Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Farnoosh B. Brock, Prolific Living Inc.; Jessica Koehler, Wake Forest University; Andy Brock, Prolific Living; Olga Pierrakos, Wake Forest University and National Science Foundation

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

theEducation of the Whole Engineer. Our group believes that leveraging professional skills, such ascommunication skills, to promote ethical conduct and character development is an importantresponsibility of engineering educators. We highlight important topics of communication skillsthat should be part of every engineering curriculum from the lens of ethics and charactercultivation. This paper has the potential to transform how we teach communication skills toengineering students and how we can authentically integrate two often siloed topics - ethics andcommunication skills.I. INTRODUCTIONEngineers are essential to solving the complex problems facing us in today’s modern world, andmany students enter the engineering profession with the motivation to

Conference Session

Broadening Perspectives in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; Kenneth Stafford Sands II, Auburn University; David R. Gutierrez, University of Virginia; Deyrel Diaz, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

challengesand contrasting traditional methods with modern technologies, the scenarios prompt participantsto critically evaluate their skills and comfort level, contributing to a comprehensive assessmentof their digital literacy and preparedness for the evolving demands of the construction industry.For instance, in Workshop 1, Scenario 1 focused on technology selection, simulating thechallenge of capturing precise site details for planning and design. Participants were prompted toconsider the most appropriate technology for the task, encouraging critical evaluation of eachtechnology’s suitability based on scenario requirements.In Workshop 1, Scenario 2 immersed participants in a real-world problem faced by designengineers: capturing accurate building

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

applicable to real-world situations, which ultimately leads to improved outcomes in the field of practice. These partnerships disrupt the traditional power dynamics by placing equal value on the experience of practitioners and researchers. Though not defined as an Alliance, these partnerships reflect many characteristics of an Alliance as they are multi-organizational collaborations. -​ INCLUDES Alliances (2018): INCLUDES, or Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science, was established to increase participation in STEM fields by underrepresented groups to reflect the nation’s population. INCLUDES Alliances are large, multifaceted

Conference Session

Introduction to Materials Courses

Collection

2009 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Materials

Page 14.567.3strategies and activities had not been found to support all learning outcomes. Researchers inconstructivism such as Biggs10 have offered principles for effective instruction that tells us that“instruction should begin with content and experiences likely to be familiar to the students andthat new material should be presented in the context of its intended real world applicatons”7. Andcognitive research tells us that “all new learning involves transfer of information based uponprevious learning”7,8. Similarly, motivation to learn affects student outcomes. Learners aremotivated “when they can see the usefulness of what they are learning and when they can use itto do something that has an impact on others”7,8. So the challenge in a

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University; Janille Smith-Colin, Southern Methodist University; Cindy Hua

connection provided an unexpected opportunity to study these strategies. Theoutcomes observed reveal both expected learning losses within the rich social and siteinteractions that had been intended, but also unexpected value found in the workaroundprocesses created. Such values may be integrated into improved strategies for community-basedspatial learning practices.COVID has exacerbated economic and academic inequities across the United States [24].Although many communities are impacted, communities of color and those affected by povertyare disproportionately so [25]. More than ever, the aspects of PBL that allow student-engineersto intersect their work with real-world problems and to focus on the social aspects of engineeringproblem-solving, are of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

at identifying the trends to improve engagement with a focus onhow education science can articulate steps toward addressing community needs while meeting experientiallearning goals and needs. In the context of this workshop, the essential ingredients of experiential learningwill help students’ access deeper cognitive skills and excite student interest in learning, be it through theflipped classroom [27], or turning real world, practical experiences into avenues for learning [28], [29].This theme examined the evaluations of the standard curriculum layouts and sheds lights on prospectiverestructuring alternatives that will allow the infusion of service learning and practicum opportunities.A George Washington University student provided an

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Ron Lasser, Tufts University; Katie Su, Smith College; Sarah Pedicini, Smith College

