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

Collection

2024 ASEE North Central Section Conference

Authors

Andrew James Goodling, Grand Valley State University; Erik Fredericks, Grand Valley State University; Sara Jo Alsum-Wassenaar, Grand Valley State University

Tagged Topics

Diversity

student interest and development in science,technology, engineering, art, and mathematics (STEAM). This paper introduces Walk andDraw, a collaborative effort between the disciplines of Computing, Arts, and Interactive Mediato support students as they navigate the STEAM disciplines. The Walk and Draw applicationenables students to experience nature while documenting their findings. We have built anopen-source prototype system that supports students in conducting and documenting theirexperiences in varying environments, thereby providing the opportunities for self-reflection andsharing their experiences with their peers. Ideally, Walk and Draw will support students intheir lifelong goals of communication, exploration, and creativity. Walk and Draw

Conference Session

Curriculum Development and Assessment in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

Tagged Divisions

Chemical Engineering

 (Eisen;  Eisen;  Eisen).    Figure  1  summarizes  the  results  of  the  earlier  surveys  (note  1985  comments  on  emerging  technologies  and  does  not  provide  data  of  the  type  in  1980  and  1989).           Figure  1:  Historical  data  (%  of  responding  schools)  While  comparison  of  the  data  in  Figure  1  with  the  data  that  follow  suggests  that  electives  are  much  more  diverse  now  than  in  the  past,  but  it  may  also  reflect  the  greater  variety  of  questions  and  analysis  that  can  be  done  with  an  online  multiple  choice  survey

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

industrial engineer in the aeronautical industry. Ann is a licensed professional engineer. Page 24.1134.1 c American Society for Engineering Education, 2014 Students' selection of topics for a professional development courseIntroductionTo be successful in their careers, engineers need to be proficient in both technical andnontechnical skills. ABET's student outcomes reflect both of these categories. Five of theeleven a-k student outcomes1 can be considered predominantly technical: (a) an ability toapply knowledge of mathematics, science, and engineering; (b

Conference Session

Instrumentation Technical Session II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Akram Hossain, Purdue University, Calumet (Tech); Tanima Zaman, Ivy Tech Community College, Northwest

Tagged Divisions

Instrumentation

the figure below2: Page 23.1275.4 Figure 3: Single-Board Reconfigurable IO Components.The ultrasonic sensor integrated with the Robotic Starter Kit acquires data about obstacles bytransmitting a short pulse of ultrasonic energy (typically for 200µs with 40kHz)1. The sensorthen stops transmitting energy and waits for a reflected signal from the obstacle in front of it.Once the sensor receives the transmitted signal it provides an output pulse to the real-timeprocessor. Below the ultrasonic sensor with transmitted and reflected energy is shown: Figure 4: Ping ))) Ultrasonic Sensor.Based on the

Collection

2023 ASEE Midwest Section Conference

Authors

Sanjay Tewari

American companies expand their footprintbeyond borders. In many cases, it presents an opportunity to understand worldwideenvironmental issues from different perspectives. When journaling and reflection is added to thestudy aborad program, students perform best in a new and rigorous learning setting whenadjustment to new learning styles is included as stated learning objectives, when guidingquestions are used to help students navigate from core knowledge into reflection, when a scoringrubric is applied that provided flexible space for students to explore new concepts, and whenstudents are required to acknowledge understanding of the rubric prior to the start of the course[9]. © American Society for Engineering Education

Collection

2024 ASEE Midwest Section Conference

Authors

William Slaton; Lin Zhang; Jesse Butler

software usage instructions at the BearCart Github repository [1] totrain and test out AI driven autopilot models. © American Society for Engineering Education, 2024 2024 ASEE Midwest Section Conference Fig. 1 BearCart software layout 2. Ethical Reasoning and ResponsibilitiesTo develop ethical reflections regarding the responsibilities of creating and using self-drivingcars, as well as to challenge the students to generate their own informed judgements regardingthe ethical use of robotics and artificial intelligence more generally, we designed an interactiveand student-driven curriculum that began and ended with the same ethical reasoning assessmentessay prompt

