Displaying results 1 - 30 of 78 in total
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- Ryan Edward Lake, University of Illinois at Urbana - Champaign; Jessica Brooke Altenberg, University of Illinois at Urbana - Champaign; Arin Rzonca, University of Illinois at Urbana-Champaign; Kariem Hashem, University of Illinois; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign
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additional 35 countries, and Enactus-USA now operates as a division of EnactusGlobal. With 317 universities and 5,900+ student participants in the U.S. alone, Enactus-USAremains the largest country operation in the global organization [3]. The Enactus United StatesNational Exposition, a national competition, allows project teams to showcase the collectiveimpact of their community outreach efforts. The winners of these national competitions are theninvited to compete at the Enactus World Cup [4].This research looks at the organization comprehensively from top to bottom. It was hypothesizedthat the context in which each project resides may influence adoption of practices and guidelinesprovided from the upper levels of the organization, creating a
- Conference Session
- Student Division Technical Session 5
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- Matt Jamison Burnett; Michael A Wilson, SUNY Canton; Anthony Filoso, State University of New York, Canton
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Paper ID #31978The Practicality and Scalability of Respooling 3-D printingThermoplastics A Multidisciplinary Research Project by the Canino Schoolof Engineering Technology at SUNY Canton (WIP)Mr. Matt Jamison Burnett, Matt Burnett is a native of the Adirondack Mountains of Northern NY state. Working in paint, video and environmental installation, Burnett’s work explores the history, paradoxes and environmental dilemmas of nature/culture relationships. Burnett is currently a Professor in the Graphic and Multimedia Design Program at the State University of New York Canton. In his ”Sustainability Lecture Series” at Canton
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- Stephen Secules, Florida International University
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Paper ID #28576How to Be a Graduate Student (Before I Forget): A Collection ofExperiential WisdomDr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International Univer- sity. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on engineering and education, including courses on engineering design, systems in society, and learning theories. Stephen’s research interests include equity, culture, and the sociocultural dimensions of engineering
- Conference Session
- Student Division Technical Session 2
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- 2019 ASEE Annual Conference & Exposition
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- Alaa Abdalla, Texas A&M University at Qatar; Rinith Reghunath, Texas A&M University at Qatar; Midhat Javaid Zaidi, Texas A&M University at Qatar; Amy Hodges, Texas A&M University at Qatar
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Paper ID #26150How to Approach Learning: Engineering Students’ Perceptions of Project-based and Problem-based Learning at an International Branch Campus inthe Middle EastMiss Alaa Abdalla, Texas A&M University at Qatar Alaa Abdalla is a mechanical engineering student, class of 2019, at Texas A&M University at Qatar. Besides engineering she enjoys learning theoretical Math and Physics concepts. She pursued a minor in mathematics alongside her bachelor’s degree. She is also actively involved in writing and reading initiatives on campus. Currently, she is working on her undergraduate research thesis that looks at the
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- Student Division Technical Session 4
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- Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University
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engineering (CE), are projected to rise more than 10 percentbetween 2019 to 2029 [3]. Additionally, as vacancies increase, so too does the need for studentswith graduate degrees (master’s and doctoral level) in the field [4]. However, in the United States(U.S.) participation in graduate schools is more commonly from international students. Accordingto the survey by the Computing Research Association in 2019, almost 70% of the master’s degreesin computer sciences and 80% in engineering were awarded to international students [5].Meanwhile, 62% of the Ph.D.’s in computer sciences were awarded to international students,followed by 67% in engineering [5]. Yet, participation of domestic students pursuing graduatedegrees in computing is less than 30% in the
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- Student Division Technical Session 3
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- Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign
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implementation of an infrastructure within an unfamiliarcommunity, whether domestic or international, requires not only an understanding of technicalconcepts and constraints, but also the non-technical factors such as global context, powerdynamics, and culture[2]. This research seeks to demonstrate that community organizing projectsare comparable to engineering service learning projects in that they both involve engaging acommunity towards a common objective, even if it may be a social, political, or environmentalobjective in lieu of infrastructure. The platform of collaboration between the engineering teamand the client community must be built on trust and communication[3]. Without this platform,projects stand little chance of meeting the client
