Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Joseph LaLopa; Mara Wasburn

improvement that the mentors identified included: (a)beginning the program in August, rather than November, (b) share the experiences of each of thementoring pairs with the entire group, (c) publicize the program more widely to involve morepeople, (d) convince deans and department heads that mentoring is important, (e) encourage thepairs to continue for a second year. The structure of the FMN program that was assessed as partof this study has remained largely unchanged.SubjectsThere were 43 faculty members in the 2001-2002 FMN program, including 25 protégés and 18mentors. All 43 were asked to participate in the survey discussed below.ProceduresIn May 2002, all members were sent an email message requesting their participation in anevaluation of the

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Rick Williams, East Carolina University; William Howard, East Carolina University

Tagged Divisions

First-Year Programs

, of thechanges on subsequent assessment. Taken as a whole, this work demonstrates how makingassessment-driven changes to first-year courses can markedly improve the program. The resultsof all of the assessment tools and improvements are discussed in detail within the paper.IntroductionThe B.S. is engineering program at ECU was initiated in Fall 2004. A general, rather than adiscipline-specific, program was selected in order to match the demands for flexible problemsolvers of the primarily small and medium-sized companies of the geographic area. Thecurriculum adopted included a common engineering core, with four concentration areas for alimited degree of specialization in the junior and senior years. The curriculum was also designedto

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Asad Azemi, Pennsylvania State University, Brandywine; Maria Jane Evans, Penn State Brandywine; Ivan E. Esparragoza, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

communication (listening, verbal, written and electronic) skills in engineering. 5. Be able to develop teamwork and leadership skills by means of active and positive participation as a team member. 6. Recognize the importance of educational and career planning. 7. Obtain a clear understanding of the importance of ethics in engineering. 8. Be able to define engineering design and explain the basic design process. 9. Be able to effectively apply problem solving and design processes in a project.Discussions & RecommendationsIn this section, we present a short discussion regarding the role and usefulness of a first-yearseminar course in a small program including some recommendations and future direction. Our primary motivation

Conference Session

Computer Science, Computer Engineering, and Digital Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheng Chih Liu, University of Wisconsin Stout

Tagged Divisions

Electrical and Computer

Paper ID #11649Teaching Digital Designs by Building Small Autonomous Robotic Vehicles Us-ing an FPGA PlatformDr. Cheng Chih Liu, University of Wisconsin Stout Cheng Liu is an Associate Professor in the Computer Engineering Program at University of Wisconsin Stout. He taught courses in electrical, computer engineering, and engineering technology. His teaching and research interests are embedded systems, systems on programmable chips, FPGAs, controls and instrumentation. Page 26.1472.1 c

Conference Session

Assessment & Accreditation in ECE

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen M. Phillips, Arizona State University; Marco Saraniti, Arizona State University

Tagged Divisions

Electrical and Computer

, Arizona State University c American Society for Engineering Education, 2016 A Fully Online Accredited Undergraduate Electrical Engineering ProgramAbstract:We have implemented full online delivery of the undergraduate electrical engineering program ata large public university (Arizona State University). This paper describes the objectives for theprogram, its implementation and an assessment of student performance.The curriculum, admissions standards, accreditation and faculty delivering the program areidentical for face-to-face and online delivery. The program was initially conceived primarily toextend the access to our existing program to more underserved student populations. Ourenrolment statistics show that this

Conference Session

BME Assessment

Collection

2004 Annual Conference

Authors

Thomas Harris; David Cordray

been implemented. Some of these are as follows: • Devising and using these methods have awakened (or perhaps reawakened) the faculty to the value of formative assessment. Engineering instruction relies heavily on homework problems for formative assessment. In large classes, delays in returning graded homework can limit its effectiveness. In addition, questions in large classes are also limited because of their small coverage and failure to assess the state of knowledge of the entire class. CAPE-based homework that provides immediate feedback and PRS systems can significantly alter the effectiveness of formative feedback in engineering classes. • Assessment of teachers with observational systems can have

