Conference Session

Environmental Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharanabasaweshwara Asundi, Old Dominion University; Gregory C. Bernard, Tuskegee University; Willard E. Collier, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

iREP-4-PACE program is to engage a cohortof undergraduates from plant/agriculture sciences, chemical sciences, and engineering disciplinesin the research, education of engineering chemicals from plants of high commercial and medicinalvalue. The program will educate the undergraduates in engineering environment friendlychemicals. The year-long program will train students in seeking/learning the interdisciplinaryknowledge, techniques of molecular synthesis of plant-based chemicals and in doing so, it willtrain the students in broadly applicable research methods such as literature review, instrumenttraining, basic statistical analysis, and proposal writing. The article describes the design of theiREP-4-PACE program and activities conducted to

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University; Ronald Earley, Miami University

Tagged Divisions

Design in Engineering Education

is a senior member of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than a dozen papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing

Conference Session

Integrating Sustainability Across the Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology; Patricia Brackin, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Kathleen Toohey, Rose-Hulman Institute of Technology; Michael S. DeVasher, Rose-Hulman Institute of Technology; Rebecca Booth DeVasher Ph.D., Rose-Hulman Institute of Technology; Mark H. Minster, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

, unspecializedversions of the same required courses. Several expressed a sense that the sustainability focusdetracted from the general learning objectives of the course—i.e. that they might have receivedmore substantive writing instruction in sections of RH131 that weren’t also teachingsustainability concepts. These themes have emerged before: sustainability has been introducedinto the RHIT curriculum as the organizing framework for projects in other required courses—particularly an upper-division course in technical communication—and students have oftenperceived a tension between the emphasis on sustainability and other course content and learningobjectives. On this point, some HERE students resembled their non-cohort peers more closelythan we’d anticipated

Conference Session

Graduate Student Experiences

Collection

2004 Annual Conference

Authors

Sean Holleran; Elaine Chan; Chad Rasmussen; Alan McGaughey

day of the interview. A panel of experts from UMengineering faculty search committees was present to provide relevant information and advice onthe interview process and to answer questions from the audience.The final event in the series, entitled Future Faculty Series #4 – Running a Research Program,occurs in the middle of the winter semester. In 2003 this panel discussion consisted ofengineering faculty who spoke on three topics – managing and recruiting graduate students,writing grant proposals and managing resources, and administrative responsibilities. Fiftystudents attended this final session.Making it Through Graduate SchoolAn integral part of the path towards a career in academia is the doctoral degree. The UM ASEE

Collection

2000 Annual Conference

Authors

Karen Al-Ashkar

Session 1322 Support for students at a distance: Is technology enough? Karen Al-Ashkar University of Wisconsin – MadisonAbstractThere is a growing body of evidence, empirical and anecdotal, to suggest that studentsenrolled in extended (off-campus) degree programs require supports that ensure not onlyaccess but success. Access to supplementary services, such as writing centers andcampus libraries, necessitates early action by support staff to guarantee that studentsenjoy the full range of services open to their on-campus counterparts. In traditionalsettings, this means building bridges to these

Collection

2001 Annual Conference

Authors

Wang Chien Ming; Mohamad Ridwan; Ang Kok Keng

students areencouraged. In these participatory workshop-lectures, active learning can be an ultimateachievement, even with a large class size of about 450 students per session. Peer instructions viabuzz groups are encouraged in lectures by posing concept quizzes (similar to Mazur’s) andthought provoking puzzles at regular intervals during lectures. Printed lecture notes with criticalinformation purposely “blanked” out also allow students to discover and learn during theworkshop-lecture as they actively work through their notes, sometimes together with thelecturers.Such techniques often require the contents of the lecture to be pruned judiciously. This is wherethe next two technologies can help in alleviating the worry of some lecturers of leaving

