services that are crucial for their development and persistence in higher education [4]. These hurdles not only affect their confidence but can also lead to difficulties in managing coursework, ultimately influencing their overall academic performance. The challenges faced by first-generation college students are compounded by a lack of academic preparation. An underprepared student is generally defined as one who lacks the requisite academic skills, knowledge, or resources essential for success in postsecondary education. These deficiencies commonly manifest in foundational areas such as reading comprehension, technical writing, and mathematics, often stemming from prior educational experiences marked by academic
role-playing dimension of the mock journal is an important factor in the effectthat it has on students. In order to support this end, I developed the following infrastructure tolend a feeling of authenticity to the journal: 1) A journal website where students would findinformation for authors, reviewers, and a submission portal [1]. This is also where the publishedcontributions were publicly posted at the end of the course (with student consent). 2) A databasemanagement system for manuscripts and peer reviews: submissions were powered by Googleforms, allowing all manuscript data to be managed in Google sheets. 3) Emails from the editor:at all stages (submission, assignment of referees, notification of decision/referee comments on asubmission
, with a common gradingsystem. This paper assesses the student performance in statics over the past few years at OSU,across various semesters while considering the various ‘features’ of the course. Results indicatethat the performance of students in fall and summer are generally better than in spring with a largernumber of students obtaining ‘A’ or ‘B’. In-person learning in the post covid times (after 2021)has resulted in improved student performance compared to covid times. Recent developments inthe introduction of supplemental instruction (SI) leaders at OSU is an initiative that is expected tosee further improvements. Future work focused on hands-on learning and guest lectures fromindustry, can greatly enhance student learning.Keywords
interest in engineering education. She develops materials and re- searches best practical classroom approaches for integrating computation and computational thinking in introductory CEE courses; and for promoting teamwork, communication and problem-solving in context, throughout the CEE curriculum.Dr. Ashlynn S. Stillwell, University of Illinois Urbana - Champaign Dr. Ashlynn S. Stillwell is an Associate Professor and the Elaine F. and William J. Hall Excellence Faculty Scholar in Civil and Environmental Engineering at the University of Illinois Urbana-Champaign. Her research focuses on creating sustainable water and energy systems in a policy-relevant context. She earned a B.S. in Chemical Engineering from the
undergraduate curriculum. As a result, the course had a significantfraction of molecular content that was poorly covered by existing textbooks. This content had tobe covered exclusively in lecture, created an ongoing tension between use of class time forcontent delivery versus working interactively with students. A second factor was thestewardship of the course. Most of our core courses have a 3-4 year instructor turnover, and aretaught by research-active faculty who do not conduct education research as a scholarly activity.Thus the activation barrier to flipping a class is prohibitive for most of our faculty. However, inthis particular instance, the course had been taught by a single instructor (the author of thispaper) for more than 3 years using a
Paper ID #32302Teaching in the Era of COVID-19: A Reinvented Course Project for anOcean Engineering CourseDr. Maija A Benitz, Roger Williams University Dr. Maija Benitz is an Assistant Professor of Engineering at Roger Williams University, where she has taught since 2017. Prior to joining RWU, Benitz taught at the Evergreen State College in Olympia, WA, after completing her doctoral work jointly in the Multiphase Flow Simulation Lab and the Wind Energy Center at UMass Amherst. She teaches in the first-year curriculum, as well as thermodynamics, sustain- able energy, fluid mechanics, and ocean engineering. Benitz is a
development offuture workers’ skills. Inclusiveness initiatives are critical issues in higher education6, anddiversity is an essential quality in technology team success7. Recognizing the need for greaternumbers of minorities, particularly women, to pursue degrees in STEM disciplines, NC A&TState University’s School of Technology launched a strategic initiative for programs funded byAmerican Society of Engineering Education and sponsored by companies from our industryadvisory board. This initiative brought several programs together to work in tandem toimprove mentorship, recruitment, retention, and job placement for these underservepopulations. When coordinated, this created a pipeline that moves students from high school,to undergraduate school
