Conference Session

Mechanical Engineering 1

Collection

ASEE Southeast Section Conference

Authors

Chuck H. Margraves, University of Tennessee at Chattanooga; Kidambi Sreenivas, The University of Tennessee Chattanooga; Alec Blade

Tagged Topics

Professional Engineering Education Papers

introduced to the analytic solution,which they will then use to compare to experimental results. The analytic solution containscalculating Reynolds number, radius ratios, and azimuthal velocities. The current experimentalresults show less than a 10% difference for the majority of the Couette flow field. However, largererrors are occurring at the surfaces of each cylinder. This error is likely due to reflections at thesurfaces of the cylinders and modifications to the current system are underway.KeywordsExperiential Learning, Particle Image Velocimetry, Flow VisualizationIntroductionAt the University of Tennessee Chattanooga, all mechanical, chemical, and civil, engineeringstudents participate in a junior-level fluid mechanics lab as a corequisite to

Collection

2023 Rocky Mountain Section Conference

Authors

Christopher Thiry

recreate one landscape from eachcategory. Even though it was only for extra credit, 30 students out of 55 in the class performedthe assignment. After recreating one landscape from each of the categories, the students took apicture of their results. The photographs and a written reflection about the assignment weresubmitted to the professor.STUDENT RESULTS AND REACTIONSI examined the reflections and photographs to gain insights into the learning outcomes of theassignment. In general, students accurately recreated the landscapes, although some were betterthan others. The students self-identified their level of knowledge regarding topographic maps.The majority (17 of 30) had worked with them in previous classes and could explain their use.An improved

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Briana Bouchard, Tufts University; Kristen Wendell, Tufts University; Nicole Batrouny, Tufts University

reflect on their learning experiences and articulate their knowledge in a publicmedium [4]–[6]. However, ePortfolios have not been widely adopted in engineering education.BackgroundThe Department of Mechanical Engineering at a research university in the northeastern UnitedStates recently underwent a significant re-envisioning of its course offerings and requiredcurricula for the Bachelor of Science in Mechanical Engineering (BSME) program. Acomponent of this re-design included discussions about incorporating more project-basedlearning into required courses. Grounded in the constructionist theory that student learning isparticularly well supported when students are creating public artifacts with personal meaning [7],the co-authors of this paper

Conference Session

Interdisciplinary Integration at the Course Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Courtney Burris

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

HurricaneKatrina and (3) the student selected research project on an engineered system that negativelyimpacted their local community. For each case, we discuss the learning goals of the givenactivity, how the activity was enacted for the class, and finally draw connections between theactivity and the theories of power it emphasized. After presenting the details of each case weshare our reflections on each of them as instructors. Our reflections explore what went well witheach activity, what challenges it had, and what we might change for future implementations.Study ContextThe three cases reported here all happened in a year-long senior capstone course for a multipledisciplinary engineering degree at a Mid Atlantic University with a large engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

participants. Our poster will present anoverview of our: 1) conceptual model informing our data collection; 2) workshop developmentand implementation; and 3) instrument revision and piloting.Project OverviewThis project is a multi-case study with three phases in the research plan and two phases in theeducation plan. The project is guided by a conceptual model developed during Years 1 and 2 ofthe project. Phase 1 of the research plan is a single case study, which involves data collection atthe PI’s home institution, which is the current stage of the project. Part 1 of the education planrelated to developing and implementing Situational Judgment Inventories is currently underwayas well.Before we began collecting data, we reflected on the research

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler S. Love, University of Maryland Eastern Shore; Brandt Hutzel, Pennsylvania Department of Education; Sharon Brusic, Millersville University of Pennsylvania

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

contexts [3]. Thesecontinual changes make T&E education unique from many content areas in that it is rapidlyevolving to provide students with the latest design thinking skills, technical skills, and manyother competencies. The name changes reflect a shift in the focus of the field to keep up withemerging societal needs and educational initiatives. While early manual arts and industrial artsprograms primarily focused on developing technical skills in students (predominantly males), thefield shifted toward a focus on the application of skills related to various technologies andimplementing design-based thinking to help all students become more technologically andengineering literate citizens and consumers. These name changes reflect the

Conference Session

Global Roles and Societal Responsibilities of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

YiXiang Shawn Sun, National Taiwan University; Jongmin Lee, University of Science and Technology; Sean Michael Ferguson, CSUCI

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

impact of technology on geopolitics and society, in order to furtheranalyze and reflect on what engineering education should teach, whom it should serve, andthe ideology and value system behind it.To achieve the goals, it is not enough to simply learn Western textbooks and knowledge.Instead, we should use non-Western experiences, research, and perspectives to re-understandthe impact of the Cold War and neoliberalism on East Asian technological development,national governance, and labor structures. A dialogue-based classroom, as this paper argues,would be a possible pedagogical approach for teaching global engineering competency,especially in a non-Western context, and only then can we prevent engineering education inEast Asia and globally from

