Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 2: Let's Get Thinking Computationally

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Pennsylvania State University; Darshita N. Shah, The Pennsylvania State University; Ashwin Krishnan Mohan, Pennsylvania State University; Gregory John Kelly, Pennsylvania State University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #38034K-8 Computational Thinking through Engineering (Fundamental)Dr. Christine M. Cunningham, Pennsylvania State University Dr. Christine M. Cunningham is a Professor of Practice in Education and Engineering at the Pennsyl- vania State University. She aims make engineering, science, and computational thinking education more equitable, especially for populations that are underserved and underrepresented in STEM. Christine is the founding director of Youth Engineering Solutions (YES), which develops equity-oriented, research-based, and field-tested curricula and professional learning resources for preK-8 youth and

Collection

1999 Annual Conference

Authors

John I. Hochstein; E. H. Perry

performance on traditional engineering exams,consisting exclusively of problems graded with partial credit, has acquired sufficient knowledgeand skill to merit a passing grade and subsequently a degree from your program? Are yousearching for innovative methods and tools for providing the program documentation demandedby EC2000 accreditation requirements1? We believe that most of our colleagues haveconsidered some, if not all, of these questions at some time in their teaching careers. Ourmotivation in writing this paper is to share with those colleagues a pedagogical tool that can helpserve as a partial answer to all of these questions – Direct Competency Testing, (DCT).The experience reported herein evolved from a chance discussion between the two

Conference Session

What's New in Engineering Economy

Collection

2005 Annual Conference

Authors

Rafael Landaeta; Bryan Magary; William Peterson

. Thepractice of engineering seems to out pace the teaching in the application side. In the early 1980’spracticitioners were writing programs in Basic on PDP-11s and AIM 65s to find the IRR ofprojects – not using the trial and error approaches taught. The advent of PCs with spreadsheetsoftware made this even easier. The development of built-in financial functions in thespreadsheet software makes the use of tables in the practice of engineering obsolete.From an after the classroom standpoint, the only time tables are relevant to today’s engineer isduring the FE Exam. Since engineering economy is such a small part of this exam and since thisexam should also be evolving to meet the practice of engineering, this seems little reason to clingto the use of

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

Collection

2000 Annual Conference

Authors

Joseph A. Shaeiwitz

Session 3513 Assessing Chemical Engineering Education as it is Delivered Joseph A. Shaeiwitz West Virginia UniversityIntroductionIs the typical response to the need to develop an outcomes assessment plan to leave thecurriculum and routine teaching activities fundamentally unchanged and to implement alumniquestionnaires, exit interviews and questionnaires, and perhaps some type of portfolioassessment? These are mostly summative assessment instruments that are added on to theexisting curriculum. Feedback from this type of assessment plan has a significant time lag sincemost of 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

TC2K Methods and Models

Collection

2007 Annual Conference & Exposition

Authors

Nancy Denton, Purdue University; Joseph Fuehne, Purdue University-Columbus; Henry Kraebber, Purdue University; Timothy Cooley, Purdue University-New Albany; Joseph Dues, Purdue University-New Albany

Tagged Divisions

Engineering Technology

evaluators were gone, the realization of the time required to write the self-study,plan appropriate assessments, prepare for the visit of the evaluators and, in general,living ABET began to sink in. A letdown was expected. Continuous improvement,however, is supposed to be continuous and the level of effort expended during theeighteen months prior to each program’s evaluation visit could not be sustained. TheAssessment Committee and the Department leadership needed to inculcate the TC2Keducational process into the life of the faculty at a level that is comfortable and meetsongoing process requirements.Consistent with the philosophy of continuous improvement, the major assessment taskfollowing the successful TC2K-based accreditation of the four

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Denise Tombolato-Terzic, Christopher Newport University; Daniel P. Richards, Old Dominion University; Pilar Pazos, Old Dominion University; Megan McKittrick, Old Dominion University; Julia Romberger, Old Dominion University; Otilia Popescu, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #19747Developing a Faculty Learning Community to Support Writing across Dif-ferent STEM DisciplinesDr. Vukica M. Jovanovic, Old Dominion University Dr. Vukica Jovanovic is an Assistant Professor of Engineering Technology in Mechanical Engineering Technology Program. She holds a Ph.D. from Purdue University in Mechanical Engineering Technol- ogy, focus on Digital Manufacturing. Her research is focused on mechatronics, digital manufacturing, digital thread, cyber physical systems, broadening participation, and engineering education. She is a Co-Director of Mechatronics and Digital Manufacturing Lab at ODU and a

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Necia Werner, Carnegie Mellon University; Suguru Ishizaki, Carnegie Mellon University

