Conference Session

Committee on Educational Policy Presents: Holistic Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat, P.E., The Citadel; Stephanie Laughton, The Citadel; Nandan Hara Shetty, The Citadel; Dena Garner; M. Kristen Hefner, The Citadel; Mostafa Batouli, The Citadel; Thad Le-Vasicek, The Citadel; Todd Wittman

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

mentoring undergraduate students in research are topromote critical thinking and foster independence. An important part of this is understanding andworking through challenges that occur during the research process. Research is an iterativeprocess and is often non-linear; challenges faced in engaging in research can be just asinstructive as successes and provide important learning opportunities for novice and expertresearchers alike.Creating rapport between mentors and mentees is also important, particularly when dealing withsensitive research topics. To cultivate interpersonal respect and trust within this professionalrelationship, she meets with students in a relaxed environment – such as a coffee shop – andcontinually emphasizes that they are a

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jodi Reeves, National University; Brian Arnold, National University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

their score of each element as it wasdiscussed. At the end of the activity, the whiteboard notes from each small chat room werebrought into the main chat room for student presentation. A spokesperson from each small groupcould then describe their group results to the whole class.Online Laboratory ActivitiesIn addition to the small group discussion technique discussed above that can be used in all onlineclasses, EGR 320L included additional elements to engage students through a variety of Page 26.229.8educational activities such as demonstrations, simulations, a virtual (video) lab, two hands-onlabs, and a student team project. The virtual (video

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Brian Robert Moore, Rowan University; John Austin Schneider, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Topics

FYEE Conference - Paper Submission

is working under Dr. Scott Streiner in researching international engineering education. Specifically, his work is focused on intercultural wonderment and its relationship to global competency in engineering undergraduates.Dr. Scott Streiner, Rowan University Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education

Conference Session

Engineering Education Research and Assessment III

Collection

2005 Annual Conference

Authors

Zhifeng Kou; Sudhir Mehta

main concepts between a group ofstudents taught using interactive engagement methods and a group of traditionally taughtstudents.2 In addition, national studies are examining alternative teaching and evaluation ofuniversity effectiveness in an effort to further understand and improve education.3,4Hake2 conducted a pioneer study in physics education using over 6000 students forunderstanding the effectiveness of interactive engagement (IE). Hake2 defines the IE methods asthose designed to gain a conceptual understanding through heads-on (always) and hands-on(usually) activities that result in immediate feedback with peers and instructors. It was found thatthe IE methods had an average gain of 0.48±0.14 SD, which was two standard deviations

Conference Session

International Collaborative Efforts in Engineering Education

Collection

2003 Annual Conference

Authors

Bethany Oberst; Russel Jones

Education”biodiversity and ecosystem management. Engineering and science are key in each of theseareas – and an indigenous capacity in these technical fields must be developed to assurethat foreign aid funding is used effectively and efficiently.Education is key to capacity building. While aid to developing countries must includesignificant funding for K-12 education, university level education, and continuingeducation in the fields of engineering and science are most urgently need. It isrecommended that support for indigenous technical capacity building be included in eachaid project in a developing country. Universities and other educational agencies need tobe built, re-equipped, and sustained, along with their faculties; graduates need

Conference Session

Unique Courses & Services for Freshmen

Collection

2004 Annual Conference

Authors

Catherine Blat

; internships, co-ops andundergraduate research opportunities; scholarship information; and study and test taking skills.During a day and half long training session, mentors are provided with a resource handbook thatthey can use for each of the sessions. The mentor team meets for one hour each week with thedirector of MAPS to obtain additional training, discuss students’ progress, resolve issues beforethey become problems, and identify opportunities for improvement.More than one hundred students participate in peer mentoring through MAPS each year.Strategic marketing and generous word-of-mouth advertising by students have exceededexpectations relative to demand. Figure 1 provides the number of participants since theprogram’s inception in 1996

Conference Session

Curriculum and New Course Development in ET

Collection

2015 ASEE Annual Conference & Exposition

Authors

Huiru Shih P.E., Jackson State University; Pao-Chiang Yuan; Richterica Tukiya Ford; Thomasina Jenkins