Tagged Divisions

Design in Engineering Education

asked in the open-ended response section what aspects of their course bestserve student learning. Themes emerging from a content analysis included communication,design process, faculty interaction, multi-disciplinarity, personal growth, planning, projectoutcome, real world, and teamwork. Ninety percent of respondents (n=46) commented about thereal-world nature of the project or the experience and just over 50% mentioned exposure to thedesign process. It is interesting to note the number of professional topics that emerged fromthese qualitative responses, especially given the importance faculty placed on technical topics ina previous question.Student responses for topic importance are shown in Figures 10a-10b. Unlike the facultyresponse

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sean Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Danielle Corple, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Nadelsonconducted a survey to assess engineering students’ understanding of their professional identitybased on historical references toward engineering identities (e.g., Mediator, Designer/Tinkerer,and 21st Century) [12]. They found students’ perceptions of their professional identities were notaligned with current, 21st Century socio-technical engineering practice that seeks to address real-world problems; rather, the students were more aligned with historical references that viewedengineers as problem-solvers and tinkerers in society. Villanueva and Nadelson’s study providesinsight into why and how engineering cultures are resistant to change and, by extension, affectthe professional formation of engineers.Resistance to change has been showcased in

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

togenerate technological solutions to real world problems whereas scientific inquiry is used tobetter understand the natural world. Moreover, at the end of the professional learning teacherswere able to articulate the core practices of engineering design, including identifying end-usercriteria and constraints, ideating potential design solutions, building a prototype and testing itbased on the design constraints. Evidence of teachers’ knowledge of core engineering practicescan be found in Table 5. These data are especially important as teachers are expected to engagestudents in the same practices in NGSS-aligned instruction. Being able to articulate how andwhen to use particular process skills is important to building teachers’ pedagogical

Collection

2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

EngineeringDesign Project I and II) where the seniors in the CEE Program work in teams on an open-ended,real-world, civil engineering design problem. The capstone design sequence allows students todraw upon various aspects of their undergraduate coursework to develop a comprehensive,engineered solution to an open-ended civil engineering problem. This two-semester capstonesequence addresses a real-world problem and is coordinated with practicing engineers. Facultycoordinators serve in an advisory capacity and coordinate class meetings and presentations.Because of the required prerequisites, students have already been adequately trained in thefundamental principles of engineering analysis and in the concepts of engineering design. Thisis an opportunity for

Conference Session

MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Luann Foster

Tagged Divisions

Mechanical Engineering Division (MECH)

. ● 2021 Grad - [instructor] did a good job of prepping us for the real world in Heat Transfer. It was a really hard class because of how it was structured, but it is a whole lot more real world. ● 2021 Grad - [instructor] taught me how to present information and work in teams. ● 2022 Grad - Heat Transfer was one of the hardest classes in my college career and taught me how to ask good questions and figure things out on my own. ● 2022 Grad - [instructor] helped us problem solve, form groups, learn complex material, and really wanted to help us learn. ● 2023 Grad - [instructor] encouraged a lot of development of independent learning, thinking, and problem solving. ● 2023 Grad - [instructor’s] course structure

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

(Science, Technology, Engineering andMathematics) learning. Students participate in teams organized as “virtual companies” thatdevelop products or services as they engage in long-term projects with a STEM focus. HSE teamprojects are STEM-based but involve students from various backgrounds and interests. HSEteams are coached by specially-trained high school teachers called “teacher-coaches.”Teams have access to real-world expertise and mentoring from professionals in academia andindustry. HSE teams write business plans, solve real-world problems, perform testing andanalyses, build prototypes, manufacture parts, operate within budgets, and manage their projects.Each spring, HSE teams showcase their work alongside college students at

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ymbar Isaias Polanco Pino, Tufts University; Luis Federico Suarez, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Koral Melissa Nuñez Javeir; L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Taisha Pierre, Tufts Center for Engineering Education and Outreach; Mia Jimenez, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