Conference Session

A Liberal Education Certified: A Panel on Integrating Liberal Education in a Large, Research-based Institution

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto; Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto; Robert Irish, University of Toronto; Ken Tallman, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #16201A Liberal Education Certified: A Panel on Integrating Liberal Education ina Large, Research-based InstitutionLydia Wilkinson, University of Toronto Lydia Wilkinson is a lecturer in the Engineering Communication Program at the University of Toronto, where she teaches courses on written, oral and visual communication. She has a Bachelor of Education, an MA in Drama and Performance Studies, and is pursuing a PhD in Drama that focuses on the intersections of engineering and theatre.Mr. Alan Chong, University of Toronto Alan Chong is a Senior Lecturer with the Engineering Communication Program at the Univ. of

Collection

1998 Annual Conference

Authors

Mary Ann McCartney; Maria A. Reyes; Mary Anderson-Rowland

offeredby the MEP. The overall effect of these additional support programs is shown in the followingtable. These numbers are small, but if we contrast the students that made use of the tutoringservices as well as the seminar, with those that did not use the tutoring services, there is asignificant difference at p=0.2101 (with Yates’correction). Math Grade Seminar & Tutoring Seminar & No Tutoring MAT 270 MAT 170 MAT 270 MAT 170,106 A, B, C 8 (88.9%) 6 (85.7%) 8 (61.5%) 4 (66.7%) D, E, W 1 (11.1%) 1 (14.3%) 5 (38.5

Conference Session

Pedagogy and Assessment in ECE

Collection

2010 Annual Conference & Exposition

Authors

Wei Zhang, Southern Illinois University, Carbondale

Tagged Divisions

Electrical and Computer

. More specifically, this Page 15.983.2 project is expected to provide useful insights into several key PBL problems, including: 1) how to select appropriate programming problems to ensure the breadth of contents covered, 2) how to balance teaching and students’ self- directed study in programming courses, and 3) how to enhance the guided PBL model based on both qualitative and quantitative evaluation to improve students’ MTP programming skills. • Assess the effectiveness of developed PBL-based multicore programming course for students with diverse background. As one of the few earliest courses

Collection

2000 Annual Conference

Authors

John K. Estell

demonstrate and document competence, it also allows for assessment byboth the person assembling the portfolio and those who must pass judgement on that person’swork. While not as widely used, portfolios can also be found in the computing sciences. Theprogramming portfolio contains a selection of computer programs that a programmer hasproduced over a period of time.The traditional format of the portfolio is a physical document, typically a ring binder that allowsfor the easy insertion or removal of items. For the programming portfolio, the document usuallyconsists of a notebook containing pages of program source code listings, sometimes combinedwith text-based example runs or graphics-based snapshots showing particular moments ofprogram execution

Conference Session

Developing Young MINDS in Engineering - Part I

Collection

2010 Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida; Alfred Ducharme, University of Central Florida; Cameron Ford, University of Central Florida; Kim Small, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida

Tagged Divisions

Minorities in Engineering

is responsible for advising undergraduate students in the college, coordinating college retention programs, and coordinating the college scholarship program. She is a senior personnel of the NSF-funded S-STEM program at UCF entitled the© American Society for Engineering Education, 2010 "Young Entrepreneur and Scholar(YES) Scholarship Program" and the YES advisor. Mrs. Small's interests lie in the areas of retention and transition for FTIC and transfer students.Patrice Lancey, University of Central Florida Patrice Lancey serves as Director of Operational Excellence and Assessment Support where she coordinates the university wide Institutional Effectiveness Assessment process and supports

Conference Session

Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

AJ Hamlin, Michigan Technological University; Jean-Celeste M. Kampe, Michigan Technological University; Amy E. Monte, Michigan Technological University; Brett Hamlin, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Multidisciplinary Engineering

objectives are mapped with the BSE Program Outcomes, which are ABET Criterion 3 a-k outcomes. This assessment provides information to course instructors and to the departments offering the courses as to whether any revision in course delivery or content is warranted. However, as the number of BSE students is very small compared to the many other engineering students in these courses, this general course assessment actually provides little direct information on whether the BSE degree Program Outcomes are being met by BSE students.Due to the limited usefulness of the general course assessment of each common Core course, theBSE Curriculum Committee was charged with proposing and implementing another method ofassessing