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- Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus
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expertise in mechanical engineeringwas required. Thus, during a departmental faculty meeting two senior professors were selected forhelping the students with technical issues; one professor in the area of thermo-fluidics and the other inmaterials, machine tools and manufacturing. Each one was given one and half (1.5) credit hours of releasetime per semester for mentoring the undergraduate students with their specific technical problems, suchas technical projects and their oral presentations, preparing them for job interviews, writing technicalpapers for publication in journals and conference proceedings, etc. Both the professors maintained awritten document like a log-book or field notes for each mentoring session. These are powerful tools, forthe
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- Student Division Technical Session 3
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- Jeong Hin Chin, University of Michigan; Yuan Gao, University of Michigan; Herbert Li, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan
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Task Division," in Frontiers in EducationConference (FIE), 2010 IEEE, 2010.[13] S. Ingram and A. Parker, "Gender and modes of collaboration in an engineering classroom:A profile of two women on student teams," Journal of business and technical communication,vol. 16, pp. 33-68, 2002.[14] L. A. Meadows and D. Sekaquaptewa, "The influence of gender stereotypes on roleadoption in student teams," in Proc. 120th ASEE Annual Conf. Exposition, 2013.[15] L. K. Michaelsen and M. Sweet, "The essential elements of team-based learning," Newdirections for teaching and learning, vol. 2008, pp. 7-27, 2008.[16] K. L. Tonso, "The impact of cultural norms on women," Journal of Engineering Education,vol. 85, pp. 217-225, 1996.[17] L. E. Willcoxson, ““It’s not
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- Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University; Gordon D. Hoople, University of San Diego
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technical and non-technical (i.e. social,economic, cultural, political, etc.) factors that are simultaneously connected with one another [1].In order for engineering students to be prepared to solve the challenges and problems in aconstantly changing world, they must learn how to think in a sociotechnical way [2, 3].However, current engineering curricula fail to prepare students to problem solve in this mannerand instead mainly focus on the technical content [4-6].One area that is suitable for a sociotechnical approach is energy education. Energy inengineering education is usually taught in foundational courses, such as Thermodynamics orCircuits, where problem solving is narrowly structured around the technical aspects [7, 8]. Eachengineering and
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- Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak
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research faculty with experience in clinical translation.3. Methods3.1 Course overview and study design At the University of Pittsburgh, a course entitled “Controlled Drug Delivery” is offered as a cross-discipline (bioengineering and chemical engineering), upper-division elective for undergraduate students, and an engineering elective for bioengineering graduate students. Upon completing the course, the student should be able to (1) state the constraints on material properties posed by the physiological environment; (2) use the fundamentals of polymers, diffusion, degradation, modeling and pharmacokinetics to solve problems specific to controlled drug delivery; and (3) demonstrate ability to search and summarize
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- Student Division Technical Session 3
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- Karina Sylvia Sobieraj, Ohio State University; Rachel Louis Kajfez, Ohio State University
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curricula effectively. Mentorship programs can rely on this basestructure to give students the options and resources to find a mentor that is best suited for theiracademic and research needs.References[1] D. Lopatto, “The Essential Features of Undergraduate Research Faculty Responses,” Counc. Undergrad. Res. Q., no. March, pp. 139–142, 2003.[2] “Mentoring Workshop Series - CEAT - Session 2 - Reading_1996.” .[3] L. Benson et al., “Assessing students’ researcher identity and epistemic cognition,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017.[4] J. K. Petrella and A. P. Jung, “2_Research 2008_Benefits,” vol. 1, no. 3, pp. 91–95.[5] T. D. Allen, L. T. Eby, and E. Lentz, “Mentorship behaviors and mentorship quality
Gender Differences in Students’ Team Expectations and Experiences in Introductory Team-based Courses
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- Student Division Technical Session 3
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- Margaret Carroll; James A. Coller, University of Michigan; Laura K. Alford, University of Michigan; Roxanne Pinsky, University of Michigan; Charles William Schertzing, University of Michigan; Julia T. Toye, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan; Sangam Munsiff, University of Michigan
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support tool hosted by our institution and is approvedby our Institutional Review Board (IRB) [HUM# 00135376]. The data set is from two semestersof a team-based, project-based introductory engineering course with a total of 118 studentresponses analyzed (N = 118).Introduction and MotivationThere are many examples in the engineering education literature of teamwork being particularlyfraught for women. Specifically, women sometimes end up completing less technical work andmore project management work [1, 2, 3]; they are sometimes spoken over in conversations [4, 5];and they are sometimes evaluated by themselves and their peers according to different standardsthan their peers who are men [6, 7, 8, 9]. All these examples led us to examine how
