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

Collection

1997 Annual Conference

Authors

S. Gokhale; J. Aldrich

] has proposed anew paradigm of scholarship, one that not only promotes the scholarship of discoveringknowledge, but also celebrates the scholarship of integrating knowledge, of communicating Page 2.243.1knowledge, and of applying knowledge through service. Service, in this context, means far morethan simply doing good, although that is important. Rather it means that students and professorsapply knowledge to real-life problems, use the experience to revise their theories, and become“reflective practitioners.” Service may be defined as a credit-bearing experience in which thestudents are involved in community service and reflect on the

Collection

1997 Annual Conference

Authors

Jon E. Freckleton

students mature, demandingcustomers.The graphics sequence of three required, and one upper level optional, courses havesignificant design content. The first year course teaches fundamentals. The second yearGD&T and CG courses are project based. This year they were split from a single course toallow transfer students more flexibility; many have CG, few have GD&T.Both second year courses will continue with design content: l-Each assigned drawing requires an isometric sketch showing an engineeringapplication of the part. It must be unique, the part is modified to reflect the design use.Therefore, each students’ drawing is unique which greatly increases grading time. 2-Students form three to five member design teams and develop

Collection

1998 Annual Conference

Authors

Cathie Scott; Carolyn Plumb

3.620.2continuous improvement through ongoing, direct assessment. This approach reflects the currenttrend to define writing as an iterative problem-solving process, similar to that used by engineersin the design process, and to assess writing skills in terms of mastery of this process.13, 14If writing is a process and is taught as such, a program evaluation must be process-oriented aswell. Indeed, assessment in general is moving toward "direct" and "authentic" assessment ratherthan "indirect" assessment. Indirect assessment, which, in the case of writing, would be multiple-choice tests, sentence editing, or timed essays, is not a good indicator of how well students canactually produce writing. Writing programs are now embracing portfolio assessment, which

Collection

1998 Annual Conference

Authors

James L. Greer; James P. Solti; James M., Jr. Greer

semester, outcomes 2 through 6 have become a primary focus ofEM 200. The CD has encouraged his cadre of instructors to look beyond the subjectmaterial and to concentrate on getting their students thinking and learning and beingexcited about thinking and learning. Being a true educator requires much more thantraditional lecturing. As such, the CD has tried to encourage instructors, new andexperienced alike, to incorporate non-traditional techniques in the classroom via theweekly discussions, as well as daily “Pedagogical Thoughts of the Day” (PTOD).The intent of the PTODs and PRODs is to get the instructors to reflect on their routine, tomove beyond the first outcome, to consider student learning styles, to incorporate non-traditional teaching

Collection

1999 Annual Conference

Authors

John Hoover; Arnold F. Johnson

tour (M = 1.04).Several students also wrote on their surveys that they wanted even more "hands on" and "real"activities. One student specifically wrote, "I want even more excitement and action." A teacherastutely observed, however, that the emphasis on sensory experience must be carefully paired withacademic learning. The motivational component was observed, but this excitement must bebalanced with the opportunity to reflect on concepts. Plans are underway to hold talking stationsfollowing each activity, where students will discuss mathematics and science activities withtrained teachers. Perhaps in line with this, several students, parents, and mentors argued that moreadvanced concepts could be handled by older students.Because of the desire

Collection

1998 Annual Conference

Authors

Siegfried M. Holzer; Raul H. Andruet

learningare grasping and transforming experience (Fig. 1). Figure 1. Experiential Learning Model (Kolb, 1984, p. 42)There are two opposite modes of grasping, directly through the senses (concrete experience) orindirectly in symbolic form (abstract conceptualization). Similarly there are two distinct ways oftransforming experience, by reflection or action. The complete process is a four-stage cycle (Fig.1) of four adaptive learning modes. The active involvement of students through all four learningmodes helps develop higher-order skills (Kolb, 1984; Wankat and Oreovicz, 1993). A detaileddescription of these learning modes (type of learners) with suggestions for writing activities, “ameans to think and learn,” is presented by

