Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Divya Pahuja, Florida State University

Tagged Divisions

College Industry Partnerships

advanced manufacturing shows thatthere are seven core topics: 1. Pneumatic, hydraulic, and electromechanical components and/or systems. 2. Lean and six sigma concepts in manufacturing environments 3. Industrial automation systems 4. Industrial automation systems 5. Principles of Robotics and automated systems 6. Human machine interfaces and automated systems 7. Supply chain and operation management concepts and techniquesThese topics reflect the foundational concepts for measuring instructional success in Florida’sAM educational programs and for building competency.1.5. Assessing CompetenciesThe Taxonomy of Education Objectives, developed by Bloom, Engelhart, Furst and Krathwohl(1956) serves as a scheme for classifyng

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

process, and students’progress in technical skills. The paper also assesses students’ satisfaction with the course. Thisinformation is designed to help leaders in the engineering school comprehend the specific impactof the first-year design course, in addition to laying the foundation for a long-term retention study. There are two parts of this study: online surveys and a focus group. The participants forthe surveys included subsets of the 48 freshmen students in the course. To conduct this datacollection, three surveys were administered to generate paired data used to investigate trends overtime. To generate qualitative data and gain insight into what might be underlying the results of thesurveys, a focus group session was conducted

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Knaphus-Soran, University of Washington; Ann Delaney, Boise State University; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Jana Milford, University of Colorado, Boulder; Donna C. Llewellyn, Boise State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Michelle Ferrez, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #22007Dr. Beth A. Myers, University of Colorado, Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education.Dr. Jana Milford, University of Colorado, Boulder Jana B. Milford is professor of mechanical engineering and faculty advisor for the Engineering GoldShirt Program at the University of Colorado at Boulder. She holds a Ph.D. in Engineering and Public Policy from Carnegie Mellon University and a J.D. from the University of Colorado School of Law. Her

Conference Session

Opening Up: Data, Open Access, and Open Educational Resources

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leena N. Lalwani, University of Michigan; Paul F. Grochowski, University of Michigan; Jamie M. Niehof, University of Michigan; Craig E. Smith, University of Michigan

Tagged Divisions

Engineering Libraries

, and then trained as a postdoc in the Harvard and University of Michigan psychology departments. I have conducted institutional research at the University of Michigan, and I started my current work as the Assessment Specialist in the U-M Library in the spring of 2018. c American Society for Engineering Education, 2020 Library Facilitation of eTextbooks in Engineering Classes: Student Adoption & PerceptionAbstractAs a means of aiding students who struggle with the high cost of textbooks, somelibraries now leverage their ebook subscription packages to provide eTextbooks forcourses. At the University of Michigan, the engineering librarians routinely offer

Conference Session

Managing Dual Careers

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yuting W. Chen, University of Illinois Urbana-Champaign; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Robyn Sandekian, University of Colorado, Boulder; Jill K Nelson, George Mason University; Lee Kemp Rynearson, Campbell University; Shannon Bartelt-Hunt P.E., University of Nebraska - Lincoln; Janet Callahan, Michigan Technological University

Tagged Divisions

Electrical and Computer, Faculty Development Division, Women in Engineering

lie in quality control, management, and customer satisfaction improvement in manufacturing and service industries, as well as teaching, ped- agogy, and assessment of student learning outcomes particularly in the web-based asynchronous online space. Prior to UNL, she was a professor in Supply Chain Management and Decision Sciences at Belle- vue University, Nebraska for 26 years, where in 1994 she developed and taught the first online course for that institution as part of her teaching portfolio. Currently, as President for the Council of Engineering Management Academic Leaders (CEMAL) she serves on the Board of Directors for the American Society for Engineering Management (ASEM) and is the Education Chair on the

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hang Zhang, Beihang University; Ming Li, Beijing Foreign Studies University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

enterprise experts to participate in theformulation of professional training programs, formulate training goals, build curriculumsystem and teaching content, especially formulate training programs during the corporatelearning phase; implement various teaching arrangements for students during corporatelearning; build a team of corporate guidance teachers, organize technical staff and seniormanagement personnel with senior professional titles to serve as part-time teachers in pilotcolleges and universities, set up corporate courses, guide students’ internship and training,graduation design; participate in the assessment and evaluation of students, formulate thetraining standards and assessment requirements at the enterprise learning phase, and