projected to students’ satisfaction.In addition, the two measures are different from one another. This means that if the two measureswere to be compared to one another, with the objective of following a time-series sort of a trend,this will be of no practical meaning. The authors would have liked to investigate the trend ofstudents’ satisfaction throughout the semester, the same way the test scores were investigatedearlier. However, this is not possible with the available data. The authors have communicatedthis concern to the Department of Engineering Education, and new evaluations forms arecurrently being developed for this semester. Hence, the mentioned trend analysis will be possiblein future similar publications.Comparing students’ satisfaction
and control systems, and the evaluation of various worldviews in the light of current developments in the fields of science and engineering.Nicholas Halsmer, Oral Roberts University Undergraduate Engineering student at Oral Roberts University with a concentration in Mechanical EngineeringRobert Johnson, Oral Roberts University Undergraduate Engineering student at Oral Roberts University with a concentration in Mechanical EngineeringJames Wanjiku, Oral Roberts University Undergraduate Engineering student at Oral Roberts University with a concentration in Mechanical Engineering Page
and the realization of engineers as individualswith widely varying interests, experiences, and background. It may be that this will challengemany traditional perspectives and approaches in the field, but the evidence suggests that thebenefits are worth it.AcknowledgementsThe work in this paper was supported through funding by the U.S. National Science Foundation(EHR-1535254). The authors wish to thank the participants of the study outlined in this work fortheir willingness to share their voices and experiences.References[1] F. Dehing, W. Jochems, and L. Baartman, “Development of an engineering identity in the engineering curriculum in Dutch higher education: an exploratory study from the teaching staff perspective.,” Eur. J. Eng
several wind energy and control systems classes and began engineering education research related to social justice in control systems engineering in fall 2014.Dr. Jon A. Leydens, Colorado School of Mines Jon A. Leydens is Associate Professor of Engineering Education Research in the Division of Humanities, Arts, and Social Sciences at the Colorado School of Mines, USA. Dr. Leydens’ research and teaching interests are in engineering education, communication, and social justice. Dr. Leydens is author or co-author of 40 peer-reviewed papers, co-author of Engineering and Sustainable Community Development (Morgan and Claypool, 2010), and editor of Sociotechnical Communication in Engineering (Routledge, 2014). In 2016, Dr
Stanford Graduate Science and Engineering Fellow. Eskandari is a recipient of ASEE’s Early Engineering Educator Award and the prestigious K. Patricia Cross Future Leaders of Higher Edu- cation Award from the Association of American Colleges and Universities.Dr. Ville Mikael Taajamaa, City of Espoo Dr.Ville M. Taajamaa, research and teaching focuses on new product development and engineering edu- cation especially in the context of sustainable development. The main focus in his research is the creation of new models and metrics for entrepreneurial, innovative and interdisciplinary engineering education where emphasis is more in the first phases of the engineering process when the problem space is spanned in order to find
learning”. Many examples of gamification forprimary and secondary school level have been developed, see 1 for a recent review. Within theundergraduate level engineering curriculum, published examples of game based learningapproaches include teaching statics to civil engineering students 2 , and softwareengineering 3 .Market Model GameMany states in the US, and countries and regions in other parts of the world, have moved awayfrom the traditional regulated utility monopoly model of electricity supply and to moreeconomics-driven and market-based systems. Many more have done so at the wholesale “bulkpower” level than at a retail level that reaches individual consumers, though both exist. In theUnited States, this move was largely driven by orders
American Institute of Aeronautics andAstronautics (AIAA), the Concrete Canoe and Student Steel Bridge Competitions sponsored bythe American Society of Civil Engineers, and the Chem-E-Car competition sponsored by theAmerican Institute of Chemical Engineers. Some competitions include a hundred or more teamsand represent a significant collaboration between colleges and industry. Many students, people inindustry and academia see broad benefits from SELECT.2-5This collaboration between industry and academia is beneficial to students, colleges, and Page 26.936.2industry. Students gain engineering design experience beyond what is offered in the curriculum
interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Cindy Waters, North Carolina A&T State University Dr. Cynthia Waters is an assistant professor in the Mechanical Engineering and she specializes in porous metals for biological and transportation