(e.g., colmados) or practices (e.g., building orientation for rainwater runoff). This collaborationhelped the research team avoid misinterpreting culturally specific design choices.Informal conversations were also held with other children in the community, parents, andcommunity members before, after, and throughout the sessions. While not all of them wereformally transcribed, these interactions informed instructors’ understanding of how the programaligned with local expectations and supported learning. Community feedback helped refinelesson content and strategies in real time and ensured that instruction remained relevant to theeducational and cultural context of each location.Data AnalysisData analysis was grounded in iterative, collaborative

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

pedagogy by pushingthem to think critically about their community and political action while working towards STEMliteracy and achievement [16], [19]. We can use STEM education to acknowledge communityissues, promote awareness, and generate reflection in the classroom [27]-[29]. By pushing forengineering design practices that leverage student experiences and engage them in critical workon real-world STEM problems, we provide a space for meaningful, justice-based STEMeducation. We show how this approach has the potential for change in the following Figure 2.Figure 2. Importance of STEM Teaching for Society More STEM •Engineering learning Students •Community activities

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr, Colorado Technical University; Jing Guo, Colorado Technical University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

suited for online delivery also include: greenscreen techniques, interactive video and software tools from the internet marketing niche tocapture and engage students6.During 2016 Summer Quarter, the set of videos provide a technical foundation made up of aseries of short mini-lectures (usually lasting between 5 to 10 minutes for each video) followed bya series of short assessments to verify and validate student understanding using Google Docs.Video recordings on the use of engineering tools such as Matlab/Simulink, Labview/Multisim,PhET and Algodoo software, can serve as examples to show key concepts. The video instructioncan also include demonstrations of real-world applications. For example, in the capstone designcourses and projects, students

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Locke Davenport Huyer, University of Toronto; Neal I. Callaghan, University of Toronto; Rami Saab, University of Toronto; Daniel Smieja, University of Toronto; Andrew Effat; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

collaborative research themes.Specific program Learning Outcomes: ● meet Ontario high school science curriculum-specific course learning outcomes identified by educators; ● connect course-specific scientific concepts to hands-on applications; ● understand the collaborative nature of BME within the context of IBBME research themes; ● develop real-world translation of scientific principles; and ● stimulate development of IBBME graduate student pedagogical skills.2 Program Structure and ImplementationIn the interest of facilitating data-based iterative learning and critical thinking, Discovery is structured tomimic a typical engineering capstone design course where student research teams work with a client topropose a solution to a problem

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Bill Jay Brooks, Oregon State University; Milo Koretsky, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

Tagged Divisions

Materials

materials.12For conceptual change the objective was to develop, modify and implement the misconception-informed and technology-leveraged instructional practices, materials, tools, and resources thatengage students to address their misconceptions and learning issues. Three strategies andcorresponding actions were used to facilitate conceptual change and achievement. First,instructional strategies, as informed by knowledge of misconceptions, were used to remodelclassroom practice, content, activities, homework, and exams.12 Second, to improve the personalrelevance and future value of technical content and concepts for students, real world contextswere integrated into to the publisher's slide sets and contextualized activities were incorporatedinto

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean-Celeste M. Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Design in Engineering Education

prior. Such project longevity is a key factor in truly engaging students in real-world STEM applications, and it carries the inherent benefit of providing the time needed for students to fact find and to establish a deep research approach to the project. These are two aspects of problem solving that have been described as “vital stages in the creative process.”34 Long-term efforts on a continuing project also offer the opportunity for students to fail, often, in their design attempts to solve a STEM-based problem and to try anew, again, learning with each attempt. Frequent failure has been strongly linked to creativity and innovativeness in the workplace and, ultimately, to very successful people.35 Traditional education is

Conference Session

Systems Engineering Division Technical Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Madeleine C Brannon, George Washington University ; Zoe Szajnfarber; Thomas Andrew Mazzuchi, George Washington University