Collection

1999 Annual Conference

Authors

William Durfee

of methods were used tokeep reasonable limits on teaching staff time while still delivering a hands-on course:1. Tutorial information was developed and made available on the Web. This is particularly important for a course where basic skills are taught (from Excel to soldering irons), but where students enter with a wide range of backgrounds.2. Peer evaluation of drawings, designs and projects. Several methods were used including having students exchange their drawing or essay with their neighbor and writing a quick critique on a Post-It note. Another method was to have ten students come to the front of the class, project their drawing or design on an overhead and have another student critique the work in front of the class. This

Collection

1997 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

Page 2.437.1biological engineering are presented, and recommendations for improvement are discussed.IntroductionOverview. While student portfolios have long been used to document student learning andmastery in subjects such as art, writing, and architecture, their use in engineering education hasbeen a relatively recent phenomenon. A literature search yielded nothing pertaining to studentportfolios in biological engineering instruction, and little concerning portfolios in otherengineering disciplines1. We used several references (detailed below) to aid the development ofstudent portfolios as an instrument for learning and assessment for AE 625 and BE 1252.Because these two courses are still being taught at this time, partial results are

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

as a bulk raw material and our structure of courses as the manufacturingprocess neglects the reality of their peer-to-peer learning, and their various interconnectedcommunities as having a role in their eventual graduation as junior engineers.figure 1: The linear system model of engineering education. The student is likened to a materialflow through a process leading to the desired "engineer" graduate.The model of an education based on this approach is represented in Figure 1. The student, aftercompleting high school, enters the University system and follows through taking discrete coursesas represented by the blocks. Each block follows the preceding one in a succession until thecomplete diagram is filled. We, the faculty determine what

Conference Session

Minorities in Engineering/Technology

Collection

2004 Annual Conference

Authors

Amy Monte; Gretchen Hein

Society for Engineering Educationundergraduate students during their critical first two years of college. The program's goal is forthese high-risk students to perform well early in their college career so their strong earlyperformance will enable them to obtain alternate educational funding sources (e.g.,co-op andinternship positions) during their latter two years of study. In addition to financial assistance,GUIDE provides each new student with two peer mentors, an engineering community, andengineering and career opportunity information. Each aspect of the GUIDE program is describedin the following paper.Mentor Teams: Many universities have upper-class students mentoring new students. Studiesshow that these mentors provide a support community

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Ji Yeon Hong; Charla Triplett; Jenefer Husman

would likeideally to possess, that is, their ultimate goals for their life. Participants responded to the itemsusing it 7-point Likert scale ranging from 1 to 7 (1= does not describe you at all, 4 = sort ofdescribes you, and 7 = describe you extremely well). A self-discrepancy score for individualswas obtained by subtracting the rating of each adjective for ideal self from the rating of theadjective for actual self and used the absolute difference.Priming activity. In order to make participant’s career choice more salient, immediately prior toobtaining the “career self” scale, participants were asked to write down their chosen career, andthen imagine about themselves in that career. Participants were then asked to describethemselves: 1) Getting

Conference Session

Computer Hardware

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wayne W. Walter, Rochester Institute of Technology (COE); Timothy G. Southerton, RIT Mechanical Engineering

Tagged Divisions

Computers in Education

,the course gets started with three one hour lectures, with examples, on the basics ofArduino programming. These three lectures can be broken down as follows:1.) Getting Started with Arduino - Outlines basics of Arduino hardware, software, and robotics programming2.) Arduino Programming Language - Details sketch structure, programming syntax notes, and pin functionality3.) Starting Arduino Examples - Demonstrates integrated analog and digital writing and reading examplesTeams of two are formed, which stay together for both the lab exercises and the project.These can be self-formed by the students or assigned as they would be in industry.Beginning week 2, each week of classes for the next 8 weeks consists of two one

Conference Session

Computers in Education General Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Huiru Shih P.E., Jackson State University; Jacqueline M Jackson, Jackson State University ; Cassandra L Hawkins Wilson, Jackson State University; Pao-Chiang Yuan, Jackson State University