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- Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo
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each session, theUnlearning Series student team compiled a list of DEI topics relevant to the built environment bydrawing on their own prior knowledge and participant surveys from past SDEI events. Next, theteam researched each topic through the lens of planners, designers, and builders by seeking outproject case studies and stories of notable individuals in the repositories of professionalorganizations, other academic institutions, firms, and individual practitioners or researchers.Ultimately, the student team selected a minimum of three resources on each DEI topic rangingfrom introductory material to case studies. The time to investigate and thoughtfully select pre-workshop materials for each session was around 3 hours. These resources were
- Conference Session
- Student Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Erin J. McCave, University of Houston; Cheryl A. Bodnar, Rowan University; Courtney S. Smith-Orr, University of North Carolina at Charlotte; Alexandra Coso Strong, Florida International University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee at Knoxville
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Dr. Monday Lecturer & Research Assistant Professor First Year Program TFRI Dr. Tuesday Assistant Professor General Engineering TFTI Dr. Wednesday Assistant Professor Technical Department TFRI Dr. Thursday Assistant Professor Engineering Education RFHRI Dr. Friday Teaching Fellow (International Position) Technical Department TFTI Dr. Saturday Assistant Professor Engineering Education RFHRI Dr. Sunday Assistant Professor Engineering Education
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- Student Division Technical Session 1
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- Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University
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and Mental Health of Students and Academic Staff,” Cureus, 2020. [3] E. Dill, K. Fischer, B. McMurtrie, and B. Supiano, “As Coronavirus Spreads, the Decision to Move Classes Online Is the First Step. What Comes Next?,” CHE, 27-Jul-2020. [Online]. Available: https://www.chronicle.com/article/as-coronavirus-spreads-the-decision- to-move-classes-online-is-the-first-step-what-comes-next/. [Accessed: 19-Oct-2020]. [4] S.-Y. Cheng, C. J. Wang, A. C.-T. Shen, and S.-C. Chang, “How to Safely Reopen Colleges and Universities During COVID-19: Experiences From Taiwan,” Annals of Internal Medicine, 2020. [5] A. Elbanna, G. N. Wong, Z. J. Weiner, T. Wang, H. Zhang, Z. Liu, A. V. Tkachenko, S. Maslov, and N. Goldenfeld, “Entry screening
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- Student Division Technical Session 1
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- Safin H. Bayes, Texas A&M University at Qatar; Jude Aloudeh, Texas A&M University at Qatar; Aymen Elsheikh, Texas A&M University at Qatar
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interviews. The interviews have been conductedthrough phone, texts, and face-face. While the survey answers brought up numbers and statistics,interviews are required to get more in-depth understanding and reasoning behind the answers inthe survey. Thus, the interview questions are more open-ended questions to allow respondents tobring new perspectives into the analysis (Appendix B). Eight students have been interviewedwho roughly represent the different types of students in the branch campus: 1. Local males 2. Local females 3. International males 4. International femalesThe answers of these interviewees are compared with the survey data to explain any trendswithin the representative sample.ResultsAfter carrying out the
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- Student Division Technical Session 4
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- Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel
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Paper ID #31242Student Success Impacts in Communication and Professional NetworkingContextsDr. Alyson Grace Eggleston, The Citadel Alyson G. Eggleston is an Assistant Professor in the Department of English, Fine Arts, and Communica- tions at The Citadel, The Military College of South Carolina, where she teaches STEM-focused technical writing and communication, writing-intensive courses for international students, and linguistics. She re- ceived her PhD from Purdue University in Linguistics, and she has a BA and MA in English with concen- trations in TESOL and writing pedagogy from Youngstown State University. Her research
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- Meg E. West, The Ohio State University
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engineeringroom for investigations into how well-established and Personal Professional content and professionsuccessful elementary teachers of engineering professional practices [4]. According to narrative identity theory, Experience Context Professionaldeveloped their perceptions of engineering and an “narrative identity is the internalized and evolving story of the
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- Student Division Technical Session 2
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- 2019 ASEE Annual Conference & Exposition
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- Hao Li, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology
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, design activity, and design outcome," Design Studies, vol. 26, no. 6, pp. 649-669, 2005.[6] M. C. Yang, "Concept generation and sketching: Correlations with design outcome.," in ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, 2003.[7] B. M. Linder, Understanding estimation and its relation to engineering education, Doctoral dissertation, Massachusetts Institute of Technology, 1999.[8] D. Woods, "Teaching Problem Solving Skills," Engineering Education, vol. 66, no. 3, pp. 238-243, 1975.[9] C. Maker, "DISCOVER: Assessing and developing problem solving," Gifted Education International, vol. 15, no. 3, pp. 232-251, 2001.[10] H. L. a. A. Hosoi, "Starting
The effectiveness of TRIZ from the perspective of comprehensive benefits of technological innovation
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- Student Division Technical Session 5
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- Wei Yao, School of Public Affairs, Zhejiang University; Chu Zhaowei, ZheJiang University; hu shunshun, zhejiang university; Bifeng Zhang, Zhejiang University
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. Thescore 1-5 are divided into "Minimal effect", "Small effect", "Medium effect", "Largeeffect", "Great effect". As shown in Table 3, three tools with the highest scores in thesurvey are technical contradiction and 40 invention principles, physical contradictionand separation principles, and functional analysis, which reached 4.15, 4.11, and 4.09respectively. The mean value of these three tools is all greater than 3, and the standarddeviations are all less than 1.The survey on the effects of TRIZ shows that: Firstly, all TRIZ tools can positivelypromote innovation, and a small standard deviation indicates that there are less disputeson the value of these tools; Secondly, the assessment on effects of TRIZ tools are verydifferent. Technical
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- Hossein EbrahimNejad, Purdue University, West Lafayette; George D. Ricco, University of Indianapolis; Matthew W. Ohland, Purdue University, West Lafayette
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Bilingual, Multilingual Multicultural EducationScie) Curriculum and Instruction Educational Administration and Supervision Educational, Instructional Media Design Educational Assessment, Evaluation Research International and Comparative Education Social and Philosophical Foundations of Education Special Education and Teaching Student Counseling and Personnel Services Teacher Education and Professional Development, Specific Levels and Methods Teacher Education and Professional Development, Specific Subject Areas Teaching English or French as a Second or Foreign Language Teaching Assistants, Aides Education, Other Political Science and
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- 2019 ASEE Annual Conference & Exposition
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- Lauren Singelmann, North Dakota State University; Victor E. Trautman; Dan Ewert, North Dakota State University
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cardiovascular engineering for over 25 years in both research and in- struction. He has consulted for major medical device companies in the area of cardiovascular engineering and performed research with US and international colleagues. He has a broad background in mechanical and electrical engineering, and physiology with specific training and expertise. His work includes mod- eling the cardiovascular system, ventricular assist devices, cardiac physiology, instrumentation systems and leadless cardiac pacing. He help developed and was the inaugural director of a project-based-learning engineering curriculum. He is now involved in discovery-based-learning on multi-disciplinary teams. c American Society
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- Danielle Nicole Carter; Rafael E. Landaeta, Old Dominion University
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the fields of engineering.When speaking in general, it’s evident that Science, Technology, Engineering and Math (STEM)occupations have a low representation among Underrepresented Minorities (URMs). According to theNational Science Foundation, jobs that involve science or engineering show a low percentage ofemployed African Americans [1]. As of 2015, African Americans that identify with one race are roughly4 percent engineers and 3 percent physical and related scientists.These statistics give rise to the question why; why are URMs not pursuing careers in engineering?BackgroundOld Dominion University (ODU) is recognized as a minority serving institution with a plurality of racesrepresented. The student population consists of 26.2 percent
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- Student Division Technical Session 7
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- Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University
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have a window into someone's struggles, you can't help, but internalize some of those struggles yourself and that's what motivates you to keep doing your research and to seek solutions. But it also weighs on you because you're not just living your own life, you're kind of living the struggles of the people you're working with. As shown in Participant 2’s narrative, internalizing the struggles of community memberscan also be a source of motivation towards doing relevant engineering. Thus, Participant 2 seesthe public’s challenges first-hand and empathizes with them, although psychologists have madethe case that such emotional empathy can be a poor guide for decision making (Bloom, 2017).Participant 3 also
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- Student Division Technical Session 5