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Hoehn, University of Colorado, Boulder; Noah D. Finkelstein, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

itself, and build on a growing effort at the K-12 [10]–[12],introductory [1], [2], and teacher education [13] levels to include these discussions in our upperlevel classrooms.We present on a two-pronged instructional approach in a Modern Physics for Engineers course atthe University of Colorado Boulder (CU Boulder) in which we: a) construct an inclusiveenvironment through course structure, policies, and practices and b) implement a course unitengaging students in explicit discussions around representation and diversity in STEM. In thispaper, we describe the goals and implementation of this integrated approach to fosteringinclusion and teaching equity in a Modern Physics class (N=120). We report results of somepreliminary analyses to assess the

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #31427Oklahoma State University’s ENDEAVOR: Transformation of Undergradu-ateEngineering Education through the Experience-based learning.Dr. Hitesh D. Vora, Oklahoma State University Dr. Hitesh D. Vora is an Assistant Professor in Mechanical Engineering Technology. He received his Ph.D. and Masters’ from the University of North Texas in Materials Science & Engineering (in 2013) and Mechanical Engineering Technology (in 2008), respectively. Dr. Vora is a Director of the Industrial Assessment Center (IAC) at Oklahoma State University, which is funded by the US Department of Energy (DOE) for the year 2016-2021

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James L. Huff, Harding University; Degnan William Lawrence; Amanda Coleman

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

the twelve-week design activity inTable 2.In order to assess the learning that was related to student identity development, we assign threereflective essays throughout the semester. The first reflective essay, submitted in Week 2 of thesemester, prompts students to reflect on how they came to the university as an engineeringmajor. Students are prompted to examine their journey holistically and are given full credit forelaborating on reflective claims with specific autobiographical examples. The second reflectiveessay, submitted in Week 13 of the semester, prompts students to consider what they havelearned about their role as engineers and how they envision their role to connect (or not) withtheir core identities, particularly in relation to

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech

Tagged Divisions

Engineering Ethics

or responsible professionals? A comparative study of engineering ethics education in China and the United States,” in ASEE Annual Conference and Exposition, Conference Proceedings, Columbus, Ohio, 2017, vol. 2017, doi: 10.18260/1-2–28297.[17] M. J. Drake, P. M. Griffin, R. Kirkman, and J. L. Swann, “Engineering ethical curricula: Assessment and comparison of two Approaches,” J. Eng. Educ., vol. 94, no. 2, pp. 223– 231, 2005, doi: 10.1002/j.2168-9830.2005.tb00843.x.[18] J. Borenstein, M. J. Drake, R. Kirkman, and J. L. Swann, “The engineering and science issues test (ESIT): A discipline-specific approach to assessing moral judgment,” Sci. Eng. Ethics, vol. 16, no. 2, pp. 387–407, 2010, doi: 10.1007/s11948-009-9148

Conference Session

Case Studies & Engineering Education Around the Globe

Collection

2008 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

learning structure where students work together insmall groups to accomplish shared learning goals and to maximize their own and each otherslearning. The most common model of cooperative learning in engineering is that of Johnson,Johnson and Smith. (24, 25) This model has five specific elements: mutual interdependence,individual accountability, face to face interaction, interpersonal and small group skills, andindividual assessment of group functioning.(24) Although different cooperative models exist,(26) Page 13.941.9the core element in all of these models is the emphasis on cooperative incentives rather thancompetition in the promotion of

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Lucas Passmore, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Kelli Higley, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Francesco Costanzo, Pennsylvania State University; Gary L. Gray; Stephen Turns, Pennsylvania State University; Jonna Kulikowich

Tagged Divisions

Educational Research and Methods

AC 2008-402: IDENTIFYING AND REMEDIATING DEFICIENCIES INPROBLEM-SOLVING IN STATICSThomas Litzinger, Pennsylvania State University Tom Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He can be contacted at tal2@psu.edu.Carla Firetto, Pennsylvania State University Carla Firetto is a PhD student in Educational Psychology at Penn State. Before

