Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Billiar, Worcester Polytechnic Institute; Jeanne Hubelbank PhD, Independent Program Evaluator; Jared Quinn, Overlook Middle School; Thomas Andrew Oliva, Worcester Public Schools; Marsha W Rolle, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

practice. K-12 science teachers are increasingly pressured to include engineeringdesign in their curriculum; however, there are relatively few engineering-focused professionaldevelopment programs in comparison to those for traditional science and mathematics. [3] [4] Professional development can improve teacher practice,[5] [6] especially if the programsare content specific,[7] inquiry-based, and learner-centered. [8] [9] Successful professionaldevelopment provides teachers with content, pedagogical knowledge, and training; training thatincludes guidance, support, feedback, and time for reflection and planning.[10] [11] In addition,effective professional development approaches include peer support, teacher-developed researchexperiences, and

Conference Session

ETAC/ABET-Related Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel K. Jones P.E., SUNY Polytechnic Institute; Mohammed Abdallah, SUNY Polytechnic Institute

Tagged Divisions

Engineering Technology

performance of the group. Data from students not passing a coursewas not included; since they needed to retake the course, assessment data was collected whenthey passed. An initial benchmark was to have 70% of students scoring 3 or 4, indicating that atleast 70% of the students met or exceeded acceptable standards. If less than 70% of studentsscored 3 or 4, overall student performance was below the benchmark, indicating potential forimprovement in that particular Performance Indicator (PI).After obtaining baseline data from an initial evaluation, the 70% benchmark may have beenchanged, if appropriate. As the assessment process evolved, different SOs would then differentbenchmarks to reflect the level of difficulty in the specific assessment tool

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Danial J. Neebel PE, Loras College

Tagged Divisions

K-12 & Pre-College Engineering

program presents STEM Integrated STEM Education MastersEducation as appropriate for all students, not just program.the best and brightest.The faculty in the Integrated STEM program are from the education, biology, chemistry,engineering, computer science, and mathematics programs. The vast majority of the curriculumis delivered online. Courses are listed in Figure 1. There is not a division between content basedcourses and methods courses. Application is stressed in each course. Students reflect upon howwhat they are learning can help improve their own curricula and teaching. Although, somecourses are team taught, the course presented hear is not.The Robotics Engineering CourseThe Robotics Engineering course is

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy

, rather than students; thus reflecting the current research andintervention landscape. The lack of focus on policy reflects a broader trend in the interviewswhereby participants externalize the problem of underrepresentation as located not inundergraduate education.In some ways the small amount of attention paid to policy related to students is understandable.To be fair, I also did not originally think to include policy questions in my interview protocol. Idid so only after one of the project’s advisory board members suggested it. On one hand, thismakes some sense. As the one participant stated, “You can’t have a policy in place to tellsomeone, ‘Don’t make her feel bad.’ That’s just a culture.” Certainly, it is true that “familyfriendly” policies

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng.; William Daniel Rosehart P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

the results from2012 and 2013 in Figures 1 and 2. Page 26.997.4Figure 1: Overall, students perceived engineering as a respected career that involves designing cool things and helping society. Page 26.997.5 Figure 2: A summary of student associations towards male engineers and creativity.Students who participated in the game project also reflected on their experiences and learning.On average, 85% of students agreed or strongly agreed the game project was creative, and 71%said they enjoy creating games, while 80% enjoy playing games. Interestingly, more

Conference Session

Innovations in Curriculum and Course Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

100 students who have done at least one form of engineering internship. Engineering - Internship-Supervisor Evaluation For each of the following performance characteristics please place an “x” in the line that best reflects your experience with this student. Thank you so very much!Attitude/Application to Learning4 Outstanding and extremely enthusiastic3 Interested and industrious2 Average1 IndifferentAbility to Learn4 Learns very quickly3 Above average in learning2 Average1 Slow to learnDependability4 Completely dependable x3 Above average in dependability2 Usually dependable1 Below average in dependabilityWriting Ability4 Consistently clear

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kelly Brumbelow, Texas A&M University; Luciana R. Barroso, Texas A&M University; Debra Fowler, Texas A&M University; James Michael Kaihatu, Texas A&M University; Veronica S. Rodriguez Chavarria

Tagged Divisions

Civil Engineering

dynamics, earthquake engineering, and engineering education.Dr. Debra Fowler, Texas A&M University Dr. Debra Fowler serves as the Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios and professional development of graduate students related to teaching.Dr. James Michael Kaihatu, Texas A&M University Associate Professor of Civil Engineering at Texas A&M