Tagged Divisions

Computers in Education

Engineering) from Ok- lahoma State University in 1986. He has published 60+ abstracts and articles in journals and contributed chapters to four books. Dr. Yuan continues to serve as peer reviewer for state, private grant programs and different professional journals and magazines. He is the board member of USEPA Monitoring Group, Gulf of Mexico Program. He is also council member of Mississippi Citizen Crops, Mississippi Office of Homeland Security. Dr. Yuan is the recipient, 2002 Outstanding Mentor of the Year, The Alliance for Graduate Education in Mississippi. 2004 recipient of Recycler of the year, presented by Mississippi Recycling Coalition. Professor Yuan is the JSU/Hinds County/MDEQ Computer Recycling Program di

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University at West Lafayette; Joyce B. Main, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

higher education works. San Francisco: Jossey-Bass, 2016.[17] M. K. Vetter, L. A. Schreiner, E. J. McIntosh, and J. P. Dugan, “Leveraging the quantity and quality of co-curricular involvement expereinces to promote student thriving,” J. Campus Act. Pract. Scholarsh., vol. 1, no. 1, p. 39, 2019.[18] B. N. Green, C. D. Johnson, and A. Adams, “Writing narrative literature reviews for peer- reviewed journals: Secrets of the trade,” J. Chiropr. Med., vol. 5, no. 3, pp. 101–117, Sep. 2006.[19] J. E. Froyd, P. C. Wankat, and K. A. Smith, “Five major shifts in 100 years of engineering education,” Proc. IEEE, vol. 100, no. SPL CONTENT, pp. 1344–1360, 2012.[20] L. R. Lattuca, P. T. Terenzini, and J. F. Volkwein

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

engineering leader, and why?” After two minutes ofreflective writing, students were grouped by common communication styles (see above) andasked to discuss their papers and to come to a consensus on the dimension that each group feltmost important. These were shared with the class, discussed, and captured on the chalkboard.Design Applications CardsApplication cards prompt students to think about possible applications, connect newly learnedconcepts with prior knowledge, and see more clearly the possible relevance of what they arelearning16. In this study, application cards were used on the last day of class as part of the reviewfor the final exam. As part of the review, the instructor provided notes on the chalkboard thatincluded a flowchart of the

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Purposivesampling of students who remained on campus was used for the interviews to ensure theirperspective was captured by the researchers.Results show a significant number of students, regardless of where they spent the break, studiedinefficiently during the break from school, which is reflected in their academic performance; andstudents who remained on campus while most of their peers left, found the time lonely andlargely unproductive.IntroductionAlthough a fall break has become the norm for many universities in Canada, little research hasbeen conducted to determine the impact of fall breaks on students, whether it is an evaluation asto whether the stated goals of the break – which typically focus on stress and mental health [1] –are being met, or

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

. Then new teams, inwhich each team member had expertise regarding a different learning activity, were formed andcharged to rank the five activities from least- to best-aligned with formal cooperative learningprinciples. In a separate learning activity, student teams postulated the values and philosophy ofan engineering instructor who incorporates cooperative learning in his/her classes.Student teaching and research philosophies and their elevator speeches went through at least oneiteration cycle, with students receiving feedback from classmates, the course instructors, and, inthe case of the teaching philosophies, peers from the Laboratory for User-Centered EngineeringEducation (LUCEE8) at the University of Washington (LUCEE is devoted to

Conference Session

Chemical Engineering Division (ChED) Technical Session 4: Junior & Senior Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Swapana Subbarao Jerpoth, Rowan University; Robert P. Hesketh, Rowan University; Kirti M. Yenkie, Rowan University; C. Stewart Slater, Rowan University; Sean Curtis; Michael Fracchiolla; David Anthony Theuma

Tagged Divisions

Chemical Engineering Division (ChED)

discoveries in the form of progress reports that aresubmitted to the industrial collaborators and federal funding agency sources at the end of eachsemester. The students also learn to use citation software and publish their work in peer-reviewed journals.As researchers, it is important to contribute to the literature on these new advances in arespective field. Conference presentations provide the students with the opportunity of presentingtheir data at various stages of development (preliminary findings, most up-to-date findings, andfuture directions). This allows them to gain constructive criticism from colleagues and polishtheir findings before final documentation. Furthermore, it allows the students to meet otherresearchers and learn the