Conference Session

Technical Capacity Bldg for Developing Countries & Service Learning

Collection

2008 Annual Conference & Exposition

Authors

Vinay Kumar Domal, University of Western AustraliaUWA; James Trevelyan, University of Western Australia

Tagged Divisions

International

taken for granted in the form of the ABET criteria orsimilar outcome definitions1-4.At the same time, however, there have been many concerns expressed by employers on theapparent gap between engineering education and professional practice5-7. These concernscontinue even after fundamental changes to accreditation criteria have been introducedworldwide. In a survey to assess the effects of these changes, only about 50% of Americanemployers thought that engineering graduates understood the context and constraints thatgovern engineering, and there was a majority assessment that graduate understanding haddeclined in the last decade8. This agrees with persistent feedback from employers in Australiathat graduates lack appreciation of fundamental

Conference Session

Preparing the Future Workforce in Aerospace

Collection

2008 Annual Conference & Exposition

Authors

Narayanan Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

can state without doubt that they have been assigned weightage tothe extent of denying promotions to faculty (in recent times) based on their “inability” to get“excellent” scores, ignoring all other evidence.Apparently this system, since it was approved by the Education Psychology Experts, is now inplace in most American universities, and several foreign institutions have emulated it. Thequantitative assessments conducted by experts on assessment (who have much in common withthe above experts) appear to emphasize its superiority. Articles in ASEE’s PRISM have praisedit. However, if one looks around wondering: “Am I the only one who thinks this is nonsense?”one finds many pieces of evidence to the contrary. Ben Marcus confesses in TIME that as

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Reem Nasr, Boston University; Steven Hall, Massachusetts Institute of Technology; Peter Garik, Boston University

Tagged Divisions

Educational Research and Methods

students. Signals and Systems, as taught in Unified, consists of two parts: The firstpart, covered during the first five weeks of the Fall semester, involves the analysis of linearelectrical circuits. The second part, offered during the last eight weeks of the Spring semester,involves the analysis of generic continuous-time, linear systems.In 2002-2003, one-hour oral assessments were introduced as part of the requirements in Signalsand Systems. These assessments were the interviews for this research. Each student enrolled inUnified was scheduled for a one-hour oral assessment session. In the Spring semester, studentswere divided into seven cohorts, and each cohort had their oral assessment sessions in the sameweek and they worked on the same oral

Conference Session

Capstone Design I

Collection

2006 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Jessica Wilbarger, Smith College

Tagged Divisions

Design in Engineering Education

of other surveys regarding one or more aspects of capstone design havebeen conducted, though none were intentional successors to the 1994 survey. Indeed, theintervening surveys have focused on specific areas such as assessment in capstone courses4, orbeen limited to particular disciplines5. This 2005 follow-up survey was motivated by a desire tounderstand true current practices and identify what, if anything, has changed in the past tenyears. Additionally, we hoped to use the results to inform the capstone course at our owninstitution plus share the data with others so they could do likewise.2. Survey Methods and RespondentsThe purpose of the survey was not only to discern trends developing since 1994, but also toacquire a general picture of

Conference Session

Service-Learning in Developing Communities

Collection

2007 Annual Conference & Exposition

Authors

Frank Giannelli, Lafayette College; Sharon Jones, Lafayette College

Tagged Divisions

Environmental Engineering

revised basic functions (addedin bold) that student-led service-learning groups should follow. We included the challenges thatremain.1. Ensure that one person, and one person only, is responsible for the project scope, budget, and schedule. Decision Making Challenge: Organizational and planning skills vary among members and are not “taught.” Rotating members and changing budgets make this difficult.2. Don’t begin work without a signed contract, regardless of the pressure to start. Communication Challenge: Preliminary site assessments must be done without an agreement to start the process prior to a community agreement with the club.3. Confirm that there is an approved scope, budget, and schedule for the project. Quality Control

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Veronica Burrows, Arizona State University; Judy Sutor, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2007-317: HIGH SCHOOL MATH AND SCIENCE TEACHERS' AWARENESSOF GENDER-EQUITY ISSUES FROM A RESEARCH-BASED WORKSHOPStephen Krause, Arizona State University Stephen J. Krause is Professor and an Associate Director of Undergraduate Studies in the School of Materials in the Fulton School of Engineering at Arizona State University. His teaching responsibilities are in the areas of design and selection of materials, general materials engineering, polymer science, and characterization of materials. His research interests are in innovative education in engineering and K-12 engineering outreach. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