Tagged Divisions

Engineering Technology

projects.2. PROGRAM DEVELOPME TDuring the Spring of 2010, JSU’s Technology Department was selected to receive a grant fromthe U.S. Department of Homeland Security to establish an Emergency Management Technologyprogram and offer scholarships. In September 2011, Technology Department received anothergrant from DHS, through its Science, Technology, Engineering, and Mathematics CareerDevelopment Grants program. This grant enabled EMT program to award scholarships to moreundergraduate students who demonstrate career interest in Homeland Security. In 2014, JacksonState University received two additional grants, from DHS and Nuclear Regulatory Commission(NRC), to augment the EMT program with new curriculum and state-of-the-art laboratories.The EMT

Conference Session

Government Policy, Manufacturing Education, and Certification

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert W. Simoneau, Keene State College; Karen Wosczyna-Birch, CT College of Technology; Diane Dostie, Central Maine Community College; Lisa C. Hix, Keene State College; David J. Tuttle, Platt Technical High School

Tagged Divisions

Manufacturing

environment in which both design and precision machining students work in concurrent or ”virtual” product design and development. Prior to serving as Dean, Dostie was Tech Prep Director at the College for seven years, responsible for improving access to technical education through partnerships with applied technology centers and high schools. In both positions, she has developed and maintained an extensive training and education network. Before joining the staff of the college, she was a classroom teacher for 10 years. Dostie received a bachelor’s of science in industrial arts education in 1980 and a master’s of science in educational leadership in 1997. In 1999, she received the Androscoggin County Chamber of Commerce

Conference Session

Aerospace Technical Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University

Tagged Divisions

Aerospace

from the production strategy. Just in time approachstrives to improve a business return on investment by reducing in-process inventory andassociated carrying costs. Just in time teaching combines Web-based technology with activelearning methods in the classroom [5, 6]. Students individually complete web-based assignmentsa few hours before class in which they answer questions, and the instructor reads through theiranswers before class and adjusts the lessons accordingly, ‘just in time.’ This process is repeatedseveral times a week. The use of questions to drive learning makes the method inductive. Thetechnique can be combined with almost any in-class active learning approach. The just in timeteaching resources include enrichment materials of

Conference Session

Materials Science and Engineering of 2020

Collection

2006 Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute

Tagged Divisions

Materials

reported that use of these technologies promoted learning andrecommended their continued use. More recent work has sought to probe beyond studentperceptions and explore more directly the extent to which these formative assessment activities,and the feedback and instruction that follows, are associated with learning gains.9 This paperfocuses on formative assessment activities related to phase equilibria that were intended to revealstudent conceptions of components, phases, amounts and compositions of phases, and theirunderstanding and application of the lever rule. These particular concepts were of interest basedon the frequency and persistence of student misunderstandings observed in more than a decadeof teaching introductory materials. In

Collection

2001 Annual Conference

Authors

Jack Lesko; Eric Pappas

Session 1161 The Communications-centered Senior Design Class at Virginia Tech Eric Pappas, Jack Lesko Virginia TechI. Introduction In "Engineering and Art," our 2000 ASEE presentation in St. Louis, we noted that thenon-technical Accreditation Board for Engineering and Technology (ABET) 2000 "a-k" requirements appeared to describe more than the typical technical skills necessary forstudents to become competent engineering professionals. We suggested that these requirementsdescribed many of the characteristics of a well-balanced, productive, and creative individual,rather

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianna Cooper, Florida International University; Trina Fletcher, Florida International University

centered on developing a database using quantitative and qualitative longitudinal data on STEM professionals experiences beginning in K-12 to their current professional occupations. She is an elected steering committee member for EngineerGirl, the leading initiative for the National Academy of Engineering (NAE) to increase the number of girls going into engineering. Her awarded grants include NSF RFE, NSF RAPID focused on COVID-19, Department of Energy (DOE) NNSA MSI Partnership Program grant and several corporate and foundation grants. Prior to FIU, Dr. Fletcher worked in engineering and operations for two Fortune 500 companies and served as the Director of Pre-college Programs for the National Society of Black

