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

   In The Courage to Teach, Parker Palmer explores an approach to educational transformationby engaging in deep inquiry of fundamental questions of what, how, why, and who (Palmer1998). We often start out with content and curriculum – the what that is being taught. If wedig a bit deeper, we begin to consider pedagogical structures – the how we are teaching thewhat. Occasionally, we may ask why we are teaching what we teach. Rarely, however, dowe get to the point of reflecting and sharing the personal values present in our teaching andlearning endeavor – the root questions of who are we as teachers, and equally important,who are our students as learners? These three elements – curricular content (what),pedagogical structure (how), and personal

Conference Session

Materials Division Business Meeting

Collection

2003 Annual Conference

Authors

Mark Palmer; Craig Johnson

curricula reflect the increasing attention to safetyand liability concerns. Every year, at least one topic has been multi-disciplinary and co-sponsored with another division.Analysis of other efforts in Materials Education will be presented, along with any interaction theASEE Materials Division has with these efforts. Specific mention will be made of efforts byTMS. TMS has materials education efforts, and it disseminates information through respectivemeetings and publications. Thus far, efforts of these organizations have been independent andcompartmental.The data presented in this study will be used during the business meeting to generate discussionand selection of future materials division session topics. It will also be used as a focus for

Conference Session

Methods, Cases, and Directions

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Luis Occena, University of Missouri

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

experienced a dramaticdifference from receiving appropriate instructional design and development support. Table 1summarizes the path of transformation reflected on the instructor’s perspectives. It highlights 10key features which demonstrate significant difference that the instructor perceived during the Page 25.787.2transformation. Key Features Before Receiving After Working with Instructional Support Instructional Designer 1 Course layout Unit based (6 units) Weekly topic based (15 main

Conference Session

Construction Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

James G. Sullivan, University of Florida, Gainesville

Tagged Divisions

Construction

D903-96 – Solar Absorption, Reflectance, and Transmittance  ASTM E1918-97 – Solar Reflectance  ASTM C1371 – 04 – Solar Emittance  ASTM C1549-04 – Solar ReflectanceWater Efficiency Energy Policy Act 1992/2005Energy Efficiency  ASHRAE 90.1: Energy Standard for Buildings Except Low Rise Residential  ASHRAE Advanced Energy Design

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Stephen Thompson, University of South Carolina; Joy Watson, University of South Carolina; Jed Lyons, University of South Carolina

Tagged Divisions

Graduate Studies

measuring science teaching efficacy [23]. Since its development, modifiedversions have been widely used to measure the science teaching efficacy of various teachergroups. The STEBI-B is composed of the Personal Science Teaching Efficacy Belief Scale(PSTE) and the Science Teaching Outcome Expectancy Scale (STOE). The PSTE Scale reflectsa science teacher’s confidence in his/her ability to teach science. The STOE Scale reflects ascience teacher’s belief that student learning can be influenced by effective teaching. A modifiedversion of the STEBI-B was used in this study.ContextThis study focuses on one GK-12 project that followed the Classroom Immersion model calledthe Partners in Inquiry Project (Project Pi). Over the course of two academic years

Conference Session

Engaging Students in Learning

Collection

2010 Annual Conference & Exposition

Authors

Janet Dong, University of Cincinnati; Janak Dave, University of Cincinnati

Tagged Divisions

Engineering Technology

Experiential Learning for Engineering Technology StudentsAbstractExperiential Learning (EL) is a philosophy in which educators purposefully engage learners indirect experience and focused reflection in order to maximize learning, increase knowledge, anddevelop skills. Based on the famous experiential learning model developed by David A. Kolb[1]there are four stages in a learning process: Concrete experience, reflective observation, abstractconceptualization and active experimentation. This model shows how theory, concreteexperience, reflection and active experimentation can be brought together to produce richerlearning than any of these elements can on its own. There are many avenues of concreteexperience for the students in

Conference Session

Global Engineering Education: Intercultural Awareness and International Experience

Collection

2010 Annual Conference & Exposition

Authors

Janak Dave, University of Cincinnati; Janet Dong, University of Cincinnati

Tagged Divisions

International

Experiential Learning for Engineering Technology StudentsAbstractExperiential Learning (EL) is a philosophy in which educators purposefully engage learners indirect experience and focused reflection in order to maximize learning, increase knowledge, anddevelop skills. Based on the famous experiential learning model developed by David A. Kolb[1]there are four stages in a learning process: Concrete experience, reflective observation, abstractconceptualization and active experimentation. This model shows how theory, concreteexperience, reflection and active experimentation can be brought together to produce richerlearning than any of these elements can on its own. There are many avenues of concreteexperience for the students in