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

April A. Kedrowicz, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

AC 2011-676: 100 FRESHMAN CIVIL ENGINEERS: A MODEL FOR IN-TEGRATING COMMUNICATION AND TEAMWORK IN LARGE ENGI-NEERING COURSESApril A. Kedrowicz, University of Utah Dr. April A. Kedrowicz is the Director of the CLEAR (Communication, Leadership, Ethics, And Re- search) Program at the University of Utah, a collaboration between the College of Humanities and College of Engineering. The program was developed in 2003 through a grant from the William and Flora Hewlett Foundation, with the goal of integrating communication (speaking and writing), teamwork, and ethics into the curriculum of every department in the College of Engineering. Dr. Kedrowicz has been the director of the program since its inception and has developed

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; Allen Estes, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

developing their final design and occasionally evaluate which packages are thebest for each specific part of the project.The program was assessed at level 5 (synthesis) in the ability to design a system (Outcome 3),level 4 (analysis) when solve engineering problems (Outcome 5) and Level 3 (application) whenconsidering the impact of engineering solutions (Outcome 8). Design starts in the Statics(CE300) course using the West Point Bridge Designer. Each successive course increases thelevel of focused problem solving and open-ended design while considering the impact of theirsolutions. The process culminates in a large open-ended design project in the capstone course(CE 492) where the students design a new structure and the associated CE systems

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Richard Ciocci

Session 1547 Engineering and Engineering Technology Program Assessments – DACUM Style Richard Ciocci Penn State UniversityA DACUM (Develop-a-Curriculum) analysis is a three-phase process, which can be a key part ofa program assessment effort. DACUM is a tool that provides course-related duties and tasks,which can be converted into outcomes. Phase I features a panel of off-campus personnel withexpertise in the program being assessed. Phase II consists of the interaction between thoseexperts and college’s or university’s faculty. The third

Collection

2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

of Engineering placed the development and implementation of assessment plansclearly at the department/school level. This means that each engineering school was charged withcreating their own means of data collection, interpretation, and analysis. For large schools withsubstantial resources, such as Chemical Engineering, it was possible to hire outside consultantsto develop assessment tools, collect data, and analyze results. A small department like ABE doesnot have similar resources. The APC committee, with support of the ABE faculty, had to developtheir own assessment tools and, with the staff support, conduct and analyze the results in-house.II. Program Outcomes - A Common Survey ItemThe assessment tools that ABE has developed include

Conference Session

Assessment Methods

Collection

2007 Annual Conference & Exposition

Authors

Scott Danielson, Arizona State University; Bradley Rogers, Arizona State University

Tagged Divisions

Engineering Technology

also helpedthe program faculty identify various curriculum and course improvements.However, because of the large number of courses and volume of work produced by the students,involving all the courses within a program in this assessment process was recognized asunwieldy. After the 2004 ABET visit, MMET faculty decided to concentrate the detailed directassessment of student outcomes to specific courses, denoted as “bellwether” courses. Page 12.63.6Use of Bellwether CoursesIn most cases, multiple courses address programs outcomes and virtually every course taughtwithin the engineering technology program will impact at least one of the outcomes

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Hamilton, York College of Pennsylvania; Kelly Arcieri, York College of Pennsylvania

, butwe feel it is an important one. We can look at how well the students do in each of themeasurements, take an average and look to see if the score exceeds a program-determinedacceptable level (3 being the “acceptable level” in our case). We can also look to ensure that wehave an acceptable number of students who score 3 or above; we set that goal at 70% or more ofthe students achieving that level or above. This is the same basic standard we use for all ourABET assessments. As an example, for a direct measurement tied to a graded assignment, welook for an average score over 70%, our self-determined acceptable level, and we look to ensure70% of the students achieved 70% or above. This ensures that, for example, a large number ofstudents