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Tech; Andrew Katz, Virginia Tech; Holly M. Matusovich, Virginia Tech; Kai Jun Chew, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

was used when asking about theirdefinition of assessment. “...using this analogy, driving a car, I would like someone to be able to start the car, and drive around town, and do a couple basic tasks, without hurting someone, without hurting themselves…"By using this metaphor, we can see that this participant used assessment to assess whether or notstudents can perform a desired task, as opposed to, for example, assessing student understandingor knowledge.The participant then used the metaphor multiple times when explaining how they created theirtest questions. “Whether this particular aspect of a problem, I focused enough or not, that will reflect my current lecture. Did I pay too much attention in this

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Russell, Northern Virginia Community College; Josh Labrie, Northern Virginia Community College; Antarjot Kaur

Tagged Topics

NSF Grantees Poster Session

were devoted to design thinkingusing papercraft and rough prototyping materials. Fellows were provided with user bios and arough outline detailing how to structure the afternoons. During fellows’ practice, PL facilitatorsobserved and provided feedback.For the last stage of their fellowship, fellows developed a lesson plan integrating design thinkinginto their classroom instruction. After testing out lessons in their own classrooms, fellowsprovided NOVA with a copy of their lesson plans and a brief reflection explaining how theirlesson went and what advice they would give another educator who wanted to use their ideas.Results. Fellows completed a presurvey asking them whether they have past experienceintegrating design thinking / digital

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret Ruth Hammond, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

of their degree, the intent behind course sequencing, and how they are developingthe necessary breadth and depth to be proficient in their future professional realms.Need for a Shared Advising ModelFaculty are one of the best resources for advising on topics related to their discipline and thetechnical curriculum. Most faculty do not have a background in student development theories,educational psychology, and/or experience in student affairs settings, making them ill-positioned(and often not comfortable) in helping students navigate the social and emotional landscape ofcollege life, reflect on personal development as they transition into adulthood, explore the non-technical aspects of their undergraduate experience, and interpret university

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yagmur Onder, Purdue University at West Lafayette (COE)

, reflecting on past and currentexperiences. My journal includes drawings, written reflections, and transcripts of voicerecordings I took as an alternative to writing. Additionally, I sought out conversations withindividuals that I found to aid my understanding of how I identified myself through listening totheir stories (including other Turks, Turkish-Americans, family, and engineers). In sharing mystories, I used pseudonyms to protect the privacy of the people in my life.I also took to reading stories. This includes, but is not limited to, How Jews BecameWhite Folks & What That Says About Race in America [12], Why Are All The Black Kids SittingTogether in the Cafeteria [13], and Legacies: The Story of the Immigrant Second Generation[14]. I also

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebekah Hammack, Montana State University - Bozeman; Nick Lux; Brock Lameres, Montana State University - Bozeman; Blake Wiehe, Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman; Miracle Moonga, Montana State University - Bozeman

American Nation as her students and lives in a ruraltown approximately 25 miles away from the school where she teaches. She teaches 5th grade atrural school located on a Native American Reservation.Summer Professional DevelopmentTeacher professional development was presented in a blended manner, consisting ofasynchronous work and synchronous online meetings. The asynchronous work used the SeesawClassroom platform, a web-based app that allows teachers and students share work andassignments. The synchronous work used the WebEx videoconferencing platform to affordvirtual space for the participating teachers to meet with the research team. During the two weeksprior to the Webex meeting, participants completed work in Seesaw Classroom to (1) reflect

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico, E4S, LLC; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Sreyoshi Bhaduri, ThatStatsGirl

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Advisor to the leadership at Sisters in STEM. Sreyoshi frequently collaborates on several National Science Foundation projects in the engineering education realm, researching engineering career trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those

Collection

2023 ASEE North Central Section Conference

Authors

Todd R Hamrick, West Virginia University

university. The course is housed in the Fundamentals ofEngineering Program unit of the engineering college and is taught by faculty from that group. Itwas developed in 2015 and has been taught each semester and in the summer ever since. Itcovers the history of engineering from antiquity through today. Assessments include weeklyhomework and quizzes, three comprehensive exams, four periodic reflections, and a term paperthat has students consider societal impacts of future technologies. All assessments are deliveredin the online Learning Management System. The homework requires that students read the bookand answer fill in the blank questions about the reading. There are also one or two short essayquestions asking students to explain or elaborate on