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline McDermott, Purdue University at West Lafayette (COE); Janet Beagle

the Boston Chapter of the Association forWomen in Science (AWIS) [17], the Mentoring Circle Program (MCP) at Brigham andWomen’s Hospital in Boston [18], among others. Mentoring circles provide many advantagesover traditional academic mentoring between an undergraduate student and their faculty/staffadvisor or research mentor (one-on-one mentoring structures). For example, mentoring circlesallow students to hear viewpoints from multiple mentors, while also allowing for peer to peermentoring between undergraduates in the mentoring circle. In this way, students build a multi-modal mentoring network.The tone of mentoring circle discussion is set by the initial presentation and monthly theme.Administrators provide suggested questions for mentees

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware

to online (OL) instruction changed the natureof engineering education in profound ways. First-year engineering students enrolled in OLcourses completed team-based design projects under conditions that differed from their F2Fcounterparts in two important ways. First, OL team members worked remotely, distanced frominstructors and peers, because they were unable to collaborate in the same physical space.Second, OL team members did not have access to on-campus materials and tools.The purpose of this work-in-progress paper is to explore whether and, if so, how studentsenrolled in OL and F2F introductory engineering courses differed in the ways they engaged witha team-based design project. More specifically, the aim is to understand differences in

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

heightened risk ofreceiving disconfirming messages regarding whether they belong in academic spaces.In response to these inequities in students’ teamwork experiences and to create a more inclusiveclassroom, in a scholarship of teaching and learning (SoTL) approach [13], we began collectingstudent information throughout a team-based design project to better understand potentiallyfraught experiences (e.g., to what extent did you feel your ideas were heard and taken seriouslyin the team meeting?) as well as relating that information to more typical peer and self-assessments.Recognizing that power is unevenly distributed within teams, and wanting to forward a moresocially just classroom, we added critical readings highlighting ways that power and

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

Paper ID #33863Let’s Play! Gamifying Engineering Ethics Education Through theDevelopment of Competitive and Collaborative ActivitiesProf. Michael F. Young, University of Connecticut Dr. Young (http://myoung.education.uconn.edu/) received his PhD from Vanderbilt University in Cogni- tive Psychology and directs UConn’s 2 Summers in Learning Technology program. He is the author of nine chapters on an ecological psychology approach to instructional design and has authored more than two dozen peer reviewed research papers. His work has appeared in many major journals including the Journal of Educational Computing Research

Conference Session

DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela McLeod, Stanford University; Junko Munakata Marr, Colorado School of Mines; Richard G. Luthy, Stanford University

Tagged Topics

ASEE Board of Directors

REU programs have operated as a single programacross multiple, geographically dispersed institutions. Multi-campus Sites offer access to abroader network of researchers, exposure to multiple institutions, and immersion in an extendedresearch community working towards common goals. However, operating a Site acrossgeographically distant universities introduces logistical and programmatic challenges that need tobe addressed to ensure a high-quality program.Several examples of multi-campus REU programs appear in the literature (e.g., TheoreticallyInteresting Molecules (TIM) Consortium [4], National Nanotechnology Infrastructure Network(NNIN) [5], Pacific Earthquake Engineering Research Center (PEER) [6], Rosetta Commons [7],and Engineering

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail T. Stephan, Clemson University; Laurel Whisler, Clemson University; Elizabeth Anne Stephan, Clemson University; Bridget Trogden, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

strategies, and positive habits of mind.Laurel Whisler, Clemson University Laurel Whisler is Assistant Director and Coordinator of Course Support Programs in Clemson Univer- sity’s Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University.Dr. Elizabeth Anne Stephan, Clemson University Dr. Elizabeth Stephan is the Director of Academics

Conference Session

Panel: What Funding Agencies Look For

Collection

2009 Annual Conference & Exposition

Authors

Jane Daniels, Henry Luce Foundation; Kathleen Christensen, Alfred P. Sloan Foundation; Jessie DeAro, National Science Foundation; David Ruth, Elsevier Foundation