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olivia S. Anderson, University of Michigan; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

Design and MethodsThis paper expands upon a previous report assessing the first offering of the Teaching Circle (5) bypresenting additional data from two subsequent offerings of the program. For all three offerings, theTeaching Circle had the same format. The program was led by two facilitators - an experiencedinstructional developer and a respected engineering faculty member. It consisted of four, two-hoursessions over one academic term which addressed student rapport in large classes, active learningtechniques, student motivation and screencasts, student pre-/mis-conceptions and classroom responsesystems. The monthly sessions incorporated readings on relevant research, discussion amongst theparticipants and with other senior faculty dedicated

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bill B Elmore, Mississippi State University

Tagged Divisions

Chemical Engineering

Paper ID #19542Integrating Problem-based and Project-based learning in large enrollmentfreshman engineering coursesDr. Bill B Elmore, Mississippi State University Bill B. Elmore, Ph.D., P.E., is an Associate Professor and Director of the Swalm School of Chemical Engineering. In his role as the Hunter Henry Chair, he served as Undergraduate Coordinator for the chemical engineering program and Faculty Advisor for the student chapter of the American Institute of Chemical Engineers. He continues active teaching and research in engineering education through integration of project- and problem-based learning across engineering

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Yevgeniya Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

14.867.8expose them to alternative conceptions of teaching and learning.AcknowledgementsWe would like to thank the Spencer Foundation Small Grants program for its support of ourinitial pilot study, which provided the dataset for this paper (Spencer Grant #200500077). Wewould also like to thank Maria Ong of TERC for her invaluable contributions during the stagesof study design, data collection, and initial analytical conceptualization. Finally, we would liketo send our thanks to Lindsay Page, Dana Wright, and Esther Hurh who were involved in datacollection.Bibliography1. Rimer, Sara. “At M.I.T., Large Lectures are Going the Way of the Blackboard.” The New York Times, 12 Jan. 2009. 2. Basken, Paul. “Why Engineering Schools Are Slow to Change

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

Tagged Topics

Diversity

Tagged Divisions

Mechanics

student engagement in, high-enrollment, mathematically-intensive upper-yearengineering courses.Introduction and MotivationTraditionally, engineering education has been characterized by one-way information flow froman expert faculty member to a passive classroom audience. Gauging student understanding isdifficult, especially in large classes, due to the relatively small number of students who askquestions. Lecture time remaining after delivery of theory is usually devoted to instructor-worked examples, with the expectation of students following the explanations in real time.Missing from the lecture experience is the students attempting to solve problems with theinstructional team present for coaching. In the interests of time, we leave the

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, University of Connecticut; Alexandra Hain, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

their knowledge from the Mechanics of Materialscourse.This paper delves into the benefits, challenges, and practical details of implementing thesestrategies in a large, inclusive, classroom setting. To gauge the effectiveness of these strategies,two anonymous surveys were conducted at the end of the semester, soliciting student feedbackon class activities and co-teaching practices. The results highlight student feedback on the coursecontent, assessments, active learning strategies, and overall course management and suggest thatthe employed co-teaching style was perceived as harmonized and well-coordinated, with clearexpectations. This paper aims to share best practices for co-teaching in a large engineeringcourse while incorporating inclusive

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Crisca Bierwert, University of Michigan; Lindsay Shuller, University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2009-1351: THE EFFICACY OF SCREENCASTS ON DIVERSE STUDENTS INA LARGE LECTURE COURSETershia Pinder-Grover, University of Michigan Tershia Pinder-Grover is the Assistant Director at the Center for Research on Learning in Teaching (CRLT) at the University of Michigan (U-M). In this role, she is responsible for teacher training for new engineering graduate student instructors (GSIs), consultations with faculty and GSIs on pedagogy, workshops on teaching and learning, and preparing future faculty programs. Prior to joining CRLT, she earned her B.S. degree in Fire Protection Engineering from the University of Maryland and her M.S. and Ph.D. degrees in Mechanical Engineering from the U-M