Conference Session

Multidisciplinary Courses and Issues

Collection

2004 Annual Conference

Authors

Dominic Halsmer

Project Report2. Essay on Stewardship/Ethics 2. Video Clip of Project Presentation3. Glider Design Project Report 3. Self-evaluation of Presentation4. Video Clip of Glider Presentation 4. Reflection on Presentation5. Self-evaluation of Presentation 5. Network Analysis I Exam6. Reflection on Presentation 6. Electronics I Lab Report7. Engineering Graphics Exam 7. Statics Exam8. ORU GPA (Transcript) 8. Two Disposition Evaluations9. Initial Resume 9. Verification of Extracurricular10. Sophomore Interview Involvement

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

between cv and cP. Warehouse. 50 min studio 4 students Fall 2013; Available on Concept Work Pv work as an energy transfer process interviews, 155 students for Warehouse. reflections 50 min studio Definition of a reversible process; 4 students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 24.422.3hands-on and minds-on experiences. At the Figure 1. The EFFECT framework.conclusion of each active learning session, students reflect on their learning by responding toquestions in an online journal system developed for this purpose, called the Online AssessmentTool (OAT). Instructors rate student responses using a rubric designed to assess both coreknowledge and critical thinking. Written feedback is provided within OAT to explain the ratingsand identify student misconceptions or misunderstandings. Each EFFECT concludes with astudent report that contains a final answer to the driving question, which is supported with theproposed solution and how the solution has changed as a result of the active learning exercises.These

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

developing students‘ autonomy), SocialReconstructionism (in which teaching encourages students to become critical and activethinkers), and Enterprise (in which teaching involves equipping students with skills required tothrive in their respective fields. Within each of these contexts, engagement is not only definedslightly differently each time, but the way the faculty are presupposed to lead the studentstowards engagement is different as well. In another interesting study, Rotter20 found thatcommon perceptions of average students in different majors vary greatly in terms of perceivedvalues and personality characteristics. This reflects not only the general tendencies of studentswho gravitate towards each major, but also shows how the faculty in

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

underrepresented minorities  Future growth opportunities with other colleges across campusIn a subsequent meeting, post benchmarking review committee’s recommendations, ProSTARwas asked to respond to the findings of the committee. Below reflects the seven improvementcategories of response: Page 24.648.3  Improvement #1 – in response to reducing overhead expense, ProSTAR proposed the use of a growth strategy aligned to increasing the activity base of students and attendant enrollments (credit hours taken).  Improvement #2 – in response to overhead fees, ProSTAR proposed a tiered structure taking into consideration credit

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

collectquantitative data about the teachers' classroom practices. The questions for the survey wereadapted from the Scientific Work Experience for Teachers (SWEPT) Multisite StudentOutcomes Study.[5] The SWEPT Multisite Student Outcomes Study was conducted as part of anNSF Grant to research the effects of authentic research experiences for K-12 teachers.[5] Thesurveys used in that study consisted of questions that covered a more broad range of topics aboutteacher classroom practices and student engagement, a lot of which revolved around science. Theresearcher in the current study adapted the questions to reflect a focus on the engineering designprocess, as well as reorganizing some of the questions into STEM practice and conceptcategories. The researcher

Conference Session

Teaching about New Materials

Collection

2004 Annual Conference

Authors

Craig Johnson; Mary Vollaro

curricula reflect the increasing attention to safetyand liability concerns. Every year, at least one session topic has been multi-disciplinary and co-sponsored with another division.Analysis of other efforts in Materials Education will be presented, along with any interaction theASEE Materials Division has with these efforts. Specific mention will be made of efforts byTMS, ASM, MRS and ACERS. Efforts of these organizations have been largely independentand compartmental.The data presented in this study will be used during the business meeting to generate discussionand selection of future materials division session topics. It will also be used as a focus for adiscussion on any outreach efforts that the materials division may

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Tom Thomas; Martin Parker

topics) andthe overall course quiz average. A total of ten quizzes were given in the course. The quizaverage for this particular semester accounted for 50% of the class grade. As can be seen inFigure 2, there is a correlation between the average of the student’s understanding on three topicsand the overall quiz grade averaged over ten quizzes. Nine students out of twenty-four tended toover-estimate their level of understanding as reflected in their final quiz average. Three students Page 9.1314.4received failing grades on their quiz average. Proceedings of the 2004 American Society for Engineering Education