Global Engineering Education Summit that will be held in Cape Town, South Africa October 19-20, 2008. She was a past President and an Executive Council member of the Upsilon Pi Epsilon International Honor Society for the Computing and Information Disciplines, and a past Education Board member of the Association for Computing Machinery (ACM) Special Interest Group for Graphics (SIGGRAPH). Her current research interests are in the areas of Global Engineering Education, Complex Systems Modeling, and Secure Systems Development. She has written more than 150 refereed publications with over 100 citations, and has received funding for 21 grants and contracts totaling over $2,700,000. Her email is petrie
Department of Engineering Education at Virginia Tech. He has a B.S. and an M.S. in electrical engineering from Union College and Duke University, respectively. His research interests include motivation, identity, retention, instrument development, mixed methods research approaches, and connecting research to practice. He teaches in the first-year engineering program at Virginia Tech, and is active in curriculum development. Page 25.702.1 c American Society for Engineering Education, 2012 How Problem-Based Learning and Traditional Engineering Design Pedagogies
, accounting, engineering,and statistical control. Hudson, Smart, and Bourne26 (2001) identified requirements for asuccessful PMS: audits, user involvement, clear objectives, measurement criteria, periodicmaintenance, management support, worker support, and setting realistic timeframes. Kaplan andNorton31 (1992) developed the balanced scorecard (BSC) approach as a framework for aligningthe organizations values, objectives, expectations, and aspirations with customer satisfaction.Kanji29 (1998) developed a comparative business scorecard (CBS) that included additionalaspects to attain process excellence, advance learning, and achieve profits.Pun and White44 (2005) reviewed both existing and emerging trends in performancemeasurement systems to discover
” amongpeople who practice “Being an Engineer” (p. 8). 20 These people are recognized as ‘one of us’ byother engineers who deem their “physical, tangible Artifacts and visible behaviors” to align withthe norms of engineering (p. 8). Page 24.634.4Depending on their experiences at home and with their peers, some adolescents may acquireways of thinking, doing, valuing, communicating, and using particular sets of tools thatsomewhat align with engineering. Theoretically, they would be more likely to develop identitiesas engineers as compared to adolescents whose cultural worldviews, values, tools, and practicesdid not cohere with Discourses of engineering
24.170.1 c American Society for Engineering Education, 2014 An Interactive Programming Course Model for Mechanical Engineering StudentsAbstractProgramming is a crucial skill for today’s engineering student. The majority of mechanicalengineering programs in the US include an “introduction to programming” course taken duringthe first or second year. The primary goal of the course is to providing students with the basicprogramming techniques that are required to excel in specific mechanical engineering fields ofstudy. Additionally, the course aims to develop a variety of skills that transcend all scientificdisciplines, including problem solving, logical reasoning
involves the ability to findsolutions to problems by changing your point of view” 1.One way to teach innovation is to develop a systematic way of thinking or controlling patterns ofthought. There are many different kinds of such methods. Some examples include TRIZ 2,3,Lateral Thinking 4, Mind Mapping 5, and the Eight Dimensional Methodology for InnovativeThinking 6,7,9. Another option is to have hands-on activities such as 3-D puzzles and groupprojects which encourage students to be more open-minded and to experience joy in theirlearning and ideas. All of these methods are part of the curriculum in the course “InventiveProblem Solving” taught at Florida Atlantic University (FAU). The goal of the course is toenhance the inventive thinking of
amphitheater, and a 2-kilowatt grid-connected solar electric system to offset the increased electrical load. The Park installed thesystems designed by Matt and Steve in 2002-2003 with assistance from Bonneville PowerAdministration, California Conservation Corps, and HSU ERE students.For the third year in 2002, interns Kelly Miess and Andrew Sorter designed and installed a solarthermal hot water system for the Redwood Information Center in Orick, California. In thetwelve-week project period, they monitored energy use, designed the system, procured materials,and performed the installation.For each of the three projects, we will discuss the experience of the interns in collecting relevantdata, refining the project objectives, developing design