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- Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)
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beginning his doctoral studies, Hassan worked for five years at General Electric where he graduated from their Edison Engineering Development Program (EEDP) and then worked as a gas turbine fleet management engineer. In addition to his technical role, Hassan supported the recruiting, interview, and selection process of the EEDP Program, where he mentored interns, co-ops and Edison associates from the Middle East and Africa regions by developing and teaching a technical training cur- riculum, providing guidance for graduate school applications, and providing career consultation. c American Society for Engineering Education, 2020 A Systematized Literature Review: Students’ Upbringing Influence on
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- Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan
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Disorders, vol. 13, no. 3, pp. 234-250, 2009, doi: 10.1177/1087054709340650.[4] J. Delisle and C. M. J. Braun, “A context for normalizing impulsiveness at work for adults with Attention Deficit/Hyperactivity Disorder (combined type),” Archives of Clinical Neuropsychology, vol. 26, no. 7, pp. 602-613, 2011, doi: 10.1093/arclin/acr043.[5] S. Mahdi et al., “An international qualitative study of ability and disability in ADHD using the WHO-ICF framework,” European Child & Adolescent Psychiatry, vol. 26, no. 10, pp. 1219-1231, 2017, doi: 10.1007/s00787-017-0983-1.[6] J. A. Sedgwick, A. Merwood, and P. Asherson, “The positive aspects of attention deficit hyperactivity disorder: A qualitative investigation of
- Conference Session
- Student Division Technical Session 4
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- 2019 ASEE Annual Conference & Exposition
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- Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)
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developmentopportunities to enhance students’ educational journey.1 For additional information about the Rising Engineering Education Faculty Experience(REEFE) visit the REEFE website [3] and publications by Hixson, Ingram, WIlliams,Matusovich, and McCord [1] and McCord, Hixson, Ingram, and McNair [2].Theoretical FrameworkThis paper’s theoretical foundation is in identity development. Identity development is acomplex construct with a variety of conceptual understandings and application. In this paper, Idiscuss identity development through Baxter Magolda’s [4-5] theory of self-authorship. In thetheory of self-authorship where they “move from socialization to rely on external authoritytoward establishing their internal authority…” [5]. The ongoing transitions occur
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- Student Division Technical Session 1
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- 2018 ASEE Annual Conference & Exposition
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- Marigold F. Bays-Muchmore, University of Illinois, Urbana-Champaign; Alexandra Chronopoulou, University of Illinois, Urbana-Champaign
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[2]. It was found thatself-efficacy was largely shaped by mastery and vicarious experiences, in which either thesubjects themselves mastered a task or encountered someone else mastering a task. The beliefswere also shaped by social persuasions, where interactions with teammates, professors, andteaching assistants could all influence how a student viewed their abilities [3].Historically, engineering has been a field predominantly filled with men. This has shaped a lot ofpublic perception of engineering as a male space and field, and can lead to women in engineeringhaving very different perceptions than their male counterparts. Research has consistently shownthat female engineering students entering college often have lower confidence in
- Conference Session
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- Bibhav Bhattarai, Auburn University; Edward W. Davis, Auburn University; Joni M. Lakin, University of Alabama; Virginia A. Davis, Auburn University; Daniela Marghitu, Auburn University
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Mentorship Award (2011). Dr. Davis is the past chair of Auburn’s Women in Science and Engineering Steering Committee (WISE) and the faculty liaison to the College of Engineering’s 100 Women Strong Alumnae organization which is focused on recruiting, retaining and rewarding women in engineering. She was also the founding advisor for Auburn’s SHPE chapter. Dr. Davis earned her Ph.D. from Rice University in 2006 under the guidance of Professor Matteo Pasquali and the late Nobel Laureate Richard E. Smalley. Prior to attending Rice, Dr. Davis worked for eleven years in Shell Chemicals’ polymer businesses in the US and Europe. Her industrial assignments included manufacturing, technical service, research, and global marketing
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- Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus
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M. T. Greenberg, “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes,” Rev. Educ. Res., vol. 79, no. 1, pp. 491–525, Mar. 2009, doi: 10.3102/0034654308325693.[9] J. R. Slate, K. LaPrairie, and A. J. Onwuegbuzie, “A mixed analysis of college students’ best and poorest college professors.,” Issues Educ. Res., vol. 19, no. 1, 2009.[10] D. Wear and J. Zarconi, “Can compassion be taught? Let’s ask our students,” J. Gen. Intern. Med., vol. 23, no. 7, pp. 948–953, 2008.[11] J. J. Barr, “The relationship between teachers’ empathy and perceptions of school culture,” Educ. Stud., vol. 37, no. 3, pp. 365–369, 2011, doi: 10.1080/03055698.2010.506342.[12] B. Cooper, “In