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Beth R. Isbell, University of Texas at Arlington; Lynn L. Peterson, University of Texas, Arlington; Carter Tiernan, University of Texas, Arlington; Vu V. Pham, University of Texas at Arlington

Tagged Divisions

First-Year Programs

completing “Jump Start Math” (JSM), whichconsolidates Pre-calculus I and II into an 8-week summer course. The FORCES cohort had tomeet participation-based requirements focused on academic success as well.All 18 students in the FORCES cohort qualified to enroll in Calculus I in Fall 2009. A total of44.4% (8/18) of FORCES students required JSM during Summer 2009. This was essentiallyequal to the fraction of students in the Non-FORCES FIGs who were not calculus-ready, whichwas 43.6% (24/55). Students who enrolled in Calculus I or higher were retained through the firstyear at higher rates than students in Pre-Calculus or lower. Students earning a C or better inCalculus I were retained at higher rates than students who did not pass Calculus I

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nada Marie Anid, New York Institute of Technology; Steven H. Billis, New York Institute of Technology; Marta Alicia Panero, New York Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

teaching is particularly responsiveto the applications-oriented mission of NYIT and the School of Engineering?6. Did the faculty’s experience with ETIC lead to any technical consulting activities, externalfunding through grants or contracts?7. If students were engaged in completing a project to complete their senior level “capstonesequence”, how did this “course work” affect ABET Student Outcomes (SOs): “c”, “h” and “k”. c. “an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability”; h. “an understanding of the larger-scale impact of engineering

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

H. Scott Fogler; Michael Cutlip; C. Stewart Slater

after the Summer School after presenter were able to submit and review their materials. This access to Summer School presentations and related materials via the Internet encourage the utilization by faculty throughout the US and beyond who were are not able to participate in the Summer School. Access to this site is controlled with a User Name and Password so that search engines and students cannot access the materials that are restricted to faculty use only.E. Special Summer School activities were provided that promoted personal interactions between the new faculty and more experienced faculty who served as informal mentors. Among the experienced faculty were many previous department heads. Pre-dinner social hours were held

Conference Session

Refining Manufacturing Education Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Jameela Al-Jaroodi; Anthony Moretti, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

skills. Two sets ofsoft skills modules were developed. One is the set of individual skills modules (N1- N6) thatcovered the following subjects: 1. Dependability 2. Responsibility 3. Independence 4. Persistence 5. Integrity 6. EthicsThese modules help build on general personal and social skills developed through curriculumand social interactions. As students learn many important skills like communication (oral,written), cultural awareness (at home, work place, school, etc.), and diversity awareness throughformal courses and social interactions, the supplied modules add several more focused elementsto them. Teachers can use the PowerPoint slide deck as a guide and build the exercises into theirclassroom activities.The second set

Conference Session

ECCD - Technical Session 6 - Energy & Thermodynamics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abhijit Nagchaudhuri, University of Maryland, Eastern Shore

Tagged Divisions

Energy Conversion and Conservation

mathematics”. Other educators have also reported challenges withstudent comprehension and problem-solving skills in the first course in thermodynamics in theengineering curricula and intervention strategies using a variety of web-based software tools [7-9]to improve student performance.2.0 BITES (Buildings Industry Transportation Electricity Generation Scenarios)The author first used the BITES web tool to introduce school teachers and college professorsduring a K-16 outreach effort conducted under the auspices of NBBEP (National Bioenergy andBio-products Education Program) and BEAT( Bioenergy Academy for Teachers) [10]. The authorinterfaced with Department of Energy (DOE) personnel involved with the development of the tooland obtained and fine-tuned

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

coursesAbstractMotivation is a critical component of student learning. Student motivation in the context ofacademic performance is composed of and influenced by several constructs such as intrinsic goals(learning for learning’s sake), extrinsic goals (performance for the sake of a grade, careeradvancement, or other external validation), self-efficacy (confidence in one’s ability to succeedwith sufficient work), and value (belief that class activities are worthwhile). Much of the literatureon motivation in engineering has focused on persistence beyond introductory courses, careerchoice, and differences between engineering majors. However, our interviews with mechanicalengineering students have revealed that students may form motivational beliefs and