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Glenn R. Gaudette, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

arguments in the class Individual & team research assignments, culminating in a projectResearch & Inquiry report that includes attention to context and related approaches. Written and oral reflections on the experiences of takingReflection different perspectives, learning from sources, listening to various stakeholders 5Student Learning OutcomesDefining specific and measurable learning outcomes for such

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tom Elliott Spector, Oklahoma State University; Stan Carroll, Oklahoma State University; John J. Phillips, Oklahoma State University

Tagged Divisions

Educational Research and Methods

faultystrategy. Usually, their responses only reflect what a client has already seen, known and becomecomfortable with or else the responses are hopelessly vague on the order of: “Give me somethingI’ve never seen before.”The obstacles for innovation in such situations should be obvious. This situation in softwaredesign has its direct analogue in architectural engineering design. The architect or engineerreceives a program with space sizes and relationships, perhaps as well a statement oforganizational goals, and then is expected to turn these parameters into a design concept. Thelarge gap between the demands of basic functionality and the evolution of an artistically unifieddesign response make the conceptual and schematic phases of the design process

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette; Elizabeth Litzler, University of Washington; Jeremi S. London, Virginia Polytechnic Institute and State University; Julia M. Williams, Rose-Hulman Institute of Technology; Jennifer M. Case, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

of EER&I research, audiences that need to be aware of the impact onengineering education, potential systematic processes for documenting impact, and plans forpiloting some processes for documenting impact. Metrics ranged from the relativelystraightforward measures of the number of engineering education programs and productivity ofthose programs and individual researchers, which could be expected to have impact, to the moresubtle changes in attitude toward EER&I and extent of implementation of the results of EER&Iresearch, which would reflect the impact. Some of those subtle changes include attitudes towardwho can/should be an engineer and how the engineering culture, and courses, can change tobroaden participation in engineering

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

product. Another problematicassumption made in the students’ economic proposal was that what works under consumercapitalism in the U.S., where a high percentage of the population has expendable income, wouldwork in the very different economic circumstances of Nicaragua. The project was ultimatelystalled at the proposal stage because of disagreement about this point.By the time they reach their senior capstone, engineering students have often had few- if any-courses that require them to consider empathic approaches to designing for a client orcommunity whose racial, ethnic, national, socioeconomic, or other demographic backgrounddiffers from their own. This experience gap is reflected when students don’t have the tools tounderstand the needs of

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

which provides a historical contextof not only the Inca people, but also the generations from as early as 3000 BC in that region.Cultural activities are followed by formal discussion and guided reflection to create additionalcontext regarding the technical project and the cultural and geographical influences that areimportant for consideration. Also in country, the students made an initial presentation tocommunity leaders to ensure project objectives were in alignment with community expectations.Course Content – TechnicalThe technical portion of the course is determined by the scope of the project that is identified.During the first two years of the program, using semi-structured interviews, the communityidentified water loss of the crumbling

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

. Describe contemporary challenges caused by or related to energy resources, such as economic impacts, sociopolitical tensions, and environmental impacts 5. Explain how various methods of both passive (e.g. evaporative cooling) and active (e.g., electric, fuel-powered, heat pumps) heating and cooling in buildings work 6. Analyze how the natural environment (e.g., tree shade, sun angles) and built environment (e.g., windows, insulation) impact heat transfer into and out of buildings, with consideration for cultural and climatic contexts 7. Apply concepts from class to inform decisions about energy consumption or conservation in your everyday lifeThese learning outcomes reflect several salient aspects from our research

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Joseph Benin P.E.; Avinash Srinivasan

, it had28 students and two instructors which reflects the high student:teacher ratio reflective ofUSCGA and the hands-on nature of this course. Thus is was somewhat of a hybrid lec-ture/lab (active learning) configuration. The first 15 − 20 minutes were often devoted to abrief lecture to introduce that day’s topic and then the students were provided an in-classexercise to complete for the remainder of the period. Once completed, students were encouraged to help others but were able to leave if theyneeded/chose to. The students were required to bring their own laptops to class each meeting(fully charged). A preference for open-source resources existed as outlined below. At theend of each class, students were required to submit evidence of