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rania Hussein, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Electrical and Computer

decisions and critique the accuracy of the information. Students who evaluate well can provide reflections on approaches taken to solve a problem and demonstrate their ability to assess underlying concepts in the process of choosing the best among multiple alternative solutions. ● Create: putting elements together to produce a new pattern or original work. In engineering, the previous levels of the taxonomy culminate to the design of a component or system that invokes all previous levels of the taxonomy. Such efforts to create are often stimulated in capstone design classes but can also be invoked in smaller projects in lower- level courses.Promoting the integration, design, and evaluation capabilities of students is

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Mulka, Georgia Institute of Technology; Kinsey Herrin, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

, however, does not challenge the student to make decisions on prospective team members.The algorithmic team formation method was not utilized in Georgia Tech’s capstone designcourses considered for this research, enabling students to reflect and learn from the decisionsthey made during their team formation process.The team formation and project selection methodology utilized here is built upon the foundationof prior research documented in [12]. The researchers describe a system with a high level ofstudent autonomy in which project interests and skills of other students are available to them. ahigh level of success in their workflow with a vast majority of students receiving projects whichthey prioritized. This document differs in that the project

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. American c Society for Engineering Education, 2021 Investigating professional shame as experienced by engineering

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

learning pedagogy, and assessment through collaborativelearning sessions and 3) scaffolding learning moments to build up to a culminating courseexperience. In the following sections, each of these strategies corresponding to the course designconsiderations are described, as well as my instructor reflection on student feedback.Table 1Translation and Reframing of Course Design Considerations for Implementation in an Open-ended Course Design Context Course Design Core Idea and Reframed Approach Strategy for Considerations Approach to Expand Thinking Implementation Focus on learning Focus on being and Journey mapping for objectives to address

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University at West Lafayette; Chuhan Zhou; Matthew W. Ohland, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

]. In engineering design education, analyzing variouspedagogical approaches to combine teamwork experience with reflective activities indicates thatengineering students can make a connection between effective teamwork and key engineering designabilities such as open-mindedness, innovation, and communication [4]. In a similar research setting,study suggests that first-year engineering students gradually become more effective team membersduring a semester and compared to reflections, their teamwork behaviors are the better predictor oftheir academic performance [5]. – 1 of 9 – Teamwork is integrated into teaching to a varying extent in engineering schools. Many universitieshave developed

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meltem Alemdar, Georgia Institute of Technology; Hoda Ehsan, Georgia Institute of Technology ; Christopher Cappelli, Georgia Institute of Technology; Euisun Kim, CEISMC; Roxanne Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

,with the goal of overcoming the previously noted challenges through innovative pedagogicalmethods and exposing students to the benefits of engaging in such an interdisciplinarycurriculum. To be able to implement such as curricular, it is also crucial to provide a robustprofessional learning training for teachers. In the next sections, we provide information about theonline PL and teachers’ experiences with the activities.Online Teacher Professional LearningExperiential learning in teacher professional development is not a new approach but its focus ondeveloping teachers’ practice by experimenting, reflecting and adapting new theories, practicesand content they have been introduced to in their own professional context [11] has been

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth J. Reid, University of Indianapolis; Tina Marie Griesinger, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

teacher. Pseudonyms areused throughout this paper.Preliminary Results:Data collection continues, particularly through Canvas (LMS), in teacher reflection and futurefocus groups. We expect more data to emerge as we progress through the year.From our initial findings, the main themes that emerged from teacher interviews wereadaptations (communication with students), student motivation (grades and student engagement),digital equity (laptops and internet access), successes (alternate projects) and teacher futureplans.Grading proved challenging for many of the teachers in terms of student motivation. Jack, ane4usa teacher, expressed "In Pennsylvania here, our governor, sort of in part of the decree saidthat no student could fail, on account of the

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

criteria and process reflected severaldifferent communities’ aspirations for the “engineer of the 21st century.” Next, we introduce ourmethodology for analyzing the papers published in the ASEE proceedings as a way to study howthe engineering education community has thought about communication over the past 20 years.After identifying trends and themes in each of the 3 years analyzed in this study, we sketch apreliminary history of engineering communication pedagogy and research in ASEE from 2000-2020. In brief, our initial findings suggest that (1) interest in engineering communication grewin tandem with the implementation of EC2000; (2) momentum built gradually between 2000 and2010 and more rapidly between 2010 and 2020; (3) meaningful

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine E. Reuther, Columbia University; Rachel Diane Field, Columbia University; Aaron Kyle, Columbia University

Tagged Divisions

Biomedical Engineering

monitoring market) Pre-natal monitoring of pre- equipment and kit) eclampsia in Haiti Table 2. Project Topics and Sample ContributionsTeaching Methods. Our within-semester survey results (response rate=80%) reflect “stronglyagree” or “agree” in 100% of the student responses that the inclusion of case studies and externalspeakers support their learning in the course. 93% of the student responses also indicate“strongly agree” or “agree” that the interdisciplinary classroom environment and the groupproject support their learning in the course. Our final course survey results (response rate=80%)reflect “strongly agree” or “agree” in 100% of the student responses that