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

innovations include: the introductionof undergraduate student portfolios; the adoption of a new perspective on “Design” for the ABETprogram criteria; enhancement of the senior research and design project through incorporation ofthe ABET professional components; incorporation of non-technical abstracts in bothundergraduate and graduate theses; professional development seminars for both undergraduateand graduate students; the introduction of an informal education seminar to prepare PhD studentswishing to pursue academic careers; and introduction of new courses to support the department’sstrategic plan. With an underlying focus on the development of multilevel communication skills,the aim of these initiatives is to foster an interdisciplinary and

Collection

2001 Annual Conference

Authors

Mark Chandler; Kathleen McCollom

before a non-proprietary thesis could be published. There were mechanisms in place for ‘proprietary thesis’ at the University of St. Thomas48, and through Honeywell, Inc.20 (as well as other companies with employees that had done technical thesis at the University of St. Thomas48).III. Tools and TechniquesAs previously stated, manufacturers have a prudent concern for business intelligence, andmaintenance of trade secrets and intellectual property. Even so, a primary reason forinformation dissemination is to attract potential customers, and customers require enough detailto appreciate how a new technology might meet their needs. Probably the most availabletechnique used to prepare proprietary information is expressing

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2014 ASEE Annual Conference & Exposition

Authors

David C. Zietlow, Bradley University

Tagged Divisions

Mechanical Engineering

variables can be specified so you will need to develop atleast two more independent equations before you can solve for the total cost. As an aid toknowing when you have a solution to the problem, [4.c.ii] circle each variable that will needan independent equation. Other graphical aids to the deductive approach are a parallelogramfor the dependent variable and a rectangle for variables that can be specified. [4c.iii] Draw aparallelogram around total cost since it is the dependent variable of the equation. As youproceed through the equation development you will move from left to right through the circledvariables. If new variables are circled in future equations you will develop those equations firstand then return to previous equations after

Conference Session

Simulations and Project-Based Learning II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew Turner, Purdue University (Statewide Technology); Chris Foreman, Purdue University, West Lafayette; Rajeswari Sundararajan, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

, instructional pedagogy development is not limited to only the improvement of studentlearning outcomes and may also include the following goals:  Motivate students to self-directed learning and retention;  Provide deeper understanding of fundamental principles through observation/experience;  Reduce the amount of direct faculty involvement in course delivery;  Allow for anytime/anywhere delivery;  Promote limitless class sizes while promoting a “personal educator.”Enabling technological advances in computing power, mass storage, software analysis andsimulation techniques are the primary techniques available to educators to achieve these goalsand have been identified as the most promising methods for developing and delivering

Collection

2020 ASEE North Central Section conference

Authors

Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

this involvement Dr. Morris frequently makes presentations to groups of K-12 students. Dr. Morris was selected as a the ASEE North Central Section Outstanding Teacher in 2018.Dr. Robin A.M Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is the Assistant Dean for Freshman Experience in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University. While her doctorate is in Curriculum and Instruction, focusing on higher education teaching of STEM fields, she also holds B.S. and M.A. degrees in Mathematics. Dr. Hensel has over seven years of experience working in engineering teams and in project management and administration as a Mathematician and Computer Systems Analyst

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

the typicalABET-identified professional competencies is recorded in Johnson and Ulseth [8].Multi-disciplinary learning is emphasized, including a broad base of engineering “corecompetencies” including entrepreneurship. Project teams of 3 - 5 learners are vertically integratedfrom Junior 1 through Senior 2, as well as disciplinary integration; electrical engineering focusedstudents are on the same project team as mechanical focused learners.The program is ABET accredited and has added student outcomes related to people and projectmanagement, entrepreneurship, and inclusivity in addition to the traditional ABET studentoutcomes. The program includes a broad breadth of student experience, including co-opexperiences and Study Abroad. Learning is