Green State University and is a doctoral candidate in Higher Education Administration at Bowling Green State University.Sanela LaticDr. Patricia R Backer, San Jose State University Dr. Backer is Director of General Engineering at San Jose State University. Her research interests are in broadening the participation of women and URM students in engineering and assessment of engineering programs.Dr. Emily L. Allen, San Jose State University Dr. Emily Allen is Associate Dean of the Charles W. Davidson College of Engineering at San Jose State University. Her portfolio includes undergraduate programs and accreditation, student success programs, personnel and infrastructure, and K-14 outreach. She has been on the faculty at

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Silverstein, University of California, Los Angeles

Tagged Divisions

First-Year Programs

film developers (those that areturned in intact; presumably by consumers who are not engineers of my generation.) Thesecameras are then inspected, refilled with film and a fresh battery, and resold (more on this later.)The Disposable Camera Project © Assignment 1 scenario is as follows: You are a new engineer in a company that makes small electro-mechanical consumer products. Management has decided to explore designing and producing a new disposable camera to compete with those already in the marketplace. A team of employees has been identified to conduct a conceptual design and feasibility assessment. You are assigned to this team. Your first task begins before the team meets. You are given one of the

Conference Session

Delivery Methods in Mechanical Engineering Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregory Mason, Seattle University; Teodora Rutar Shuman, Seattle University; Kathleen E. Cook, Seattle University

Tagged Divisions

Mechanical Engineering

course content.This paper describes the implementation of an IC in a senior-level Control Systems course. Twoofferings of these courses with 20-25 students each have been entirely taught as inverted. Thispaper describes best practices in offering these courses, including suggestions for instructors onpreparing video lectures and structuring the course to provide a safe environment for students tolearn in this unique format. Three years of assessment data are presented in this paper, includingstudent exam performance, and instructor and student observations and perceptions of theinverted classroom format collected through surveys and interviews. Key results fromassessments are: 1) although there was some initial resistance from the students to

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Carlson-Dakes, University of Wisconsin, Madison; Gregory W Harrington, Dept of Civil & Environmental Engineering, Univ of Wisconsin - Madison

Tagged Divisions

Engineering Leadership Development Division

pedagogical practices and content needed to reach these goals. As an institution, theUW-Madison is committed to the broad set of Essential Learning Outcomes (ELO) as thestarting point, and to a to a set of High Impact Practices (HIP) that provide an array ofengaging and actionable options to align learning activities with course goals. Sandwichedin the middle are assignments and forms of assessment that serve as mechanisms to helpstudents demonstrate their learning gains (Figure 1). Essen&al  Learning   Assessment  of  Learning:     Outcomes  (ELO):    What   How  will  students   High  Impact  Prac&ces

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur C Heinricher, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting; Richard F. Vaz, Worcester Polytechnic Institute; Kent J Rissmiller, Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

Paper ID #7159Long-term Impacts of Project-Based Learning in Science and EngineeringProf. Arthur C Heinricher, Worcester Polytechnic Institute Arthur Heinricher is Dean of Undergraduate Studies and Professor of Mathematical Sciences at Worcester Polytechnic Institute. Dr. Heinricher joined the faculty of WPI in 1992, with a B.S. in Applied Mathe- matics from the University of Missouri-St. Louis and a Ph.D. in Mathematics from Carnegie Mellon. His primary responsibility as Dean of Undergraduate Studies is to assess and ensure the quality of under- graduate programs at WPI. He helped guide the development of WPI’s Great

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren A. Turner, Westfield State University; Glenn W. Ellis, Smith College; Robert J. Beichner, North Carolina State University