Tagged Divisions

Liberal Education/Engineering & Society

“text-aware” involves understandingthat texts produced from classroom assignments are not just composed of words and sentences,but of highly structured and often highly predictive composing decisions. A fundamental goal ofcore writing courses in many first-year writing and upper-level technical writing services coursesfor STEM majors is to impart this textual awareness to students, helping them understand thatdifferent decision-making at the compositional level leads to different text types appropriate forspecific purposes and audiences. However, “visualizing” the decision-making processes ofunderlying writing, and “seeing” textual patterns within genres, is an extremely abstract idea forstudents, and even harder to teach within the constraints

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natascha M. Trellinger, Purdue University, West Lafayette; Rebecca R. Essig, Purdue University, West Lafayette; Cary D. Troy, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University, West Lafayette

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

Paper ID #12150Something to Write Home(work) About: An Analysis of Writing Exercises inFluid Mechanics TextbooksNatascha M Trellinger, Purdue University, West Lafayette Natascha Trellinger is a second year Ph.D. student in the School of Engineering Education at Purdue University. She received her B.S. in Aerospace Engineering from Syracuse University where her interest in the teaching and learning aspects of engineering began. At Purdue, Natascha is a member of the Global Engineering Education Collaboratory (GEEC) and is particularly interested in graduate level engineering education.Ms. Rebecca R Essig, Purdue University

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

sunil Dehipawala, Queensborough Community College; Vazgen Shekoyan; Rex Taibu, Queensborough Community College-CUNY; George Tremberger Jr, CUNY-Queensborough Community College; Tak Cheung, CUNY Queensborough Community College

Tagged Topics

Diversity

Conference, April 7-8, 2017 MSUA writing with logical consistency is a necessity at college level. The deduction logic of “Ifproposition, then conclusion” should be at mastery level. The generalization or inductionthinking in “If conclusion, then proposition” should be explained as well. A 2013 open accessarticle in Bloomberg.com published a tool for helping students to do the SAT logic questions 6.An excerpt is included below for easy reference.(Start quotation 6)“The SAT at its core is a test of reasoning, not a test of knowledge. Reasoning is technique thatpeople use to create conclusions from premises or evidence or determine whether a conclusion isvalid or invalid, based on premises. The most fundamental building blocks of reasoning comefrom

Conference Session

Potpurri Design in Engineering Education

Collection

2004 Annual Conference

Authors

Clifton Johnston; Diane Douglas

process.Most writing texts stress the initial stages of composition: understanding the needs andexpectations of the audience and identifying the purpose of the discourse. Questioningwhat the audience wants (or think they want) is as fundamental to communication asunderstanding the needs of the client is to engineering design. Defining the purpose of thediscourse in order to choose the most appropriate arguments and supporting evidence isto composition what defining function is to design. The writing process and the designprocess corroborate one another, making the engineering design lab a particularlyresponsive environment in which to introduce the basic principles of clearcommunication (Table 1

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Richard Figliola; Beth Daniell; Art Young; David Moline

laboratories. We address the questions:“What do we want to accomplish?” and “So how might we do this effectively and efficiently?”As part of Clemson University's Writing-Across-The-Curriculum Program, English departmentconsultants worked with Mechanical Engineering faculty and graduate assistants on technicalwriting pedagogy. We report on audience, genre, and conventions as important issues in labreports and have recommended specific strategies across the program for improvements.IntroductionPedagogical questions continue about the content, feedback and methodology of the technicallaboratory writing experience in engineering programs. In fact, there is no known prescriptionfor success, and different programs try different approaches. Some programs

Conference Session

Improvements in ECE Circuit Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eva Cosoroaba, University of Vermont

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Paper ID #29566Helping Students Write it Right: Instilling Good Report Writing Habitsin a Linear Circuit Lab CourseDr. Eva Cosoroaba, University of Vermont Eva Cosoroaba is a lecturer in the Electrical and Biomedical Engineering Department at the Univer- sity of Vermont. She received her PhD form the University of Texas at Dallas in December of 2017. Cosoroaba was a research assistant in the Renewable Energy and Vehicular Technology (REVT) Labora- tory and a teaching assistant at UT Dallas. Her expertise lies in electric machines and design, multiphysics simulations, and magnetohydrodynamics and its possible use for

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, using prompts that involve explaining aspecific concept, problem, or involve defending a choice, and streamline and standardize gradingby adapting existing rubrics [20]. Faculty have also observed that WAC assignments mayultimately reduce the grading burden of final versions, which are higher quality and easier tograde [19].Feedback and revision support learningA fundamental observation from research on learning is that students can benefit from feedbackand revision [21-23]. Teaching writing in laboratory courses through feedback and revision canjointly improve student learning and writing [2, 3, 5, 24, 25]. However, when instructors providefeedback but do not require revision, any feedback is rendered inert, as students commonly donot review

