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A Review of Career Development Theories and Their Applications in Engineering

Conference Session: Student Division Technical Session 2: Career Development and Employability
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Mandana Ashouripashaki, The Ohio State University; Krista M Kecskemety, The Ohio State University
Tagged Divisions: Student Division (STDT)

, values, and cultural backgroundswith suitable work environments.PurposeWhile no single theory reigns supreme, certain empirically supported frameworks have earnedconsiderable recognition within the engineering field. Leveraging these established theoriesempowers engineers to shape satisfying and impactful careers that contribute meaningfully toboth their personal development and societal progress.The goal of this work is to conduct a comprehensive review of career development theories andexamine their practical applications within the engineering field. By exploring the historicalcontext, core principles, and real-world implementations of these theories, this literature reviewaims to provide insights into how engineers can utilize established

Relevance Score: 1.1666955

A Framework for the Classroom Use of Science-Fiction to Enhance Ethical Design Skills among Engineering Sudents

Conference Session: Student Division (STDT) Technical Session 3: Student Innovative Practice
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Elyas Masrour
Tagged Divisions: Student Division (STDT)

students to form connections between the narrative and the real world,challenge dominant ideas about an emerging technology, and generate opinions of their ownabout the future of said technology. The RRCD framework is based on Bloom’s Taxonomy,which is an educational framework that has been used for decades by teachers from K-12 touniversity and beyond. Bloom’s Taxonomy includes six categories of thought: knowledge,comprehension, application, synthesis, evaluation, and creation [6]. In the next few paragraphs,we will use the vocabulary of Bloom’s taxonomy to outline how the RRCD framework isintended to encourage a pattern of thinking that develops ethical design skills. Additionally, wewill cover how an instructor should design RRCD questions

Relevance Score: 0.02821178

Enhancing Culinary Precision: Students Embarking on a Project-Based Learning Adventure

Conference Session: Student Division Technical Session 4: Project-based Learning
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Simon Zhang, Northeastern University; Joshua Dennis, Northeastern University; Haridas Kumarakuru, Northeastern University; Bala Maheswaran, Northeastern University
Tagged Divisions: Student Division (STDT)

more flexiblemindset than a traditional learning curriculum might have. In pursuit of projection execution, this endeavorequipped us with a wealth of practical skills, including fabrication, design, analysis, and the art of technicalwriting. It served as a platform for us to refine our expertise in computer-aided design (CAD), researchmethodologies, and the dynamics of collaborative teamwork. The main implication to be gained from aPBL methodology is a set of multi-faceted skills, not limited to technical expertise but also maintenanceof project timelines and collaborative cohesiveness, applicable to future real-world engineering problems.Without temperature prediction models, cooks tend to rely on inaccurate temperature gauging heuristics

Relevance Score: 0.027421575

Board 172: Engineering Electromagnetics Laboratory Development

Conference Session: Student Division (STDT) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Narangoo Tumur, Southern Illinois University, Edwardsville; Amardeep Kaur, Southern Illinois University, Edwardsville
Tagged Divisions: Student Division (STDT)

class.1. Incorporate more active learning opportunities.2. Provide hands-on experience to students where they could visualize the concepts learned in class.3. Provide real-world applications of theory learned in class with real-world limitations.4. Prompt the students to think about the reasons behind any gaps between the theory learned in class and evidence of an application seen in the lab.5. Provide multi-point interaction with fundamental concepts.6. Conclude each lab experiment for all students during the lecture time (75 minutes).Another motivation was to diversify the learning opportunities by integrating various learningstyles into the conventional lecture format aimed to enhance student engagement with coursematerial [6][7]. This

Relevance Score: 0.024198458

The Meme Game: A Hands-On Activity to Introduce First-Year Engineers to Concepts in Mathematical/Computational Modeling

Conference Session: Student Division (STDT) Technical Session 2: Student Success and Resources
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Luke Raus, Olin College of Engineering; Katherine Mackowiak; Stephanos Matsumoto, Olin College of Engineering; Zachary Riggins del Rosario, Olin College of Engineering
Tagged Divisions: Student Division (STDT)

courses.Prof. Zachary Riggins del Rosario, Olin College of Engineering Zachary del Rosario is an Assistant Professor of Engineering and Applied Statistics at Olin College. His goal is to help scientists and engineers reason under uncertainty. Zach uses a toolkit from data science and uncertainty quantification to address a diverse set of problems, including reliable aircraft design and AI-assisted discovery of novel materials. ©American Society for Engineering Education, 2023The Meme Game: A Hands-On Activity to Introduce First-Year Engineers to Concepts in Mathematical/Computational ModelingIntroductionEngaging with real-world systems requires that engineers model and quantitatively assess

Relevance Score: 0.022162206

An Autoethnography of the Student Experience Solving an Open-Ended Statics Problem

Conference Session: Student Division Technical Session 1: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York
Tagged Divisions: Student Division (STDT)

integrate information from multiple units. The OEMPcombatted this by allowing students to engage with multiple concepts for one project. Conceptsthat were initially taught in independent units were woven together as the student-authors wereforced to recall various units throughout the duration of the project. This helped to create a moreholistic understanding of the statics course material and had a lasting impact on the studentsability to recall course content. The real world applications of the project also had a significantimpact on the students’ comprehension of course material: Katelyn: The realistic aspect of the OEMP was beneficial towards my understanding of statics material. It was much easier to understand why we were learning