Collection

1998 Annual Conference

Authors

S. D'Souza; N.W. Scott; B.J. Stone

E A ER C ING EDUFigure 3 shows the arrangement of reflective optical sensors the lab. However to determine each of the parametersnear an inertia. Each inertia has 180 grooves machined into its separately would require the rig to be dismantled and re-rim. The channels were painted matt black while the assembled. It is possible to get round this problem in theremaining parts of the rim was still shiny aluminium. Each

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

, SaP can also support STEM students’ engagement in DEI efforts. For example, in2015, Bunnell et al. [26] developed a course titled “Being Human in STEM (HSTEM)” atAmherst College, which engages students in action research projects on topics related todiversity and inclusion in STEM. In personal reflections, HSTEM course alumni noted that theirparticipation in the course supported them in making sense of their own and other students’experiences of marginalization, combatting feelings of isolation, and feeling empowered aschange agents within the Amherst STEM community [26].3. FrameworksThe design of the JEDI was guided by notions of liberative pedagogy [27]-[28]. From a Freireanperspective, liberative education facilitates conscientização, or

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Ricardo Elias, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Paper ID #43067Board 240: Developing Critically Conscious Aerospace Engineers throughMacroethics Curricula: Year 1Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

Tagged Topics

NSF Grantees Poster Session

mathematics) knowledge and skills that educated graduates possess are vital to a significant21 part of the US workforce and contribute to the national economic competitiveness and22 innovation [1]. A study made by Livinstone and Bovil [2] found that American students23 are digital-centered, tend to learn visually and socially, and enjoy interaction and24 connectivity with others and expect to learn in the virtual context. AFL (Active Flipped25 Learning) is a customer-tailored design attempting to take students’ characteristics into26 account, reflecting the embodiment of active learning so that STEM students were27 immensely motivated to reflect, evaluate, create, and make connections between ideas28 [3][4]. The positive influence of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

Tagged Topics

NSF Grantees Poster Session

perspectives within theengineering profession. Participant demographics are summarized in Table 1. Thirteen (13)early-career engineers, comprising 9 males and 4 females, volunteered to participate in thisstudy. The participants were within the specified experience range of 0-10 years, with apredominant majority having between 0-5 years of professional experience. The interviewsconducted delved into their experiences, reflections, thoughts, and perceptions concerning ethics,equity, and inclusion in their professional practices as early-career engineers, providing valuableinsights into the challenges and opportunities in the engineering field. The data sources includedonline pre-interview surveys and interviews. These interviews were conducted in an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

Tagged Topics

Diversity, NSF Grantees Poster Session

reflected on their engagement in research oracademic activities during the semester, shared plans for the upcoming semester, and reported anysupport needed from the department. Additionally, surveys assessing various factors such asparticipants’ STEM identity, sense of belonging, and intention to complete CS were administeredto gather comprehensive insights into the program’s impact.ResultsThe results indicate that the scholars benefited from continuous support and a diverse range oflearning, teaching, and research opportunities. Activities provided enhanced scholars’ overallcollege experiences, contributing to their pursuit of studying CS. In this section, we demonstratedthe program’s impact using three key criteria: retention rate, survey

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, NSF Grantees Poster Session

duringchange processes, these differences are often implicit and unexamined. Our project willmake these differences a visible component of critical reflection and generative dialogue,in service to both educational research and practice, and aligned with capacity building forcritical awareness and action.As our project is only in its first of five years and focuses on individual capacity building anddepartment culture transformation, we currently have limited qualitative and quantitativeresults to report. Therefore, this paper focuses primarily on our project’s motivation,proposed scope of work, and early research steps. This paper also discusses our model forchange, Critical Collaborative Educational Change, which is an iterative reinforcing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, Queen's University ; Paul Cameron Hungler P.Eng.