Tagged Divisions

Engineering Physics & Physics

directcomparison to the results of the TUG-K, the data were narrowed to consider only 93 studentswhere the TUG-R was administered post-instruction in both linear and rotational kinematics. Thisgroup includes student instruction in a traditional, lecture-based format as well as activeengagement classrooms. Approximately 80% of the students were enrolled in an algebra-basedcourse, the remainder in a calculus-based course.Post-instruction student responses on the TUG-K and TUG-R were compared. A 2 tailed z-test wasperformed to assess whether or not differences in sample size can account for the differences inresults between the TUG-R and TUG-K which are reported. An objective by objective, questionby question analysis of the results suggests the three basic

Conference Session

Practical Teaching

Collection

2013 ASEE Annual Conference & Exposition

Authors

William T. Evans PhD P.E., University of Toledo

Tagged Divisions

Manufacturing

at their company. These people were from large companies with largecorporate staffs as well as private consultants who regularly deal with issues of safety in thedesign of electrical equipment including the electrical control panel.Some of the areas of interest from these sources have been listed below: 1. Arc Flash Safety Practices (Short Circuit Safety Calculations) 2. NFPA 70E Compliance 3. UL Guidelines 4. US Panels to CE Compliance (European Design) 5. Risk Assessment 6. PLC Open Safety Embedded Software 7. Achieving Reliability in Safety PLCs 8. Functional Safety from a European Perspective (BGIA Report) 9. Inclusion of Safety PLC Programming RequirementsThis list serves as a starting point for the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

aspects of engineering education. Engineering context within academic standards, curricula, & teaching practices The use of this framework for the development or assessment of academic standards, curricula, or teaching practices that promote a quality K-12 engineering education is only appropriate when an engineering context is present, either explicitly or implicitly stated. For example, an experiment could be considered part of the testing phase within engineering design or as part of a scientific investigation. The context in which the student does the experiment determines whether or not the framework is applicable. A student is considered to be doing engineering when they are

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

 involved in the evaluations by completing an assessment tool related to their experiences andopinions on what contributed to their academic success and persistence at UAA. The respondentswere asked to offer advice to high school students from their communities who might beinterested in studying engineering at college. The most common advice offered by the AlaskaNative engineering respondents was for the high school students to take more mathematics andscience courses in high school, followed by the advice to study hard and be serious about theiracademic achievement in high school. Some respondents commented that they were behind intheir college studies because they did not take enough mathematics and science courses in highschool or they were not

Conference Session

The Climate for Women In Engineering

Collection

2003 Annual Conference

Authors

Jeffrey Jarosz; Ilene Busch-Vishniac

than a minor change from the existing standards, and will require trial,assessment, and revision before it is ready for adoption. We plan to work with a number ofpartnering institutions to perform the requisite tests and assessment.While it is clear that there are two parts to making education attractive – content and pedagogy –our effort is aimed at only the content part of the equation. We do not wish to minimize theimportance of pedagogical innovation in making education attractive and accessible, but we notethat content has received far less scrutiny than the delivery methods, and thus we believeimprovements are more critical at this juncture.Our approach to revision of the undergraduate engineering curriculum involves six steps:1

Conference Session

What Makes Them Continue?

Collection

2003 Annual Conference

Authors

Connie Della-Piana

for all STEMstudents, a center for teaching and learning (faculty and student assistant professionaldevelopment), an academic support center for STEM students, research and peer teachingexperiences for STEM undergraduates, and support for evaluation and assessment of MIEproject activities.In this paper we describe the design of the model for entering students and the findings of thefive-year longitudinal evaluation study of student retention in STEM and at the university.Student and institutional outcomes are linked to project activities through the use of an input-activities-output-outcomes program logic map of the entering students program. First, webriefly describe the entering students program. Secondly, we describe how the program logic

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A. Burgess, National Institute for Engineering Ethics

Tagged Divisions

Engineering Ethics

. This engagesanalogous reasoning which often provides a basis for generalized guiding principles of action.Students are required to identify actual and potential negative impacts of the DPC. We havepenalized students for including little to no discussion of the negative impacts of a DPC. Theassessment of negative impacts should be wide-ranging. The assessment should canvass issuesthat arise (or are likely to) in production, implementation, and disposal (lifecycle). Studentsshould not simply focus on immediate, health related impacts. Rather, the economic,psychological and even spiritual impacts of the DPC should be considered.2 This requirement toenumerate and consider the negative impacts of the DPC pushes against the panacea mentalitythat