Tagged Divisions

Systems Engineering

real world problems (a, e). • Analyze data and estimate variation in a data set (a, b, e, k). • Apply probability and statistical operations on data using Excel (a, b, e, k)." University of "Development of a systems-scientific framework for theAlabama, Huntsville integration of systems theory, systems thinking, systems engineering and systems management. Emphasis is on the conception, design, and management of systems to accommodate complex environments." Page 24.813.18University of Arizona "This course is intended to

Conference Session

MECH - Technical Session 15: Engineering Education Research and Reviews

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibrahim Nihad Awartani, University of Cincinnati; Iman Shayegani, University of Cincinnati; David Allen Evenhouse, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

course in most universities without much in the way of modern teaching toolsand techniques. As a result, the course is fairly open to interventions that change the way a classis taught. Some can be smaller classroom intervention changes such as Dymond et al. (2023)presenting live examples for students to use as visual aids and to test their conceptualunderstanding of real-world examples. On the other hand, some changes can restructure theentire classroom dynamic while retaining the learning competencies, objectives, and outcomessuch as Howard (2021) using both DELTA’s classroom gamification model and flippedclassroom interventions simultaneously. The flexibility of PRBIS interventions also allows forimplementation regardless of classroom setting

Collection

2023 IL-IN Section Conference

Authors

Sinan Onal

concepts they have learned in the classroom to a real-world scenario,which is an effective way to evaluate their understanding and ability to apply their knowledge. The response to the discussion question was also evaluated. The relevance of the response is that itaddresses the specific problem of evaluating and comparing options for a new business strategy at amanufacturing company. It provides a detailed and comprehensive approach to addressing this problem,covering a wide range of considerations, and presenting a logical and well-organized approach. Theclarity of the answer is noteworthy because it is written in clear and concise language, and it presents theinformation in an organized and easy-to-follow manner. The accuracy of the answer

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

., race, ethnicity, gender, orientation, and ability) deemedcritical for the future of the U.S. engineering innovation, and 2) often have knowledge, experiences orknow-how, such as employing and/or maintaining advanced technological tools and devices in real worldscenarios, that come from military service that can act as entry points into engineering. It has even beensuggested that military undergraduates are an untapped human resource in engineering [64].There are several reasons why critical social research with military undergraduates is needed to ensurethem equitable and just opportunities to participate in higher engineering education:1. Generous educational benefits make military undergraduates exploitable. Current Post 9/11 GI Billbenefits

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; Nathan C. Brown, Pennsylvania State University; Rebecca Napolitano, Pennsylvania State University

Tagged Divisions

Civil Engineering

examples. Students commented onthe well organized and explained course notes that balanced theoretical and practical examples,including the real-world examples and how they were significant in structural design. The processand thoroughness of the explanations showing different design scenarios that could occur helpedseveral students visualize required information and the procedure for calculations. The instructor-provided recordings were helpful for students to go back and rewatch lectures to pick up on itemsmissed during class, including the extra materials provided as refresher content from prior courses.Additionally, the live note taking during class helped keep a good pace. These lectures, combinedwith the work sessions, helped students

Conference Session

Civil Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shawn P. Gross, Villanova University; Eric Musselman P.E., Villanova University

Tagged Divisions

Civil Engineering

previous threeyears in a required upper-level undergraduate course in Structural Design (StructuralSteel/Reinforced Concrete) at Villanova University. Previously, the course had been taught in aclassical manner, with about two-thirds of a typical class meeting period devoted to a lecture andthe remainder devoted to solving quick problems using a PowerPoint format. In the invertedformat, students are required to watch the lectures emphasizing theory outside of the classroomand nearly all of the in-class time is spent solving problems in a real-time manner using aTabletPC.This paper reviews the motivation behind the decision to switch to the inverted format andexplains the intended beneficial impacts on student learning. Details on the structure