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harold Evensen, University of Wisconsin - Platteville

attainable goal that would give some foundation for their next time through thecourse. Since a number of these students were unable to successfully complete labs in the firstsemester – they were much more focused on trying to pass the “book” modules – my second-semester requirement shown above required passing only half of the labs.Next, I set the “A” level. Part of this was obvious – of course an “A” student should pass alltopics and labs in the course! Beyond this, I also required some evidence of exceptional work.This was reflected in my adoption of the “EMRF” grading discussed above. An “E” on a quizmeant that there were no errors (or only trivial errors) and that the student clearly demonstratedunderstanding of the outcome. An “M” meant that a

Collection

2015 Pacific Southwest Section Meeting

Authors

Engineering Majors: The NECA StudentChapter Case ................................................................................................................................. 89Lessons Learned Using Mastery Learning in a Junior Level Engineering Course ....................... 101Cooperative Learning of Nanomaterials Manufacturing and Characterization through HighImpact Practices .......................................................................................................................... 108Teaching Brain-Inspired Visual Signal Processing via Undergraduate Research Experience ..... 117From One to Many: Building an Effective Teaching Team for Capstone Courses ...................... 132Netshape - Metal Casting, Rapid Prototyping and CAD

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Iowa State University of Science and Technology; MacKenzie Reber, Grove City College

skills and knowledge and increase their motivation (Egenrieder, 2010). The REUstudents stepped out of their comfort zones, organized projects, and met new people through theoutreach project; they were responsible for creating and completing their projects, which forcedthem to learn important educational research and project management skills. During the program,a few students shared knowledge that would be useful for other students. For example, onestudent was knowledgeable in creating online surveys, so the student wrote a tutorial for otherswho planned to administer surveys during their projects. Such activities indicate that studentlearning and engagement went beyond the required project.There was also a clear positive impact on the audiences

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela van Barneveld, Purdue University; Johannes Strobel, Purdue University, West Lafayette; Greg Light, Northwestern University

Tagged Divisions

Educational Research and Methods

versus interdisciplinary content (Froyd et al., 2006; Olds & Miller, 2004); and (5)problem solving versus design (de Graaff & Kolmos, 2007; Holt et al., 1985). How engineeringeducators conceptualize and manage these tensions remains largely unexplored.MethodsWith this qualitative study, we endeavored to describe the variation in engineering educators’ways of experiencing tensions in PBL implementations (through a phenomenographicframework), as well as how they managed the tensions (through thematic analysis).Phenomenography is a methodology “where the focus of interest is the variation in ways peopleexperience phenomena, or aspects of phenomena, they meet in the worlds they live in” (Booth,2001, p. 171). The outcomes represent the

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cade Person, Michigan State University; Christiana Kiesling, Michigan State University; George H. Berghorn, Michigan State University

Tagged Divisions

Civil Engineering Division (CIVIL)

education (based on Fall 2022 enrollment data) were considered ineach state (n=100). The research team recognizes that there are other institutions beyond these100 teaching civil engineering and that using this set of institutions does not encompass allcoursework offered to students in the U.S. However, following this method enables a reasonablescope while still supporting evaluation of a broad cross-section of civil engineering programs.For the educational institutions identified, the online course catalogs were reviewed forundergraduate- and graduate-level engineering courses related to timber or wood. Course titlesand descriptions were screened for keywords, including “wood,” “timber,” “design,” and“engineering.” General civil engineering

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Jean Kampe, Virginia Tech; Whitney Edmister, Virginia Tech; Matthew Stimpson, Virginia Tech; Brad Matanin, Virginia Tech; Amanda Martin, Virginia Tech; Cory Brozina, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

initiatives across the United States and beyond. With such a web search, Page 12.763.2one can also see the broad spectrum of community types and the various educational disciplinesthat now implement these communities (e.g., engineering, the sciences, nursing). The usual expected participant outcomes from learning community implementation areimprovements in academic success and persistence, an enhanced sense of community among theparticipants, and more engagement in the campus environment, including stronger connections toacademic units. And, it has been reported that even living-learning communities that aresomewhat loosely structured can