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Beth Richards; Karen Walsh

somewhere else—anywhere else?In this paper, we describe a recent approach to teaching writing to first-year engineering studentsat the University of Hartford, in which we crafted a course based the concept of the nerd, a topicthat engineering students find engaging, and then developing their writing skills from thosematerials in an integrated way that is interesting to students and (most important) develops keycommunication skills. We developed two tracks, one using a gender approach and the otherusing historical reactions to innovations in technology; these are described, along with texts usedand writing assignments that grew from the readings. This rhetorical foundation becomes thebasis for the oral and written communication skills required by

Collection

2010 Northeast Section Meeting

Authors

Beth Richards; Karen Walsh

somewhere else—anywhere else?In this paper, we describe a recent approach to teaching writing to first-year engineering studentsat the University of Hartford, in which we crafted a course based the concept of the nerd, a topicthat engineering students find engaging, and then developing their writing skills from thosematerials in an integrated way that is interesting to students and (most important) develops keycommunication skills. We developed two tracks, one using a gender approach and the otherusing historical reactions to innovations in technology; these are described, along with texts usedand writing assignments that grew from the readings. This rhetorical foundation becomes thebasis for the oral and written communication skills required by

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Y. Yoritomo, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L Zilles, University of Illinois Urbana Champaign

Tagged Divisions

Liberal Education/Engineering & Society

], rather than as a finalproduct [18], [19]. Social theories put greater emphasis on the purpose of writing as a means ofcommunication and on the social contexts and interactions that influence writing [20], [21]. Inparallel with research in these areas, Writing-Across-the-Curriculum (WAC) programs havebeen widely implemented in universities to support writing instruction across disciplines, andWriting-in-the-Discipline (WID) research and pedagogies have particularly worked to describeand develop specialized genres and practices within a discipline.As we work to improve writing instruction in engineering, three fundamental principles stand outfrom these literatures: i) writing is a complex and social process rather than just a product; ii)writing

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

R Wane Schneiter

reviewof the literature will show that a good deal has been published to help us effectively addressthem. Also, some faculty assert that their interest is not in teaching writing, but we haveestablished that writing is engineering.This paper does not advocate another new program. The literature is replete with examples andadvice on how to teach writing in engineering. These should be consulted so that a maximumbenefit results. However, the essential argument here is that it needs to happen undercircumstances that present it as a fundamental part of professional engineering practice. If wecan do this, success is more likely. If not, then we continue to feed the problem. Fancyprograms promoted by a few interested faculty will never do the

Conference Session

Technology, Communications & Ethics

Collection

2004 Annual Conference

Authors

John Wise

grading schemes that ebb and flow in their accuracy. CPR applies theprocess of scientific peer review to education. Students perform research (study), write abouttheir “findings”, submit it for blind review (and act as reviewers themselves), and finally usepeer feedback to improve their understanding. All of this is possible without intervention fromthe instructor using CPR.This paper reports on part of a continuing study on the utility of CPR in engineering education.In this instance, CPR was introduced into a writing-intensive laboratory course in chemicalengineering. Students worked in teams, but were required to submit individually-craftedexecutive summaries using the CPR system. Assessment was based on instructor inspection ofstudent work

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

Paper ID #12430Promoting Metacognition through Writing Exercises in Chemical Engineer-ingDr. Mariajose Castellanos, University of Maryland, Baltimore CountyDr. Joshua A Enszer, University of Maryland, Baltimore County Page 26.1276.1 c American Society for Engineering Education, 2015 Promoting Metacognition through Writing Exercises in Chemical EngineeringAbstractA high-level goal of all disciplines is for students to develop the capacity for lifelong learning. Todevelop the capacity of lifelong

Conference Session

Writing and Communication II: Practical Perspectives on Teaching and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Kathleen Jernquist, U.S. Coast Guard Academy; David Godfrey, U.S. Coast Guard Academy; Todd Taylor, U.S. Coast Guard Academy

Tagged Divisions

Liberal Education

HANDBOOK – A CASE STUDYAbstractEffective written communication is one of the most important skills an engineer can have. Yet,growing numbers of undergraduate students leave first-year composition courses without theskills, self-discipline and strategies to write effectively. This is especially troublesome forengineering students as they transition to the writing skills and styles appropriate to engineeringat the same time as they struggle to improve their fundamental writing skills. In an effort todevelop the writing skills of engineering undergraduates at the U.S. Coast Guard Academy, theElectrical Engineering and Naval Architecture/Marine Engineering programs have developed aclose collaboration with the USCGA writing

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Tom Moran, Rochester Institute of Technology

