXPERIENCE OR DATAGary Lichtenstein, Stanford University Gary Lichtenstein, Ed.D., is a Consulting Associate Professor of Engineering at Stanford University, specializing in quantitative and qualitative research methods. His areas of intellectual interest include engineering education, community-based research, and education evaluation and policy. His extensive teaching experience includes courses on qualitative research methods (for graduate students), and on writing and critical thinking (for students ranging from high school to professionals). He lives in southeast Utah. He can be contacted at

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Paper ID #15524Disciplinary Specificity in Engineering Communication: Rhetorical Instruc-tion in an Undergraduate Engineering Research ClassDr. Jessie Stickgold-Sarah, Massachusetts Institute of Technology Jessie Stickgold-Sarah received a joint B.S. degree in electrical engineering and computer science, and the Science, Technology & Society program, in 1997 from the Massachusetts Institute of Technology (MIT), and the Ph.D. degree in English and American literature in 2011 from Brandeis University. She is a lecturer in Writing, Rhetoric, and Professional Communication in CMS/W at MIT.Dr. Rebecca Thorndike-Breeze

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

AC 2010-1518: REFINING A CRITICAL THINKING RUBRIC FOR ENGINEERINGPatricia Ralston, University of Louisville Dr. Patricia A. S. Ralston is Chair of the Department of Engineering Fundamentals at the University of Louisville. She holds a joint appointment in Engineering Fundamentals and in Chemical Engineering. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved, with other Speed faculty, in educational research on effective use of Tablet PCs in engineering education and the incorporation of critical thinking in engineering education. Her fields of expertise include process modeling, simulation, and process control.Cathy Bays, University of Louisville

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Dan Budny, University of Pittsburgh; Laura Lund, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

that service learning can be a valuable educational tool for freshman engineers if Page 14.1327.2it is designed to develop the students’ sense of value and direction, teach skills such as teamdynamics and professional communication, and help engage the students in the communitysurrounding their university. A fundamental challenge in developing a successful and rewardingexperience for each student is the identification of appropriate community partners and projects.As freshmen engineers, the skill set of the students is limited; however the tendency is to selectprojects which are clearly marked as engineering-related, often resulting in an

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Cristina Pomales-Garcia, University of Michigan; Yili Liu, University of Michigan; Virginia Soto, University of Michigan

Tagged Divisions

Educational Research and Methods

’ skillsand knowledge will be directed. From the perspective of faculty, Fromm 3 defines a detailed listof characteristics which future engineering graduates should possess to become leaders of theprofession, including a strong foundation in basic sciences, math and engineering fundamentals,the capacity to apply these fundamentals to a variety of problems, among others.The Millennium Project 4 at the University of Michigan is a research laboratory designed for thestudy of the future of the American universities. The mission of this project is to “provide anenvironment in which creative students and faculty can join with colleagues from beyond thecampus to develop and test new paradigms of the university”. The Millennium Project proposessome key

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Morris Girgis, Central State University

Tagged Divisions

Educational Research and Methods

levelsof the taxonomy: fundamental, intermediate and advanced. The incremental growth ofengineering problem-solving skills, as illustrated by the taxonomy and the CPI, is also applicableto other STEM disciplines: science, technology and mathematics. The CPI served as theframework for developing an assessment instrument with measurable outcomes that enablescoring, as well as placing the student at the appropriate level within the taxonomy. Further, asample laboratory assignment is presented to demonstrate the positive impact of hands-onexperiences on the student’s conceptual understanding and problem-solving skills. Initial resultsof a test series given to engineering juniors are reported. These results indicate the effectivenessof the developed

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University

Tagged Divisions

Educational Research and Methods

content, students are expected to write learningobjectives that explain what they will learn, to what level they will learn it, and how they willdemonstrate it. By writing learning objectives, students are taking part in the process ofmetacognition, which helps solidify both content and skills [16]. To give students ideas forobjectives, categories are given to the students from which they can choose. These categories areshown in Appendix A and range from literature review to data collection to conferencepresentations to business models.Bloom’s TaxonomyBecause of the large amount of freedom when writing objectives, Bloom’s 3D Taxonomy ofLearning [17] is used to help provide students with scaffolding. In the first week of class, studentsare taught

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

research question is as follows: How do students’ demographic characteristics (gender and race/ethnicity), math proficiency prior to college, and level of confidence in engineering knowledge and skills (fundamental, communication, teamwork, and leadership skills) influence their graduate school plans in engineering?MethodDesign, Population, and Sample I employed data from the Prototype-to-Production (P2P) study which investigatedcurricular, instructional, and organizational practices and policies as well as the educationalexperiences of engineering alumni, in a nationally representative set of engineering programs.The institutional population was defined as all four-year engineering schools that offer two ormore ABET