Conference Session

Lab Experiments in Materials Science

Collection

2003 Annual Conference

Authors

N. Sundaresan; Devdas Pai

system is crucial!) 3. Using a mechanical pencil, break about a 1/16 in. piece of lead on the tip of the galvanized wire. 4. Observe the results on the oscilloscope and store the voltage-time data to disk. 5. Repeat steps 2 and 3, except break the pencil on the other tip of the galvanized wire. 6. Steps 3-5 can be repeated to replicate the data, if desired.Data Analysis 1. Plot side-by-side the voltage – time curves for left and right sensors for the left pencil break event. You should see one distinct peak for the left sensor plot and two distinct peaks for the right sensor plot. The second peak for the right sensor plot is the reflection of the wavetrain from the right end of the coil. 2. Determine the time

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Benjamin L. Sill; Elizabeth R. Crockett; Matthew Ohland

, student organizations, and which math course is thehardest.Schedule career-related material toward the end of the semester. We felt that students neededcareer-related material most just before they leave for the semester break. This would givestudents an opportunity to reflect on summer employment that might help them investigate apotential career, and some ambitious students might take the opportunity to talk to employers intheir hometown about a summer position. Page 7.1203.4 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for

Conference Session

Trends in Energy Conversion/Conservation

Collection

2002 Annual Conference

Authors

Scott Dunning

Society for Engineering Education One of the toughest challenges for engineering technology educators is to ensure thatcoursework reflects current technology trends in industry. Overall curriculum revisions requiringthe deletion or additional of technical classes needs to be carefully examined to fit long termcareer placement trends. Topic changes within existing courses needs to occur yearly to keep upwith new technology trends. The changes presented in this paper represent both curriculum revisions and topicalrevisions. The curriculum revision reflects the changes in job opportunities available to ourstudents. We are deleting material that is not deemed necessary from the current employers ofour graduates. The topical

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Ronald L. Miller, Colorado School of Mines

Tagged Topics

NSF Grantees

 actually  occurs.    It  is  key  in   this  step  that  the  students  can  observe  that  there  is  not  a  “trick”  involved.     Appropriate  guidance  from  a  faculty  or  teaching  assistant  during  this   experiment  is  beneficial.     3) Students  must  complete  a  post-­‐lab  homework  in  which  they  reflect  on  the   discrepancies  between  the  experiment/simulation  and  their  prediction,   describing  how  the  two  were  different  and  revising  their  answer  to  reflect   Page 22.885.3 what

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

AC 2012-4659: CHALLENGES TO ENSURING QUALITY IN QUALITA-TIVE RESEARCH: A PROCEDURAL VIEWDr. Joachim Walther, University of Georgia Joachim Walther is an Assistant Professor of engineering education research at the University of Geor- gia (UGA). He is Co-director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from en- gineering, art, educational psychology, and social work. His research interests span the formation of students’ professional identity, the role of reflection in engineering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph Lee Gutenson, Western Kentucky University; Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University

Tagged Divisions

Cooperative & Experiential Education

sufficient experiential training. By exposing students to the occupation anddemonstrating their effectiveness as employees in the field, the pathway to a sustainable Page 25.354.3educational program is laid.The Need for Experiential LearningKnowledge is attained in two general forms: either reflective, theoretical acquisition akin toclassroom learning or via practical, experiential routes, such as what an apprenticeship willprovide. The natures of both forms of knowledge acquisition simultaneously overlap and differin specific ways. It is true that classroom learning must be experienced to actually acquire suchknowledge and in order to determine

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, East Carolina University; David L. Batie, East Carolina University; Ryan T. Goodman, East Carolina University

Tagged Divisions

Construction

goal ofthe University Writing Program is to provide instruction in the kinds of writing students canexpect to do academically and professionally and to provide support for that instruction. Manyargue for “the efficacy of writing as a valuable learning tool in content area courses.”5 TheProgram requires completion of 12 hours in writing intensive courses with at least one upperdivision course in a student’s major. The Department of Construction Management assigned asenior level course, Managing Construction Quality, to fill this requirement according to WACModel 4: Emphasizing a Combination of Writing Approaches. This model allows the instructorto combine academic, professional, and reflective (i.e., writing to learn) writing activities in

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig Johnson P.E., Central Washington University; Charles O. Pringle, Central Washington University; Nathan Davis EIT, Central Washington University

Tagged Divisions

Materials

toevaluate an engineering report submitted by students completing the design activity (AppendixA).Since our intention was directed at comparisons of design abilities, and not the absolutemeasurement these abilities, we chose not to engage in a search for other assessment instruments.A cursory search reveals many instruments such as the CEDA, PCT, PSVT-R mentioned in arecent JEE article4.A constraint on this approach was that the activity primarily used teams. We targeted seniors, sothey had formal instruction in design. We chose to implement the activity with teams because itreflected typical work scenarios and because it was logistically prudent. So even if a singleengineering report reflected two to more students, the report itself could be