Relevance Score: 0.022049282

Cultivating Robotic Professionals: A Learning-Practice-Service Educational Framework

Conference Session: Student Division Technical Session 4: Project-based Learning
Collection: 2024 ASEE Annual Conference & Exposition
Authors: James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Justin Jin; Parker Olkowski; Yu-Fang Jin, The University of Texas at San Antonio
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

professionals among youth and prepare them for the demands of futuretechnologies [6-11].Building robots requires students to apply classroom knowledge to hands-on projects, bridges thegap between theoretical learning and real-world applications, and fosters skills in criticalthinking, problem-solving, coding, math, and science. A recent comprehensive review of 147studies focusing on K-12 robotics education confirmed the general benefits of educational robotsand specifically categorized the benefits into four themes: “enhancing students’ learning andtransferring skills, increasing creativity and motivation, enhancing diversity and broadeningparticipation, and improving teachers’ professional development” [12]. Despite notableadvancements in robotics

Relevance Score: 0.021558683

Work in Progress: A Survey of Artificial Intelligence Educational Resources for Pre-College Education

Conference Session: Student Division (STDT) Technical Session 3: Student Innovative Practice
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Eisa A. Khawaja, Alpharetta High School; Hoda Ehsan, The Hill School
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

initially incorporated as a relevant component of computationalthinking curricula and integrated with STEM subjects [17]. For example, Akram et al. [28]designed AI modules integrated into science concepts. Each module amalgamates an AI conceptand science core disciplinary area (e.g., Search & Life sci.; Knowledge-representation systems &Physical sci.; Machine Learning & Earth sci, etc.). Whereas Alvarez and colleagues [29] AIcurriculum focused on natural language processing, sentiment analysis on textual data, datasetbias, computing ethics, AI connections to social media, and AI in real-world applications. The‘DAILy Curriculum’ [30], also designed for middle school, comprises ten units that cover Logicsystems, Machine Learning, and

Relevance Score: 0.01985432

Generative Learning in Two Community-Based Experiential Undergraduate Courses

Conference Session: Student Division Technical Session 4: Project-based Learning
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University
Tagged Divisions: Student Division (STDT)

Engineering Education, 2024 Generative Learning in Two Community-Based Experiential Undergraduate Courses This research to practice paper analyzes the innovative teaching elements of twocommunity-based experiential undergraduate courses. Experiential learning on its own shifts aclass from a more traditional format to “an approach that is semi-structured and requires studentsto cooperate and learn from one another through direct experiences tied to real world problems”[1, p. 4]. When engaging with the community through experiential learning, additionalperspectives are integrated into learning with the intent that all parties will benefit. This can beachieved through multiple course designs, two of

Relevance Score: 0.01706262

Developing KSAs in Engineering Capstone Students (WIP)

Conference Session: Student Division Technical Session 3: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University
Tagged Divisions: Student Division (STDT)

Developing KSAs in Engineering Capstone Students (WIP) This work-in-progress research analyzes undergraduate outcomes after participation in anengineering design capstone course. In this context, knowledge, skills, and abilities (KSAs) areintegrated within a competency-based educational (CBE) [1] model with an emphasis onformative assessment and feedback throughout the semester. Mirroring work in industry, thecourse also incorporates elements of new-product design (e.g., pre-work, definition, iterations)[2]. The course provides authentic learning through community and industry partnerships forteams of mixed-major engineering students (e.g., electrical, mechanical), exemplifying integratedlearning experiences [3] in pursuit of real-world

Relevance Score: 0.015978653

Board 174: Fostering Inclusivity and Engagement while Learning by Doing: A New Paradigm in Engineering Education Based on Student-Designed, Student-Taught Courses

Conference Session: Student Division (STDT) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Eliot Nathaniel Wachtel, University of California, Santa Cruz; Qingyuan Cao, University of California, Santa Cruz; Matthew Kaltman, University of California, Santa Cruz; Khanh Tran, University of California, Santa Cruz; Miguel Robles Hernandez, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

. Ac-tivities surrounding this culminating project support an enduring understanding of the underlyinglearning outcomes specific to that course topic (refer to Table 1 for example learning outcomes).To this end, we divide each course structurally into two main phases: a series of smaller, tool-basedactivities and a larger, team-based design project. All the while, we continue to focus on realizationof theory, application-specific technical intricacies, and proficiency in the manufacturing methodsrequired to create real-world prototypes. This flow is outlined for the two case study classes inFigure 2 below.Figure 2: A visualization of the “Set Them Up” and “Let Them Go”structure as it was used in both of the case study

Relevance Score: 0.015589841

Circuit-Level Microelectronics Reliability Project to Foster Interdisciplinary Engineering Learning