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

self-efficacy are well equipped to educate themselveswhen they have to rely on their own initiative. One of the goals of teaching communicationskills is to develop students who feel competent and confident in the use of those skills [13]. Ourstudent survey is designed to measure the extent to which students at our study sites havedeveloped a sense of self-efficacy for communication.The survey lists the sub-skills we have identified, both from the literature and from experience inteaching communication skills, that student must master in order to successfully create anddeliver oral presentations, write, develop and use visual literacy skills, and participate inteamwork. For example, for oral presentations, we asked students about their

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Patrick Terenzini, The Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Matthew Ohland, Purdue Engineering Education; Russell Long, Purdue University

Tagged Divisions

Educational Research and Methods

measures andinstruments to assess student learning has lagged. Indeed, one might reasonably argue that theabsence of rigorous designs and instruments may well be a major obstacle to engineering'sefforts to improve and be responsibly accountable.Currently, only one standardized, nationally normed instrument exists to assess learning inengineering. The Fundamentals of Engineering (FE) examination is used in licensing engineersthroughout the U.S. The National Council of Examiners for Engineering and Surveying(NCEES), a national non-profit organization representing engineering and surveying licensingboards in all U.S. states and territories, develops, scores, and administers the FE examination(see http://www.ncees.org/). A central element in the first

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

Tagged Divisions

Educational Research and Methods

writing, public speaking,communication, team work, and the other topics required by modern industries. Capstone designcourse or course sequences are offering a common way that the engineering programs meet thesecriteria, being key elements in engineering and engineering technology undergraduate programs.Students usually engage in these course subjects near the beginning of their senior year. Thesenior capstone design projects course has several objectives. One objective is to enable studentsto integrate theoretical and practical skills gained throughout their lecture and laboratory courses.Another objective requires that senior capstone design experiences build on knowledge gainedfrom earlier courses. The teamwork spirit and associated concepts

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

reading, writing andcomprehension skills, are also fostered. The Logo course content relies on basic knowledge of a2-D set of axes, elementary concepts from trigonometry and Euclidian geometry as well asalgebra. The underlying pedagogical approach is based on the principles of whole brain thinkingand learning and with emphasis on assisting the students in making the transition from anempirical-inductive thinking pattern to a hypothetical-deductive thinking pattern. Qualitativeanalysis of students' feedback shows that the experiences with Logo, when used in an innovativepedagogical approach, with content and a learning environment that is new to students,contribute to intellectual growth and a sense of achievement.Introduction: LogoLogo was

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

Paper ID #16568The Role of Shared Physical Space in Affording the Creation of Shared Con-ceptual Spaces in Design Project TeamsDr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

Page 24.382.2gap between learning in school and university, and to assist them in developing the mindsetand fundamental skills in preparing and learning to gain the most in the university to be anengineer in the 21st Century. Right at the beginning of the course, to ease students tounderstand engineering and to motivate them to see themselves as future engineers, anengineering overview group assignment was given to them as the first assignment of thesemester. This assignment also aims to support students in developing team working,communication and time management skills.The engineering overview assignment is designed based on Bransford's How People Learn(HPL) framework4 and Bigg's Constructive Alignment5. Students are required to find outwhat

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

software programs). Adam asserted the importanceof fundamental math skills, when he said, “If you cannot do fundamental principles andfundamental analysis –and you need math to do that—then anything that you design, won’t haveany guaranteed properties, [and it] won’t have any desired things that you want.” Manu agreedwith this idea when he said, As far as the fundamentals of like what is physics, what is math, and what are core skill sets…those should be the same; however, there are more resources now that students do need to understand how to use.Another participant, Nathan, commented on the importance of learning how to use technologywhen he said, engineering undergraduates “definitely need to understand computers and

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Andrew Kean, California Polytechnic State University; Gillian Roehrig, University of Minnesota; Jack Patzer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

problems. Writing clear,explicit procedures to a realistic engineering client can also be quite challenging for them.Another important lesson we learned was how to scope the assignment appropriately. We tookseveral portions of the original MEAs out and included them as part of our typical weeklyhomework assignments – this provided feedback to the students on some aspects of the MEAand made the project more manageable. It is also possible to add valuable follow-on activities;for example, after the Catapult MEAis completed we have the students calculate the forces at thepin about which the arm rotates (Newton’s 2nd Law) as well as the impact forces at a stopper pin(angular impulse momentum). Using an actual physical catapult has also proven to be

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Heather Marie Sapp, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

Educational Research and Methods

pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his contributions to the ABET Symposium. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, Phi Kappa Phi, and Upsilon Pi Epsilon.Ms. Heather Marie Sapp, Ohio Northern UniversityMr. David Reeping, Ohio Northern