Conference Session

Innovatiive Methods to Teach Engineering to URMs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jose F. Espiritu, University of Texas, El Paso; Heidi A. Taboada, University of Texas, El Paso; Connie Gomez, University of Texas, El Paso

Tagged Divisions

Minorities in Engineering

assumptions are notalways correct. This activity highlights the need to consider how an audience willinterpret their work given different levels of familiarity with the topic.In Minefield, students are placed in groups of two. One student is blindfolded, while theorder student is tasked with directing their partner through a minefield of objects. Theimmediate result from their interaction highlights how easily simple tasks can bemisinterpreted or not carried out correctly. It demonstrates that even simplecommunication can pose problems to a process.The students are further pushed to improve their communication skills via the use ofweekly reflections of the activities from the LREU group meeting times, various readingassignments, and self-reflection

Collection

2001 Annual Conference

Authors

Sheryl Sorby

12. Translation and Scaling, Game Scaling Quiz #2 10. Reflection and Symmetry 13. One-Step Rotations Object Rotations 14. Two-Step Rotations 11. Cross-Sections of Solids 15. Reflection and Symmetry 12. Surfaces and Solids of Object Reflections 16. Planes in 3-Space Revolution 17. Cross-sections of solids

Collection

2001 Annual Conference

Authors

Patricia L. Fox; Stephen Hundley

. There are manycourses, mathematics and literature for example, that would face numerous challenges in havinga student attempt to master the subject matter in a short period of time. Therefore, coursesrequiring recitation and complex skill-building that can only be mastered by learning, practicing,reflecting, and improving over a multiple week/month period are not likely candidates forconcentrated formats. Page 6.818.2 Proceedings of the 2001 American Society of Engineering Education Annual Conference and Exposition Copyright 2001, American Society for Engineering EducationCourses that emphasize experiential

Collection

2000 Annual Conference

Authors

Thomas E. Hulbert; Robert B. Angus

recommendation to the corporation.)Revisions for Second OfferingThe first, most frequently received, evaluation comment recommended that the coursefocus more upon the labs. Therefore, the second offering was changed to 50% lecture;50% lab. This was very acceptable to the second round of participants.The course content was revised to reflect both the input of the previously participantsand a number of personnel from the Engineering Council. Also, the authors noted thatparticipants seemed confused and frustrated by the separate set of overhead graphs thattracked the course topical content. Therefore, the authors merged the overhead slideswith the course content, including the precise reference to pages within each of thesupplied texts. This proved to be

Collection

2000 Annual Conference

Authors

Sanjiv B. Gokhale; Michael O'Dea

spends on the projecthe or she is exposed to various facets of construction. The specific learning objectives in thiscourse targeted by service activities were: 4 4 Achieving “breadth” of knowledge in the field of construction, 4 Developing skills to understand, accept, and relate to people of different background, and Ability to think rationally, form informed opinions, and comprehend new ideas.A particularly important aspect of any service learning course is the opportunity given to eachstudent to “reflect” and thereby gain a significant understanding of the course content. Studentsin the CNT 105 course were required to submit a paper based on their experience. The paperasks the student to describe the activities

Collection

2000 Annual Conference

Authors

Bernard Hoop; Thomas E. Hulbert; Robert B. Angus; Eric W. Hansberry

for advanced upper-level coursework and research. We Page 5.303.2propose a methodology that focuses on preparing students for working in industry. While the 2authors familiarize students with Voland’s valued comprehensive approach, they utilize anindustrial version of the format when working with first-year students. This approach wasdesigned to reflect the type of work typically required by the students’ cooperative workemployers and in industry in general. Aptly referred to as the industrial format, our method is inkeeping with our emphasis on a relevant education. Current formats used in first

Collection

2001 Annual Conference

Authors

William Stratton; Ranaye Marsh; Jonathan Lawson; Jay Kunze

groups were separated physically byhalf the distance across campus, by credit non-transferability, and by minimal appreciation andunderstanding of the role of the other in society. The contention is most obvious among facultymembers, but it is presumed that faculty attitudes are transferred to students, whether directly orindirectly by innuendo reflecting those attitudes. Although we were attempting to solve theseattitudes of contention within our university setting, we felt that this issue was not uncommonthroughout the nation. Those of us with industrial experience were well aware of similar problemsin the workplace. Consequently, we felt it would be worthwhile to hold a symposium in anattempt to determine how universal these contentious