Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, performance, and recognition by others as central pillars, our interview protocol aimsto assess the development of an engineering student identity through participation in VIP-organizedundergraduate research. However, for this study, we will focus on the second construct which isperformance or competence to explore student skill development in an interdisciplinary undergraduateresearch program. The adopted framework can be found in Figure 1.Figure 1. Adopted framework for student identification with engineering [17]Methodology This study is an intrinsic case study that explores undergraduate research experiences within aunique interdisciplinary program that follows a VIP approach and its influence on engineering students’skill development

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

Tagged Divisions

First-Year Programs Division (FYP)

) served as a pivotal parameter for assessing the efficacy of theintervention. This course was designed to complement the Academic & Career Pathway Project,providing students with the necessary skills and knowledge to navigate their academic and careerpathways successfully. Through an analysis of the data collected from Course B, we aim toevaluate the impact of the intervention on student learning outcomes, self-awareness, andacademic success. The data collected from Course B includes a demographic survey, studentself-reflection post-survey, and academic performance metrics. These data sources providevaluable student development and learning insights throughout the semester.Demographic Survey: The study included a demographic survey that was

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xueni Fan, Texas Tech University; Joshua M. Cruz, Texas Tech University; John Carrell, Texas Tech University; Michael Scott Laver, Rochester Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

: the syllabus, classroom meetings, students, instructors,assignments/assessments, etc. An intrinsic study simply looks at a particular unique case (Stake,2002); in this instance, we have an intrinsic interest in the development of (STEM) courses beingco-taught by professors from disparate disciplines. Finally, an exploratory case study “is used toexplore those situations in which the intervention being evaluated has no clear, single set ofoutcomes” (Baxter & Jack, 2008, p. 548). In our case, we do not know if the instructors in thecourse believe it has gone well or could use improvement, and we would like to explore howthey worked together (or did not) to develop the course and the ways that they saw convergenceand/or disjunction within

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Chris Rennick; Sophie Nasato; Samantha White; Mary Robinson

this paper.One instrument for assessing the situational motivation of participants in an activity is theSituational Motivation Scale (SIMS) developed by Guay et al. [4]. In it, they sought to measurefour types of motivation which operate at the situational level. The four types, from highestimpact on self-determination to lowest, are: 1. Intrinsic motivation – behaviours engaged in for their own sake, for the pleasure and satisfaction from performing those behaviours, 2. Identified regulation – a type of extrinsic motivation for a behaviour chosen by oneself but which is a means to an end, 3. External regulation – a type of extrinsic motivation regulated by rewards or avoiding negative consequences, and

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Libby Osgood P.Eng.; Christopher Power

each reflectionchanges with the design process.IntroductionAdopting a self-reflective practice promotes critical thinking and develops meta-cognition toallow practitioners to become aware of their thoughts and patterns of thinking[1]. Essentially,reflection promotes the action of thinking about one’s thinking [2]. It is the core of life-longlearning [3], which is identified as an essential attribute of an engineer [4]. In order to practicelife-long learning, a person must be able to identify their deficits and make a plan to acquire themissing knowledge or skills. The awareness that comes with the practice of reflection enables theperson to realistically and bravely assess their gaps for continued growth [5]. The adoption of agrowth-mindset

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Shawn Gross

I.Literature on Interactive LearningIn the past twenty years there has been a pedagogical shift towards problem based learning, theincorporation of concept oriented examples, and the use of interactive learning activities withinundergraduate engineering, science, and medical school curricula4-7. Assessments havedemonstrated8-11 that students generally learn better when taught in these environments.Consequently, these initiatives have been adopted by many engineering programs.12-14 Manyambitious faculty members have implemented problem based learning within individual courses,while some departments and colleges have incorporated the philosophy systemically throughoutentire programs.15-17Structure of “Flex” PeriodsThe Mechanics I course at Villanova