Conference Session

Insights for Teaching ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Matthew T. Seipel, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

leadership course with otherECSEL participants. This course was designed to promote professional development, communityamongst the scholars, and connection to the campus community at large while enhancing theiridentity as ECSE majors. As a part of the course students were required to volunteer on campus,share current events with their fellow scholars, participate in in-class activities centered onleadership practices, participate in faculty mentor meetings and complete a reflection paper aboutthat experience, and present to the class an artifact reflective of one’s background. Theseactivities were designed to cultivate an environment of support and connection among scholarswhile also engaging participants in an active learning experience. Such

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Bruk T. Berhane, University of Maryland College Park; Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Adam R. Carberry, Arizona State University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Mary Lord, Towson University; Darryll J. Pines, University of Maryland College Park

Tagged Topics

CoNECD Paper Submissions, Diversity

participating in the firstcohort to implement the E4USA curriculum. Table 1 details demographic information for thenine teachers from which three participants were selected considering the maximum level ofvariation they presented with regard to geographical location, student diversity, and schoolcontext. The participating educators teach in Arizona, Maryland and Tennessee withpredominantly Hispanic, African American, and Caucasian student bodies, respectively. Tobetter understand similarities and differences among teaching experiences of these teachers, arich data set was collected consisting of: 1) semi-structured interviews with teachers at multiplestages during the academic year, 2) reflective journal entries shared by the teachers, and 3)multiple

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Vanessa Svihla, University of New Mexico; Susannah C. Davis, Oregon State University; Susan Sajadi, Arizona State University; Jasmine Desiderio, University of New Mexico

Tagged Topics

CoNECD Paper Submissions, Diversity

that werecompleted with the storyboard, including identifying privileged/oppressed identities, filling outthe power lines on the intersectionality wheel, and creating -isms on the intersectionality wheel.Activity 3. In the third and final activity, we continue to reflect on power and privilege anddevelop strategies to address and mitigate power relations on teams. This activity is acontinuation of activity 2. We begin by giving each attendee a team change wild card thatincludes a detailed description of a new member who joins their team. Attendees then place thisperson on the intersectionality wheel so that they can identify ways that this new member may bejoining from positions of power or oppression. We encourage attendees to identify ways

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, service, and career advancement) and provideholistic faculty support in areas such as time management, work-life topics, and well-being [1].From the context of the CTL, the intentional alignment of programs, in which the relationshipsbetween goals and activities of different faculty development programs are considered, helps toidentify strategic approaches to advancing the CTL’s goals. At the same time, from the contextof faculty members, participating in exercises that encourage the consideration of an issue fromboth big picture and granular perspectives and the connections between the factors that impactthe issue can help foster reflection and make visible the role of faculty members in the issue.The objectives of this paper are to 1) present a

Conference Session

WIP: Enrollment, Instruction and Pedagogy - Focus on Design-Based Projects

Collection

2017 FYEE Conference

Authors

Shankar Ramakrishnan, Arizona State University, Polytechnic campus; Deana Delp

Tagged Topics

Diversity, FYEE Conference - Works in Progress Submission

in recognizing the importance of working with people with Average Ranking 4 complementary skillsets, specifically, outcomes m – q from 3 Table I. 2 In general, the survey results indicate the need to 1 include elements in the project that encourage students to reflect on scalability of their discoveries as well as to gain a 0

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard John A. Paulson School of Engineering and Applied Science; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

NSF Grantees Poster Session

automates the dataprocessing and report generation, allowing the system to scale to larger numbers of users withminimal added effort.The core of the DEFT system is a weekly questionnaire which asks students to describe theirclass-related activities during the preceding week, to rate and comment on the performance oftheir peers, and to answer some questions intended to elicit reflection on their own approach tothe design process. Figure 1 shows an excerpt from the “beta version” of the student weeklyquestionnaire. The resulting data is used to construct an overview of the design processfollowed by each student; this overview can then be used as research data; as a reflective toolfor students; and as a class evaluation tool by instructors

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Olga Pierrakos, James Madison University

Tagged Topics

NSF Grantees Poster Session

are necessary for assessing educationaloutcomes across engineering problem contexts. We are in the process of updating and refiningthe rubric’s content and structure to reflect current practices and ensure its applicability acrossdisciplines. A systematic literature review of sustainability and sustainable design in engineeringcurricula and practice confirmed most criteria in the rubric but also indicated several gaps. Somegaps were expected because the original rubric was directed towards civil and environmentalengineering projects, but most of the themes were confirmed in other disciplines. Examples ofpotential gap areas included ethics, affordability and equity, and innovation. While these areasare reflected in the SD Rubric 1.0, the