Conference Session

Software Engineering Pedagogical Approaches

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Georgas, Northern Arizona University

Tagged Divisions

Software Engineering Constituent Committee

example, identifies theimportance of ensuring that the context in which knowledge is gained matches the context inwhich the knowledge will be applied. Problem-based learning19 promotes the adoption of large-scale, open-ended problems, which is of particular importance in the context of softwareengineering education14, as it has helped give rise to the increasingly ubiquitous adoption of real-world, long-term projects in computer science and software engineering curricular programs andmotivates the importance of architectural-style learning as a pathway to better prepare studentsfor the design problems these projects entail.The idea of increasing learner engagement with the material, which our approach pursues, is alsoimportant in the context of

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Amy Bilton; Kimia Moozeh, University of Toronto

independently from overall experience motivated, independent • a sense of confidence in • confidence/fearlessness learners one’s learning abilities comes from overall • teaching from first principles • the benefits of lifelong experience; specifically suits curiosity, desire to learning for challenge, rigor, workload understand in depth; multidisciplinary work and • foundational knowledge base applied/design courses innovation comes from teaching from support real-world first principles understanding (tension) • learning abilities

Conference Session

Introductory Experiences in Chemical Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Edward Butterfield, University of Utah; Kyle Joe Branch, University of Utah

Tagged Divisions

Chemical Engineering

simulations before they come together as a teamto build a physical device to collect and analyze similar data. For example, students may beasked to run a virtual reaction in a spectrophotometer simulation to determine a reaction orderand rate constant before they do the same, as a team, with data from a physicalspectrophotometer that their team designed and built. The goal with individual assignments is toassure all students enter their team projects understanding both the relevant physics needed toinform their design decisions, and the mathematics needed to analyze their real-world data.Each team assignment follows a flexible design cycle (Figure 2). New student teams are createdfor each project, to maximize social connections and avoid semester

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mehmet Ayar, TUBITAK; Bugrahan Yalvac, Texas A&M University; Fatih Ugurdag, Ozyegin University; Alpaslan Sahin, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

projectsassociated with the real world problems such as air pollution, nanoparticles, desalination. Theirstudy findings demonstrated that the offered activities were a means for students to developcritical thinking, teamwork, writing and leadership skills. As the students gained real-worldexperiences, they developed positive attitudes toward engineering fields.Inspiring students to pursue STEM related careers at the early ages is crucial. Outreach programsfor middle school students were designed by a group of researchers through the use of the LEGO Page 23.98.5MINDSTORM NXT robotics kits29. The outreach program consisted of lessons and competitiveevents

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Edward Morris Barbanell, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Civil Engineering

communication among disciplines. Based on feedbackstudents of different disciplines failed to effectively communicate and many felt the instructorsfailed to relate to the other disciplines. In general, the students felt they (1) were not givenenough opportunity to work with the other disciplines, (1) did not understand class activities andhow they related to their discipline, (3) misunderstood discipline-specific terms, and (4) shouldhave been exposed to more real-world projects. Misunderstanding of terminology was especiallycritical because the same words were being used by the different disciplines but the connotationwas different. For example, the term ‘water right’ may imply a legal construct to those inengineering, planning, and law. But to

Conference Session

Leveraging AI and Computational Tools for Enhanced Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher V.H.-H. Chen, Columbia University; Sakul Ratanalert, Columbia University in the City of New York

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #45867Development of an MEB Novice Chatbot to Improve Chemical EngineeringCritical ThinkingDr. Christopher V.H.-H. Chen, Columbia University Christopher V.H.-H. Chen, Ph.D., is a Lecturer in the Discipline of Chemical Engineering at Columbia University. His teaching and research interests include the application of case- and problem-based approaches to STEM learning experiences; the promise and challenges of AI and online learning; how social and emotional interventions improve engineering education; and preparing graduate students as future change leaders within the academy.Dr. Sakul Ratanalert, Columbia