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Garrett M. Clayton; Allen Tan; Jordan Ermilio; Aaron Wemhoff

commercialization in the event of a successful outcome. This assessment should havesome degree of influence the project selected. Recognizing that an undergraduate student team isunlikely to have the skills and/or time to take a prototype to production, both the NGO and thefaculty partner must assess internal and external capabilities to facilitate this transition. Failure toperform this assessment during project selection can result in successful projects that lackmodality to market. While this scenario results in a successful learning outcome for students, thisallocation of resources, in the humanitarian context, may be considered parasitic by the partner Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityNGO and/or

Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

F.T. Fisher; R.S. Besser; K. Sheppard; C.H. Choi; E.H. Yang

& numbers of participants pursuing graduate degrees, as a meansEntrepreneurship Summer Scholarship Program, which to assess the program.specifically targets faculty/student research projects with thepotential to develop results that might lead to protected SUMMARY & FUTURE WORKintellectual property. Additional undergraduate studentresearch opportunities are available to students through other Recent trends in science and engineering student statistics,support mechanisms

Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Lance Hoffman; Rachelle Heller; Costis Toregas

students develop a System Security Plan for a fictitiousgovernment system that is iteratively critiqued and refined through interaction ofboth the instructor and student. By the end of students' (typically) two years ofparticipation in the course, they are well-versed in the use of governmentprocesses to analyze computer systems, perform risk assessments and documentsystems' FISMA compliance. As a result of these exercises, one student reported asense of “standing out from the veteran employees” and subsequently received ajob offer during his summer internship.Almost every week, an invited government official or industry expert also speaks,reinforcing concepts, sharing insights, and meeting informally with scholarshipstudents. These speakers

Collection

2009 Fall ASEE Middle Atlantic Section Conference

Authors

Kevin Dahm; Thomas Merrill; William Riddell

E G A P U Ideas were evaluated based on criteria Remaining efforts discussed Reasonable assessment of status givenOrganization E G A P U Presented outline of talk. Overall, the presentation was easy to follow. Transitions used effectively throughout the speech. Presentation contained a clear intro, body and conclusion. Leads viewer to stated conclusions.Style and Delivery E G A P U Language choices were clear and accurate. Employed an extemporaneous style Maintained eye contact Used voice

Collection

2008 ASEE Zone 1 Conference

Authors

Roger Chapman Burk

’ assessment of the course; (5) The instructor’s experience,assessment, and recommendations for using this course or a similar one to teach engineering to non-engineers. 11. Genesis and Educational Goals of the CourseThe primary motivation for the course was the instructor’s experiences with students taking a “coreengineering sequence” at the U.S. Military Academy at West Point. West Point students (cadets) canmajor academically in their choice of a wide variety of subjects, including engineering, economics, andscience, but also including history, management, leadership, foreign language, literature, and other non-quantitative subjects. However

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caroline Baillie, University of Western Australia

Tagged Divisions

Engineering Ethics

twentieth century. While they are considered by governments, and some locals, to benecessary for economic growth there are others - directly impacted by altered hydrology andecology, and also by resettlement - who are less sure about the benefits of progress. Factors thatinfluence the process of assessing the social and environmental impacts of engineering decisionsare in focus here, including international agreements on water supply, and examples drawnbetween the challenges of international agreements versus national agreements.c) Education/Engineering - Educational theory facilitates conceptual discussion for the newmillennium about developing professional engineers who seek social justice through engagementin critical thinking and reflective

Conference Session

Programming for Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

John Baker, University of Kentucky; Vincent Capece, University of Kentucky; Keith Rouch, University of Kentucky

Tagged Divisions

Computers in Education

example problems worked in-class. Page 15.442.5To supplement the example problems covered during regular class time, four additional exampleproblems recorded using Camtasia Studio were used in fall semester 2009. Starting from thesefour recorded example problems it is planned to add more recorded example problems in thenext offering of gas dynamics. A survey was used to elicit student feedback for assessment ofthe video effectiveness and to indicate areas where improvements can be made in the content andquality of the recorded example problems. The results of the survey are discussed in a latersection along with a discussion on an improved