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jule Schatz, University of Michigan; Zahra Makki, University of Michigan; John Kloosterman, University of Michigan; Elizabeth Levesque, University of Michigan; Heather Rypkema, University of Michigan

succeed, even in large courses and academic programs. © American Society for Engineering Education, 2022 Powered by www.slayte.com Creating a Community-Focused Lab Section in a Large Computer Science Course (Experience)AbstractThe introductory computer science class (CS1) at our large public university has grown to over1,200 students. The learning environment in a large class makes it hard for students to connectwith instructors and other students. While some students thrive in an independent learningenvironment, others thrive through participating in a supportive learning community. At ourschool, a long-running Academic Success Program (ASP) has

Collection

2001 Annual Conference

Authors

Luiz DaSilva

-timestudents in the program, who work during the day and for whom coming to class more frequentlythan once a week would impose excessive overhead due to traffic, etc. The instructor generated75% of lectures from Northern Virginia and 25% from the main campus in Blacksburg.Typically, enrollments in graduate-level courses delivered under this program fall at much lowerlevels than in this particular case. The extreme popularity of the subject matter for this course,combined with a larger-than-usual first-semester Electrical and Computer Engineering graduatestudent population in the fall of 2000, resulted in the unusual class size. The large class sizeprompted us to search for new solutions for interaction between instructor and students,performance

Collection

2024 ASEE-GSW

Authors

Tonia Haikal, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

-Southwest Annual Conference West Texas A&M University, Canyon, TX Copyright © 2024, American Society for Engineering Educationdynamics of classrooms. This paper discusses the relationship between large language models likeChat GPT and their effects on educational approaches. The goal is to incorporate technology in away that improves learning while maintaining ethical principles and the human touch in education.We must assess ML and AI's opportunities and challenges in shaping education's future. This paperaims to explore how these technologies introduced in specific ways to certain classes influencestudent psychological well-being, ethical considerations, cognitive skills, pedagogical

Conference Session

High-Impact Teaching and Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenna Williams, California Polytechnic State University, San Luis Obispo; Mark William Wright LEED Green Associate, California Polytechnic State University, San Luis Obispo; Michael James Deigert, California Polytechnic State University; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

Paper ID #24642Exposing Undergraduates to Design, Fabrication, and Large-Scale Experi-mentation in a Structural Steel Design CourseJenna Williams, California Polytechnic State University, San Luis Obispo Jenna Williams is an undergraduate architectural engineering student at California Polytechnic State Uni- versity – San Luis Obispo. She has been engaged in structural engineering through leadership roles in Cal Poly’s Structural Engineers Association of California (SEAOC) student chapter, the Earthquake En- gineering Research Institute (EERI) Undergraduate Seismic Design Competition team, and the Structural Engineering

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara Masi, University of Rochester; Dan M. Watson, University of Rochester; Arie Bodek, University of Rochester; Dev Ashish Khaitan; Erik Garcell

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

Paper ID #13663Comparison of Mastery Learning and Traditional Lecture-Exam Models ina Large Enrollment Physics CourseDr. Barbara Masi, University of Rochester Dr. Masi is the Director of Education Innovation and Assessment Initiatives in Arts, Sciences and Engi- neering at the University of Rochester.Dan M. Watson, Department of Physics and Astronomy, University of Rochester Dan Watson, Professor of Physics and Astronomy, is currently chair of the Department of Physics and Astronomy at the University of Rochester. His research centers on the formation of planets and stars, and on the development of detectors and

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Adam Steven Weaver, Utah State University; Jack Elliott, Utah State University

Tagged Topics

Conference Submission

entity, allowing us to resolve names in stagestwo through four. Determining the appropriate weights/thresholds is readily achievable throughour already manually resolved network. By determining these parameters, we will automate thestage four comparisons and thereby, the entire network resolution process. To assess therobustness of our automation methods, we will further generate synthetic interaction data set(s),run the automated disambiguation strategies, and compare resulting resolved networks. Theresult of this automation will provide educators employing SNA a means to resolve large scaleinteraction data outside of traditionally limited contexts. Conclusion Our current disambiguation method