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs Division (FYP)

techniques and statistics trended downward over the years. Researchers believethis reflects the relative use of these skills by upperclassmen.Figure 5: Importance of Technical Skills by Self-Reported YearStudents were asked to evaluate the importance of various non-technical skills via the sameLikert scale. Figure 6 shows how students evaluated these non-technical skills. The highestscoring skill was time management, followed by teamwork. It is unsurprising that timemanagement and effective teams are valued by busy engineering students who often work inteams. It is of interest that these skills scored above all other technical skills, indicating thatstudents found them of greater importance, even more than mathematical problem solving.Figure 6

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

, Paretti et. al (2014) challenge the1engineering education community to fill a gap in the literature by “expand[ing] our understanding ofeffective context-specific and generalizable practices that foster deep learning of both professionalcommunication and engineering concepts simultaneously” (p. 623, emphasis added). To contributeto this goal, our work focuses on sharing effective strategies for embedding communication skillswithin specific engineering disciplines. By sharing our collective reflections, our goal is to supportengineering educators in drawing connections to their own research and practice.Purpose and Research QuestionsThe purpose of this paper is to explore strategies for integrating communication skills intoengineering curricula

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University

provides a simpleway for students to understand their coding practices: a green light indicates good codingpractices, a yellow light signals a warning for potential issues that may not cause immediateproblems but should be avoided, and a red light indicates critical mistakes that need to be fixedto ensure the code runs correctly [1].The Role of Code Critiquers in Programming Education:AcknowledgmentThis work was funded by the National Science Foundation award # XXXXXXX. Recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the NSF. Any opinions, findings, conclusions, orrecommendations expressed in this material are those of the authors and do not necessarily reflect the views of the

Collection

2023 CIEC

Authors

Hiren Gami

robot arm to pickan object based on the classification results. This exercise involves students exploring embeddedsystems, AI and computer vision, and robotic control. This lab exercise will be introduced in theupcoming offering of the ENT303 course in Fall 2022. This paper illustrates the complete labexperiment with executing guidelines and student performance evaluation metrics.ObjectivesThis paper focuses on object detection and classification using TensorFlow, Keras, and the otherknown open-source ML library framework [12]. Students can easily configure these libraries ontheir personal computers. The lab setup and lab exercise will be revised each semester based onstudents’ comments and suggestions and reflecting updates in the proposed

Collection

2013 ASEE Midwest Section Conference

Authors

Yanwu Ding

. How Project Helps Improve Students’ Critical Thinking SkillsPaul and Elder [1] from their institute, The Foundation for Critical Thinking, suggested thatthinking within any discipline generates purposes, raises questions, uses information, utilizesconcepts, makes inferences; makes assumptions, generates implications, and embodies a point ofview. Ennis [2] defines critical thinking as the following: “Critical thinking is reasonable,reflective thinking that is focused on deciding what to believe or do.” Scriven and Paul [3] give amore detailed definition: “Critical thinking is the intellectually disciplined process of activelyand skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating informationgathered from, or

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Christopher L. Reitsma

and simple BOE-Bot, the simple activities that thevendor provides are easily incorporated into daily lectures as in-class exercises. This approachprovides the students with demonstrations, incorporates self-implementation of the activities,reinforces concurrent and active learning and allows reflection by the students to build on thetopics of the course over a longer period of time. This approach to tinkering is a great andfundamental approach to an active, hands-on approach to learning. Older generations hadtinkered to understand theory and to provide motivation, while the current generation wantsinstant gratification and the internet.4 In order to supplement this need by current students,technology and the internet are integrated. The

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Evalyna Bogdan; Heather Jean Murdock; Nadine Ibrahim

games have found application in educational and professional settings withinCanada, there has been an absence of a serious game that effectively simulates the types offloods and reflects the Canadian governance framework [3]. Serious games are a recognizedmethod for exploring natural resource management and policies, because these gamesencapsulate complexity, promote collaborative and reflective learning, and provide environmentsto practice conflict resolution [4], [5]. This extended abstract is a brief summary: A detailedliterature review, game description, and further findings are provided by Bogdan et al. [3].In the FRC game, participants assume the roles of various stakeholders (such as a mayor, primeminister, hydrologist, land developer