Tagged Divisions

Women in Engineering

ofthe Clare Boothe Luce Program to increase the participation of women in the sciences andengineering. The key word is “institutional” commitment. Some institutions write about afemale faculty member, several female faculty members or a student organization whoimplement pre-college, retention or mentoring activities. Such examples describe activitieswhich may be admirable, but are taking faculty and student time away from important teaching,research, or learning responsibilities. True institutional commitment is evident through thesignificant commitment of institutional resources to counteract factors that limit the progress ofwomen; efforts to increase the participation and advancement of women that are proactive andinstitutionally sponsored

Conference Session

Building Diversity in Engineering Graduate Programs

Collection

2009 Annual Conference & Exposition

Authors

Ali Ansari, Virginia State University; Jahangir Ansari, Virginia State University; Krishan Agrawal, Virginia State University

Tagged Divisions

Minorities in Engineering

-study (HBCU-UP Planning grant) on its STEM program. Through this study, thefollowing needs were identified:1. Develop state of the art programs in Computer Engineering, Computer Science, and Manufacturing Engineering and obtain Accreditation Board of Engineering and Technology (ABET) accreditation for these programs by 2006.2. Purposeful restructuring of curricula to link together courses or coursework along with sound assessment components so that students find greater coherence in what they are learning and greater interaction with faculty and peers.3. Improve retention and the recruitment of quality students.4. Provide research opportunities for faculty and undergraduate students.5

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher Josh Ramey, Colorado School of Mines; Judy Schoonmaker, Colorado School of Mines; Sarah M. Ryan, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Biological & Agricultural

understanding of the assigned reading (Smith et al., 2009; Millerand Tanner, 2015) and, importantly, to expose remaining misconceptions. A pivotal part of thisformative assessment is the follow-up peer instruction associated with any quiz questions forwhich there is not a group consensus on the correct answer (Tanner and Allen, 2004). Thispursuant discussion not only helps students who are struggling, but also allows students whobetter comprehend the material to cement their understanding by explaining the concepts to theirpeers (Cortright et al., 2005; Tanner, 2009b).Group activities, termed Explorations in our course, emphasize enduring understanding overfactual knowledge and process over details. Explorations (lasting one to two hours) use real

Conference Session

Continuing Education for Faculty

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation; Mukund Vishnu Kavade, Rajarambapu Institute of Technology, India

Tagged Divisions

International

innovation Center. Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high prole international conferences and has published papers in peer- reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs. He has been chosen as one of the five outstanding engineering educators by IUCEE (Indo-universal consortium of engineering

Conference Session

Inventive Opportunities for Research and Exposure

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela McLeod, ReNUWIt at Stanford University; Junko Munakata Marr, Colorado School of Mines; Richard G. Luthy, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

distant universities introduces logistical and programmatic challenges that need tobe addressed to ensure a high-quality program.Several examples of multi-campus REU programs appear in the literature (e.g., TheoreticallyInteresting Molecules (TIM) Consortium [4], National Nanotechnology Infrastructure Network(NNIN) [5], Pacific Earthquake Engineering Research Center (PEER) [6], Rosetta Commons [7],and Engineering Research Center for Wireless Integrated MicroSystems (WIMS ERC)) [8]. Aprior study of the Rosetta Commons, a multi-campus computational biology REU, found itmatched outcomes for community, scientific identity, scientific self-efficacy, and intention topursue a science research-related career when compared to two single-campus life

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Quincy Marshall, Kennesaw State University; Chan Ham, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

required from each team that details the team’swork in order to integrate the various components into the complete design 7 . The entire team willbe responsible for ensuring its completeness and organization. The submission of the designprojects is mandatory. Completion of the prototype is a requirement of this course, which isdefined as the building, testing, and evaluation of the prototype. Additionally, each student will berequired to maintain an engineering logbook of the efforts on the project, keeping track of thetime spent, the tasks being worked on, etc. The logbook is submitted to the instructor at the timeof the final examination. Peer evaluations also are used for assigning grades, which increasescooperative learning 8 .The major