Collection

2020 PPC

Authors

Miriam Quintal

Administration and federal agency officials to inform future programs and create new opportunities – Elevating the role of ASEE within the Washington, DC-based scientific, STEM, and higher education advocacy communities and ensuring community advocacy reflects ASEE priorities• 2019 Efforts and Successes – Increased funding for the National Science Foundation and Department of Defense basic research – Building champions for new modes of NSF support – Outreach and awareness of engineering technology – Enhancing Department of Defense workforce and industry collaboration – Engagement on Higher Education Act reauthorizationASEE/EDC Congressional Priorities• Advocate for Funding at Critical Agencies –National Science Foundation research and

Conference Session

Technology Integration in the Classroom for Manufacturing I

Collection

2007 Annual Conference & Exposition

Authors

Mohamed Gadalla, Texas State University - San Marcus

Tagged Divisions

Manufacturing

used asan information model to determine the size of each constituent. For example, in an Engineeringprogram the amount of science should represent the biggest sector of the pie, while in anindustrial technology program it is the hands-on. Page 12.434.2To further explain this concept; to teach a Strength of Material course in the three programs. Inthe Engineering program, the course structure and outline should reflect a science basedapproach. This means that the fundamental concepts based on differential equations andintegration are used to develop the formulas. The focus will be on how to drive these formulasand using them to solve symbolic and

Conference Session

ChE: Innovation in the Laboratory

Collection

2006 Annual Conference & Exposition

Authors

Brian Lefebvre, Rowan University

Tagged Divisions

Chemical Engineering

overall problem or task. 3. Design an authentic task. 4. Design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning. 5. Give the learner ownership of the process used to develop a solution. 6. Design the learning environment to support and challenge the learner’s thinking. 7. Encourage testing ideas against alternative views and alternative contexts. 8. Provide opportunity for and support reflection on both the content learning and the learning process.Critics contend that the constructivist approach stimulates learning only in concepts in which thestudents have an existing interest.4 Taken to the extreme, the

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Carl Mitcham, Colorado School of Mines; Jon Leydens, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines; Jay Straker, Colorado School of Mines; Marcelo Simoes, Colorado School of Mines

Tagged Divisions

Engineering Ethics

disasters notjust by returning people to their pre-disaster state, but as opportunities to help people improvetheir lives beyond what might have been possible before[3]. (see alsohttp://www.onlineethics.org/moral/cuny/intro.html)Like Cuny, although seldom as radical, many engineers are rethinking their exclusivecommitment to corporate goals and foreign policies[4, 5]. At the professional level, however,engineers have not engaged in the philosophical and ethical dimensions of their humanitarianinterventions as other professions have done [6]. At best there has been a symbolic recognitionthat some engineers have engaged in civic service and humanitarian work, as reflected by theHoover Medal established in 1929 to “commemorate the civic and

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

the questions were posed by astranger on an elevator ride), a teaching philosophy, and a research philosophy. Each statementwas developed through a series of revision cycles, starting with auto-biographical reflections(ABRs). ABRs provided an (1) entry point for discussing ideas about engineering education andlocating identities within an engineering education landscape and (2) an initial framework fororganizing current views and exploring future ideas. An example of an ABR is presented below:ABRII: Teaching EngineeringWrite a reflection on your ideas about teaching engineering. Your reflection should clearly address thesequestions:• What are features of effective engineering education instruction (e.g. in or out of the classroom, at a

Conference Session

Study Abroad, International Experience, Exchange Programs and Student Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Keilin Tarum Deahl, University of Illinois at Urbana-Champaign; Eileen Walz, University of Illinois; Russell Korte, University of Illinois, Urbana-Champaign; Valeri Werpetinski, University of Illinois, Urbana-Champaign; Laura D Hahn, University of Illinois, Urbana-Champaign; Judith A Sunderman, University of Illinois, Urbana-Champaign; J. Bruce Elliott- Litchfield, University of Illinois, Urbana-Champaign

Tagged Divisions

International

student development acquired while working on internationalengineering projects abroad. These experiences presented a unique learning environment andopportunity to develop and implement a holistic engineering project. The findings from ourresearch indicate six areas of student development: technical knowledge, communication,personal growth, project management, community-based development, and interculturalawareness. These six categories are broken down into subcategories to further identify specificareas of student development.These findings are based on reflections collected from Engineers Without Borders studentmembers. The first round of data was collected through on site journals and discussions andpost-travel interviews with participants of

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