Conference Session

Best Zone Paper Competition

Collection

2010 Annual Conference & Exposition

Authors

Michael Hunter, Georgia Institute of Technology; Dwayne Henclewood, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Mshadoni Smith, Georgia Institute of Technology; Laurie Garrow, Georgia Institute of Technology; Angshuman Guin, Georgia Institute of Technology

Tagged Divisions

Council of Sections

that a traffic signal tries to share the right of way of an intersection in time andspace.Note that in the event that time is rather restrictive, the sub-scenarios of Scenario IV maybesubstituted with a single scenario of a pre-determined set of signal timing plans that is intendedto operate the intersection more efficiently than in the previous two scenarios.AssessmentPre-activity assessment includes soliciting from students predictions about how well eachdifferent intersection control method will work, and which they think will perform best.Activity-embedded assessments include asking students at the end of each scenario what some ofthe issues they faced when going through the intersection were and how these issues may beaddressed. Post

Conference Session

Track 2 - Curriculum and Laboratory Development

Collection

2012 ASEE International Forum

Authors

Yongming Tang, Southeast University; Susan M Lord, University of San Diego

Tagged Topics

Track 2 - Curriculum and Laboratory Development

at the proposal, preliminary design review, critical design review,and final design review stages. These are reviewed by peers, faculty, and industry. Students alsoevaluate their peers using the Comprehensive Assessment of Team Member Effectiveness(CATME).5 The instructor gives each student an individual grade based on all of this input. Notall students on the team receive the same grade.Usually, these projects involve only EE students although there have been some joint MechanicalEngineering (ME)-EE projects. These multidisciplinary projects are encouraged and can resultin high quality projects, as students are able to use different technical skills. However, thelogistics of these projects are more challenging for faculty and students.These

Conference Session

Track 1 - Session 1

Collection

2014 ASEE International Forum

Authors

John Matthew Long, Deakin University; Simon William Cavenett, Deakin University; Eloise Gordon, Deakin University; Matthew Joordens, Deakin University

Tagged Topics

Curriculum and Lab Development

used. Page 20.18.4The majority of our undergraduate engineering students have little or no knowledge of theMicrosoft-Project software. As is common with effective learning methods for developingproficiency in using specific software applications, the teaching method for developingsufficient basic competency with this software centers on multiple hands-on assessed tasksconducted over multiple classes that seek to develop and reinforce students’ understanding andability through supported personal experience.For our on-campus students this is achieved through the tradional tutorial class method witheach student having access to a dedicated computer

Conference Session

Partner Organization Plenary III

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Frank Bullen, University of Southern Queensland

Tagged Topics

Partner Society Plenary

Paper ID #8374AAEE Plenary - Engineering Education: A National Integrated ApproachMs. Lyn Brodie, University of Southern Queensland Lyn Brodie is an Associate Professor in the Faculty of Engineering and Surveying at the University of Southern Queensland. Her research interests include engineering education, Problem Based Learning, assessment and the first year experience. She is a board and founding member of the USQ Teaching Academy and Director of the Faculty Engineering Education Research Group. Lyn was the academic team leader for the teaching team which successfully designed a strand of PBL courses for the faculty

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Olga V Shipulina, Simon Fraser University

Tagged Topics

Invited - Curriculum Development

can be used for developing students’ abilities to apply mathematics to real-life problems.Bibliography1. Freudenthal, H. (1968). Why to teach mathematics so as to be useful? Educational Studies in Mathematics, 1, 3–8.2. Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. K. Lester (Ed.). Second Handbook of research on mathematics teaching and learning, (pp. 763-805). Greenwich, CT: Information Age Publishing.3. Ilyenkov, E.V. (2009). The Ideal in Human Activity. New York: Lawrence & Wishart.4. Stocker, D. (2006). Re-thinking real-world mathematics. For the Learning of Mathematics, 26(2), 29-30.5. Palm, T., & Burman, L. (2004). Reality in mathematics assessment: an analysis of task

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Lynette Frances Johns-Boast, Australian National University