Conference Session: Student Division (STDT) Technical Session 3: Student Innovative Practice
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nigel Michael Caprotti, State University of New York, New Paltz; Ping-Chuan Wang, State University of New York, New Paltz
Tagged Divisions: Student Division (STDT)

] M. C. M. Mody, The Long Arm of Moore's Law: Microelectronics and American Science. Cambridge (Mass.), MA: MIT Press, 2017.[2] P.-C. Wang, “Interdisciplinarity through microelectronics reliability course,” in ASEE Mid-Atlantic Section Meeting, 2020.[3] K. Brundiers, A. Wiek and C.L. Redman, ”Real-world learning opportunities in sustainability: From classroom into the real world,” International Journal of Sustainability in Higher Education, 11 (4), pp. 308-324, 2010.[4] N. Callaos and J. Horne, “Interdisciplinary communication,” Systemics, Cybernetics and Informatics, 11 (9), pp. 23-31, 2013.[5] A. Van den Beemt, M. Macleod, et al., “Interdisciplinary engineering education: A review of vision

Relevance Score: 0.014698243

Encountering Axiology: Engineering Graduate Students' Experiences with Values in an Engineering Research Center

Conference Session: Student Division Technical Session 3: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

convergencebetween her values and those of the ERC: I went to this ERC annual meeting, which was my first real exposure. I started to become really excited about what we were doing. I think the work done in the ERC is very forward-thinking and driven in terms of the big goals that they want to accomplish. So, it’s not just about what we want to put out at the end of this year, it’s about the change we want to make in the world. And I think the Center leadership, the faculty members, everybody that’s involved, does a good job of instilling that mindset in every member at every level. Now, when you step outside of the Center, you’ll have like your run-of-the- mill person who’s working to deliver something by the end of the quarter. I’m sure

Relevance Score: 0.013647309

Why Should You Join? Exploring the Role of Engineering Clubs on the Undergraduate Engineering Experience

Conference Session: Student Division (STDT) Technical Session 2: Student Success and Resources
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Katherine Drinkwater, Duke University; Karis Boyd-Sinkler, Duke University; Rebecca Simmons, Duke University
Tagged Divisions: Student Division (STDT)

should join, and any differences between the two.The research questions that guided this study were: RQ1: How do undergraduate engineering students perceive the amount of time spent engaging in engineering clubs? RQ2: Why are undergraduate engineering students motivated to join engineering clubs? RQ3: What are the perceived benefits of engineering club participation?Students are motivated to join engineering clubs to find community with peers [3], applyknowledge to real-world settings [4], prepare for their careers [5], develop new skills [6], [7],and pursue personal interests [8]. Design clubs (both competition and impact-focused teams)provide additional opportunities to practice the design process [9], manufacture parts

Relevance Score: 0.012027052

Weekly Professional Development Lunches to Build Community Among an S-STEM Cohort

Conference Session: Student Division Technical Session 7: Teaching and Learning Practices
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Caroline Cresap, Louisiana Tech University; Ashtyne Klair Monceaux; David Hall, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

developmentgatherings.Research has demonstrated a positive link between professional development initiatives atuniversities and the retention rates of students [18]-[19]. Many universities have implementedprofessional development courses in their engineering curricula [20]-[21] with positive results.Professional development provides students with academic and real-world knowledge and skillsthat they may not have been exposed to otherwise, especially if they are from a householdwithout access to these resources. “Lunch and Learns” provide a workplace setting whereemployees can learn about topics while being served food.Many of the above elements are directly integrated into our specific S-STEM implementation asdiscussed in the following section.Overview of the S-STEM

Relevance Score: 0.011381891

WIP: Examining the Multifaceted Significance of Scholarship Programs in STEM

Conference Session: Student Division Technical Session 6: Belonging
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Skylar Hubbarth, Clemson University; Anna Grace Hunter; Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

implementations of research anddevelopment that use formative iterations of review to increase the quality of real-lifeapplications (see Figure 1 [8]). This research design allows us to identify gaps in previous workthat would enable room for improvement, as has been used effectively in earlier parts of thisstudy [9]. The study we share in this Work-in-Progress paper is a part of the overarching multi-yearDBR project and focuses on a particular aspect of the educational research process that we havenot been able to entertain until we have reached a level saturation from more extensive data sets,resulting from an accumulation of participant data across eight semesters of data. New andreturning SPECTRA Scholars have participated in surveys at the

Relevance Score: 0.011339214

Work-In-Progress: How an Engineering Education Research Team’s Culture Impacts the Undergraduate Research Experience

Conference Session: Student Division Technical Session 1: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lorna Treffert, University at Buffalo, The State University of New York; Courtney June Faber, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville
Tagged Divisions: Student Division (STDT)

Paper ID #42135Work-In-Progress: How an Engineering Education Research Team’s CultureImpacts the Undergraduate Research ExperienceLorna Treffert, University at Buffalo, The State University of New York Lorna Treffert is a 2nd year Ph.D. student in the Engineering Education Department at the University at Buffalo. She holds both a BS and MS in Industrial and Systems Engineering. Her research interests include facilitating diversity and inclusion within engineering education, helping create authentic research experiences for undergraduate researchers, and applications of operations research in an education context.Dr. Courtney