Tagged Divisions

Educational Research and Methods Division (ERM)

in a multimediaenvironment. Considerable cognitive processing is required for a meaningful learning experiencespecifically in a multimedia environment, which can exceed the limited capacity of workingmemory [25]. Thus, multimedia design principles have been proposed for combining texts,pictures, audio and animations, as well as other guidelines such as providing opportunities forfeedback, reflection and controlling the pace of the presented material [25], [26]. Theseguidelines can help design XR environments to prevent cognitive overload for students.Experiential learning considers learning by doing. According to Kolb [27], learning involves fourstages of concrete experience, reflective thinking, abstract conceptualization and

Conference Session

DSA Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Nicole Alexandra Batrouny, Northeastern Univeristy; Adetoun Yeaman, Northeastern University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

Table 1 (the full codebook can be found in Appendix A). We also generated acount of each code based on the full data set, shown in Figure 2.Table 1: Codes for survey responses with short definitions. The definitions represent the stancetaken by the student in their response. The full codebook including further clarification on thedefinition and representative examples for each code can be found in Appendix A. Code Short Definition (tool) AI is a useful tool for students. (crutch) AI has the potential to replace learning. (tutor) AI can be used to learn a specific concept. (reflect) AI can help or hinder learning depending on who uses it and how. (speed) AI can

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 22.1157.6For this study, a semi-structured interview protocol was employed in order to obtain a measureof consistency among the interviews, with each interview lasting approximately 60 minutes. Theprotocol was designed to allow the participants to talk about their previous experiences withprogramming in a general sense in order to prime them for the reflection needed to answer thein-depth questions about their understanding23. This is a key component in conducting aphenomenographic research study, as it is only through this process of reflection that theparticipant is able to fully articulate their experience or understanding, especially if thephenomenon under investigation is a specific event or experience. However, reflection is a

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and Self-Objectives; examinations) Assessment andPresentations) Self-Reflection Items)In the set up to the Are students Are the students Is the teacherlesson or within the directed to actively assessed in a way presented withmaterials presented connect math and that allows them to materials in trainingduring the lesson, science concepts to demonstrate that wouldare math and science engineering connections of math explicitly connectconcepts explicitly concepts in their and science

Collection

1999 Annual Conference

Authors

Shih-Liang Wang

, surfaces, and solids.The transformation matrix [T] can be represented as:  t 11 t 12 t 13 t 14   t 24   T1 T2  [T] =  t 21 t 22 t 23 =   t 31 t 32 t 33 t 34  T3 1 t t 44   41 t 42 t 43The 3x3 submatrix [T1] is used for scaling, reflection, or rotation; the 3x1 column vector [T2]generates translation; the 1x3 row vector [T3] produces perspective projection. Figure 11 showsa wedge reflected about xz-plane with the following transformation matrix: − 1 0 0 0

Collection

1999 Annual Conference

Authors

Patrick Devens

were able to reflect upontheir experiences did opinions on MATLAB change. If a software program is to be added orchanged within a course, instructors must be given the opportunity to learn the software beforeteaching it.The same lesson was reflected in instructor MATLAB text6 reviews. Most course instructorswere staying one step ahead of their students on text assignments. As a result, instructors wereeasily blindsided by student questions. This manifested an initial feeling of text inadequacy.Instructors stated; “The book was not clear enough”, “The book could have done a better job”,and “We need a better book next time”. These statements illustrate instructor turmoil as theystruggled to teach a software package without being properly

Collection

1997 Annual Conference

Authors

Luis M. Bocanegra; Jose L. Rivera

below.EquipmentThis experiment uses an acoustic impedance tube (P. A. Hilton, B-400)4 for the determination ofthe sound absorption properties of different materials. The apparatus consists of a transparentplastic tube fitted at one end with a twin loudspeaker enclosure, and at the other with a heavysample holder on which the sample material is mounted. A small microphone may be movedaxially along the length of the tube and its position measured.The loud speakers are fed with a variable common pure tone (single frequency) from a functiongenerator and the sound waves produced pass along the tube sample. According to the type ofmaterial and frequency, part of the sound energy is absorbed, and the remainder reflected backalong the tube. The latter is detected by

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Curriculum Content Standard 9.1: 21st Century Life and Career Skills describes skillsthat prepare students to engage fully in civic and work life. The standard includes six strands,which reflect the Framework for 21st Century Learning. 4 For the purpose of this study and asmentioned above, we are focusing on the skills of collaboration and communication, although itis expected that engaging the students in a variety engineering activities will also improve theirability to think critically and solve problems. That topic will be addressed in a larger study of allof the students whose teachers are part of the NSF funded PISA2.Partner ClassThe partner school is located in Jersey City, the state’s second largest city. The school districthas 28,218