Tagged Topics

Invited - Curriculum Development

and practice),and how to assess that learning has taken place.The literature is also unclear whether curriculum applies to programs or to courses or to both.Where it suggests curriculum applies to both programs and courses, it is unclear what therelationship between the two is. For example, Tyler 9 and Zais 10 are quite clear that they see theconcepts of curriculum as applying at both program and course level but they do not discuss therelationship between them. On the other hand, Stenhouse 11 does not give any hint to which levelhe considers curriculum belongs, though his language – singular verbs and nouns, and use ofterms such as “classroom teacher” – suggests that he is more focused at course level. Print 12 toois not clear to which level

Conference Session

Industrial Collaborations

Collection

2005 Annual Conference

Authors

Ken Wild; Constance Holden; Karen Horton

successfully export a model with photographic skins.Student Learning OutcomesIn order to successfully complete MET220 all students demonstrated specific learningoutcomes using MicroStation and ArcView, a geographic information system softwarepackage5. All students also demonstrated technical writing skills. In addition, eachstudent demonstrated competency in an area relevant to the specific project tasks she orhe was assigned to perform.Student outcomes related to MicroStation were assessed through classroom exercises,homework, and quizzes. Students imported as raster images architectural drawings ofplantation buildings at the correct scale, and measured scaled lengths from the rasterimages. They then used the measurements to size two-dimensional

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Wayne Burleson; Noah Salzman; Christopher Emery; Kevin Kloesel; Sandra Cruz Pol; Omnia El-Hakim; Kathleen Rubin

© 2005, American Society for Engineering Education1. Introduction and ContextThis paper begins with a brief overview of the CASA project, an overview of summer contentinstitutes, and why we chose to incorporate a content institute into our education and outreachefforts. This is followed by brief descriptions of the daily activities of the content institute andNovember follow-up session. We summarize the demographics of the participants in the course,and present our assessment techniques and results. We describe the exciting future work thatgrew out of the institute, and conclude with our observations and lessons learned.In 2003, the University of Massachusetts Amherst, University of Oklahoma, Universityof Puerto Rico Mayagüez, and Colorado State

Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

Dennis Truax

exercisewithout having to be the sole responsive party. By taking ownership of the experiment, thestudents’ learning is increased and the laboratory experience is enhanced. This is due, in part, toexperiments being tailored to the students’ needs and interests which is a result of their directinvolvement. Finally, concepts of team building and experimental design are introduced.Surveys and testing of students involved in this approach suggest a strong positive outcome. Inaddition to objective outcome assessment of participating groups, several years of applying thisapproach have defined pitfalls to be avoided.IntroductionAn issue impacting the undergraduate laboratory experience is the enormous financial pressurefaced by engineering departments

Conference Session

Multidisciplinary Design

Collection

2004 Annual Conference

Authors

John Wesner; Cristina Amon

topresent two lectures, one using pre-prepared visuals and one using material created in real timeon the blackboard. Each team was asked to use their own project as the source of specificexamples, rather than the examples given in the text. At the end of their lecture, the teammembers were asked to spend five minutes each working with one other team, helping to insurethat they understood how the concepts of the lecture applied to their project.We recently assessed this approach and found that it had three problems: • Preparation required setting up two additional times for each presenting team to meet with a faculty member, who would provide experienced help preparing their lecture. With teams already having difficulty scheduling

Conference Session

Transitioning to an Academic Career

Collection

2005 Annual Conference

Authors

William Loendorf

thefirst junior class arrives in the fall of 2005.Both the Computer Engineering Technology (CET) and the Mechanical Engineering Technology(MET) programs were approaching reassessment resulting in membership on the Department’sAcademic Assessment Committee. The development of an updated Assessment Plan for bothprograms was required to meet the Technology Accreditation Commission of the AccreditationBoard for Engineering and Technology (TAC of ABET) criteria. Even though the actualassessment was over two years away, it was time to begin the preparations. Documentation hadto be written, samples of student’s work had to be collected, and surveys from recent graduateshad to be conducted along with numerous other data gathering tasks. The amount of