Tagged Divisions

Liberal Education

post 60’s educational world, it is in vogue to pass over the fundamentals andlaunch students at a very early age into the holistic writing process. The idea is the fundamentalsof how to write a sentence will be absorbed by little insights and little on-demand discussionswith teachers about nouns and verbs and at some point in time the light will go on and everythingwill come together,” Henderson explains. “Well, sadly that rarely happens. It is particularlybothersome to the engineering mind, because the engineering mind knows that process just isn’tgoing to work. At the very get go. So the engineering mind is desperately wanting somebody tosit down and share the fundamentals first. The other thing the engineering mind craves iswhenever

Conference Session

Importance of Technical & Professional Writing in Engineering Technology Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Peilin Fu, National University; Shekar Viswanathan, National University, San Diego; Ronald Uhlig, National University, San Diego; Howard Evans, National University, San Diego

Tagged Divisions

Engineering Technology

course syllabi are individually modified to specifically incorporatewriting assignments that match the designated IDM progression. These specified assignments arecalled “signature assignments.” At NU, course syllabi are the fundamental documents controllingcourse content and course learning objectives (CLOs). (CLOs are appropriately related andlinked to the overall PLOs for a program.) The inclusion of a specific writing assignment in acourse syllabus ensures that this ”signature assignment” will be included every time the course istaught, regardless of instructor or location. This is especially important for multi-campus systemsand institutions such as NU that provide both multiple locations and multiple modes of programdelivery – such as both

Collection

2000 Annual Conference

Authors

John W. Nicklow

that resounds throughout theprofession. Although writing does not frequently become the final product for those in practice, itis most often the essential means by which the product is created8. Engineering employers haveconsequently expressed the importance of effective communication skills and its central role incareer progression. Accordingly, the same skills have been targeted by ABET Engineering Criteria2000 as a program outcome. In addition to being important in practice, writing can also be used asa pedagogical tool to promote independent, critical thinking about an array of engineering topicsand interests7. It can similarly deepen the fundamental understanding of technical ideas, designconcepts, or critical issues covered in a

Conference Session

Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Brown, Montana State University - Bozeman; Ellen Lauchnor, Montana State University - Bozeman; Michelle Miley; Corey Pew, Montana State University - Bozeman; Beth Shirley, Montana State University - Bozeman; Stephanie Wettstein, Montana State University - Bozeman; Adrienne Phillips, Montana State University - Bozeman

content but no more. As one Fellow wrote: “Fundamentally, we seek toaccurately, concisely, and appropriately communicate our findings, experience, information,recommendations, warnings, instructions, professional opinions, etc. to other people.” TheFellows also noted that if the information was not accurate or well-communicated, it was notgoing to be valued or taken seriously as inaccuracy can undermine the trust in an engineer’swork. Communication, the Fellows determined, is a mutual process and experience. Engineers needto be able to receive information, process it and respond accurately with purpose. In terms ofwhere this understanding developed, engineering faculty wrote of learning writing andcommunication through experience, “learning as

Conference Session

Innovations in Teaching Transportation and Geotechnical Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tom Szymoniak, Portland State University

Tagged Divisions

Civil Engineering

classes. A major finding of the project has been thatpractitioners and students exhibit a fundamentally different view of writing: practitioners seewriting as integrated with engineering content and practice, whereas students view writing asseparate from engineering. In this paper, we present three cases studies that illustrate theempirical analyses that have led to this finding, focusing on organization, sentence structure, andgrammatical errors. We then offer five specific suggestions for approaching writing in civilengineering classes so that students will be better prepared for writing in the workplace,discussing how these ideas have been implemented at the university where the project is based.IntroductionIn discussions of how to prepare

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana; Jotam E. Chen, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

Paper ID #33673Educational Opportunities for Technical Writing in Engineering EducationDr. Susan J. Ely, University of Southern Indiana Dr. Ely began her academic career at the community college level, after having worked as an engineer in areas of manufacturing, distribution, logistics and supply chain. Her research interests in Supply Chain Management include optimization through resiliency, lean supply chain practices and effective instruction in supply chain for career development, professional development of educators and online practices.Mr. Jotam E. Chen, University of Southern Indiana Jotam Chen is currently

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

Tagged Topics

NSF Grantees

AC 2011-1781: WRITING EFFECTIVE EVALUATION AND DISSEMINA-TION/DIFFUSION PLANSThomas A. Litzinger, Pennsylvania State University, University Park Dr. Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Edu- cation and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He is an Associate Editor of Advances in Engineering Education and a Fellow of ASEE.Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Frederick Berry; Patricia Carlson

Session 2793 Using Calibrated Peer Review™ to Mediate Writing and to Assess Instructional Outcomes Patricia A. Carlson, Frederick C. Berry, and David Voltmer Department of Humanities and Social Sciences / Department of Electrical and Computer Engineering Rose-Hulman Institute of Technology Terre Haute, Indiana 47803Writing in Engineering EducationThe written word is crucial to engineering for at least two compelling reasons. First, the texts ofengineering – publications that report findings or describe