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Stephen Hundley, Indiana University-Purdue University Indianapolis (IUPUI)

Tagged Topics

Diversity, International Forum

. Page 19.37.1 c American Society for Engineering Education, 2015 The Attributes of a Global Engineer: Results and Recommendations from a Multi-Year ProjectAbstractFor the past several years, the American Society for Engineering Education’s Corporate MemberCouncil, reflecting the voice of industry, developed a series of attributes representing the desiredcompetencies needed by engineers in order to effectively live and work in a global context. Aglobal online survey was launched to validate the performance and proficiency levels of eachattribute, and a series of global focus groups in every major region of the world have been heldfor the purpose of clarifying and refining the

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

scales, student reflections, journals, portfolios, and peer and self-assessment.Rationale: If we value personal, interpersonal, and product and system building skills, set them as learningoutcomes, and design them into curriculum and learning experiences, then we must have effectiveassessment processes for measuring these skills. Different categories of learning outcomes requiredifferent assessment methods. For example, learning outcomes related to disciplinary knowledge may beassessed with oral and written tests, while those related to design-build skills may be better measured withrecorded observations.Standard 12 -- CDIO Program EvaluationA system that evaluates programs against these twelve standards, and providesfeedback to students

Conference Session

Closing Manufacturing Competency Gaps I

Collection

2002 Annual Conference

Authors

Balasubramanian Kailasshankar; Devdas Pai

their self-analysis findings and self-improvement achievementsResultsThe class had an enrollment of 23, and 16 students chose to participate. Student self-analysisreports were collected at the end of the semester but before the final exam, and do not reflecttheir performance on that event. A sample student report is presented in Figure 1. Studentcomments gleaned from the self-analysis reflect overall satisfaction with the process in terms oflearning their professional strengths and weaknesses. Sample comments are quoted below: · I learned that there is direct correlation between the amount of studying time and score awarded. Secondly there is also correlation between the allotted time for assignment and the score. Those

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Dianna L. Newman; D. Reinhard

study had as its basic educational objective the integration ofknowledge of materials handling with expected practices and outcomes. Its goal was thedevelopment or refinement of problem-solving skills via virtual interactions in increasinglycomplex materials handling settings. The content reflected basic principles of materials handlingwith interpretations and uses offered by managers, engineers, and students. Diverse settings wereportrayed via media-supported clips of actual uses and oral as well as written overviews.The module was targeted to meet the needs of two types of learners:· Engineering juniors or seniors who had strong modeling skills but limited knowledge of

Conference Session

Learning Styles

Collection

2002 Annual Conference

Authors

Michael Pavelich; Barbara Olds; Ronald Miller

software on 88 students and faculty from two collegesand students from a high school. Data from standard Reflective Judgment interviews and fromCogitoã have been analyzed in a variety of ways using neural-net software. The better fits showcorrelation coefficients between Cogito ã and interview ratings of 0.5-0.8. Most other fits showcorrelations below 0.4. These results are slightly to significantly better than previous paper-and-pencil instruments for measuring intellectual development. We will discuss what our resultsmean for effective assessment. Are R values in the 0.5-0.6 range good enough? Why is there anapparent ceiling on R values for paper-and-pencil instruments?Keywords ¾ intellectual development, assessment, neural network, Cogito

Collection

2022 CIEC

Authors

Joseph Parlier

for Engineering Education ETD 315At the post-secondary level, a meta-analysis of 225 studies of undergraduate STEM courses,comparing student performance in traditional lecture and active learning courses, students intraditional lecture courses were 1.5 times more likely to fail the courses than their peers in activelearning courses [2].When designing instruction, the active learning model [3] of experiential learning includes fourkey components: 1) engaging students in a concrete experience based on the content beingtaught, 2) providing students with the opportunity to make observations and reflect on theseobservations, 3) allowing students to analyze