. Page 22.958.1 c American Society for Engineering Education, 2011 Introducing Interdisciplinary Content through ElectivesAbstractThe introduction of true interdisciplinary content into the engineering curriculum has beenamong the most debated and difficult to implement requirements of the current ABETaccreditation criteria. While most programs use soft activities such as role playing scenarios incapstone courses and similar interdisciplinary simulations, it is possible to design effectivecoursework with true interdisciplinary interaction. For over ten years the authors, faculty ofChemical (CHE), Electrical and Computer (ECE) and Mechanical Engineering (ME), have beenteaching various courses including
-year engineering course—Introduction to Engineering-Blimp Section—that incorporated a very extensive design-build-test-compete (DBTC) pedagogy. This course was specifically positioned to exercise core-engineering competencies: understanding of societal needs and use of scientific andmathematical principles, technologies and fabrication, and communication principles. It alsoexercises algorithms to solve engineering problems and to develop creativity.The course incorporates numerous active learning strategies. These include projects, laboratories,lecture-based exercises, individual and team exercises with persistent feedback from both atechnical and technical communications instructor. While comparable introductory engineeringcourses at our
be utilized by educators when developing content for their students. Thetaxonomy is a tiered model with each level representing a particular degree of cognitivecomplexity. The levels of the taxonomy build on each other such that functioning by anindividual at a particular level within the hierarchy is dependent on mastery of the material at thenext lower level.9Anderson and Krathwohl modified Bloom’s taxonomy based on input from three stakeholdergroups: cognitive psychologists, curriculum theorists, and assessment specialists.10 This revisedmodel utilizes verbs as opposed to nouns to emphasize the engagement of the individual in thelearning process. Furthermore, several name changes were used with regard to categories. Figure1 shows the
Paper ID #45146Best Overall Zone Paper: Zone IV - Innovations in Remote Teaching of EngineeringDesign TeamsSoyoung Kang, University of Washington Soyoung Kang (she/her) is an assistant teaching professor and Clary Family Foundation early career professor in the mechanical engineering department at the University of Washington (UW). She is also the executive director of the Engineering Innovation in Health (EIH) program that partners teams of multidisciplinary undergraduate and graduate students with health professionals to develop technical solutions to pressing health challenges. Dr. Kang works closely with faculty from
Graduate Research Assistant and Graduate Teaching Associate, primarily teaching first-year engineering and engineering mathematics. She also has both a B.S. and M.S. in Biomedical Engineering from Wright State, where she also worked as a Graduate Teaching Associate for an engineering mathematics course.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and
necessary programs and academic support to ultimately influence theirsuccess (retention and graduation) in our engineering programs.For many decades, curriculum and student experiences in engineering schools throughout the UShave been designed and developed to achieve the goal of “educating the engineer.” At the sametime, many efforts have been undertaken to understand “why” certain students are able tocomplete these curricula and others are not.2 Past studies in the literature have focused onidentifying predictors (HS GPA, standardized test scores, class rank, personality, etc., etc.) thatrelate to achieving such success.3,4 The concept is that by understanding why students aresuccessful (and not successful) we can develop admission policies
analysis on the value of oral exams as early diagnostic tool (Kim et al., ASEE 2022). Minju is interested in designing assessments that can capture and motivate students’ deep conceptual learning, such as oral exams and the usage of visual representations (e.g., diagrams and manual gestures).Dr. Carolyn L Sandoval, University of California, San Diego Dr. Sandoval is the Associate Director of the Teaching + Learning Commons at the University of Cali- fornia, San Diego. She earned a PhD in Adult Education-Human Resource Development. Her research interests include adult learning and development, faculty deZongnan Wang, University of California, San Diego Zongnan is currently a 2nd-year undergraduate student with a major in
Engineering in August 2010 from the Katholieke Universiteit Leuven. She is a member of LESEC (Leuven Engineering and Science Education Center).Herman Buelens, K.U.Leuven Herman Buelens is head of the Centre for Educational Development at the University of Leuven (Bel- gium).Jos Vander Sloten, Katholieke Universiteit Leuven Page 22.1150.1 c American Society for Engineering Education, 2011 Perceived learning effect and guidance in project based engineering education C. Heylen1, H. Buelens2 and J. Vander Sloten3 1