Conference Session

Lab Experiments & Other Initiatives

Collection

2005 Annual Conference

Authors

Paolo Tamayo; David Florida; Ramakrishna Gottipati; Janos Grantner

are discussed in the paper in detail. In the first part of the paper, we briefly outline the key concepts to develop a verificationmethodology for teaching and research in the digital systems design area. The second and thirdsections of the paper focus on the test bench and provide for a few examples on how to use it. Page 10.462.1The fourth part of the paper concludes with a future assessment plan.“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”1. Introduction The main focus of

Conference Session

Innovative Curriculum Developments

Collection

2005 Annual Conference

Authors

Greg Walker; Sean Brophy

findings are encouraging, and more research needs to be done to assess Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationincreases in students’ learning with highly synchronized video and audio supportcompared with static presentation of knowledge and audio annotation.IntroductionMany upper level undergraduate engineering courses have learning objectives leading todeveloping students’ capable of solving complex computational problems involvingmathematical relationships that define the principles of a domain. This requiresdeveloping the expertise to recognize how to mathematically describe a system’sbehavior

Conference Session

Innovation in ChE Teaching

Collection

2005 Annual Conference

Authors

Bruce Finlayson

© 2005, American Society for Engineering EducationQuantitative Assessment The course is an elective course which is constrained by class schedules and other classesusing the computer laboratory. Thus, every junior isn’t able to take the class. Despite that, theenrollment has grown from year to year, as shown in Table VII. The total number of juniors in2003 and 2004 was about the same (44), and the number in 2005 is larger (70). When comparinggrade point averages (of all chemical engineering courses at the end of their junior year), in thefirst year those taking the course had a higher grade point average (GPA) (+0.27), but in thesecond year the difference was insignificant. As would be surmised by the gradually increasingenrollment, the

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Ji Yeon Hong; Charla Triplett; Jenefer Husman

occupations.Although self-efficacy has been linked to career gender role stereotypes, in this presentation wewill focus on self-concept. Self-efficacy judgments emphasize mastery criteria (Zimmerman,1995) and are influenced by evaluating the self in comparison with past performance (Bong &Clark, 1999). Self-concept, which is related to self-efficacy, stresses normative assessment ofability, such as being better than others (Zimmerman, 1995; Bong, 1998). As gender rolestereotypes are more strongly influenced by norm-referenced comparisons than criterion- Page 10.1092.1referenced comparisons, we examined students’ self-concept to reveal an underlying

Conference Session

Using IT to Enhance Design Education

Collection

2005 Annual Conference

Authors

Harold Evensen; Paula Zenner; Edward Lumsdaine

report that could include operating instructions and manuals if required by the sponsor.3. Use of the Herrmann Brain Dominance Instrument (HBDI): At the beginning of the capstone design course, the on-campus students completed an on-line HBDI survey form to assess their thinking preferences.5 The results were used to form mentally diverse teams which had at least one member with a strong preference for right-brain, conceptual thinking, together with members with dominant interpersonal, organizational, or analytical thinking modes as outlined in Table 2. 3,5,6 Although initial communication can be difficult in such “whole-brain” teams, the members learn to appreciate the contributions and perspectives their differences bring

Conference Session

Product and Venture Creation Curriculum

Collection

2002 Annual Conference

Authors

Steven Krumholz; Steve Schiffman; Sean Munson; John Bourne; James Krejcarek; Dan Lindquist; Susan Fredholm

(Marchese2, 2001).Entrepreneurial ThinkingOne facet of the Olin curriculum is the injection of both arts and entrepreneurship inthe engineering curriculum. The minimum amount of arts, humanities and socialsciences will be 24 credits and the minimum amount of entrepreneurship will be 3credits (one course). Students will have the ability to take 12 credits of the curriculumas completely free electives – hence, students may specialize in entrepreneurship ifthey so desire. For the minimum requirement, we plan to provide practica (shortmodules) that provide all students with the capability to undertake entrepreneurialthinking. We will provide modules that will help students understand methods foropportunity assessment and business planning for the