Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University

Tagged Divisions

Pre-College Engineering Education

waterproofing materials on their hydrophobic testing sheet.3. Students will devise two ways to waterproof their chosen material. Students must develop a written plan for both methods. Students must modify and label at least two approaches Material A and Material B.4. Students will engineer and modify their 2 surfaces.5. Teams will then observe and diagram the drop profile/contact angle of a drop of water on their modified surface. a. Place a drop of water on the surface. b. Look at the drop from the side and sketch the drop profile or your worksheet. *Additional steps on full online versionWrap UpStudents will reflect upon their designs and test results. They will choose a spokesperson to communicate their results and futureimprovements

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; David P. O'Neill, Northwestern University

Tagged Divisions

Biomedical Engineering

Outcome Feature and GradebookCanvas allows for real-time assessment of students’ progress towards mastery of a skill. Afterinputting the standards and associated descriptions as outcomes we created lab report rubricsusing these outcomes. All standards are scored on a scale from one to five where one equates to“novice” and five is “distinguished”. We set a level of “3” out of “5” as reflecting sufficientmastery for each skill. Then these scores are given various weightings to produce a final reportscore which directly comprises a percentage of the final grade. The four reports comprise 7.5%,10%, 12.5%, and 15% of the final grade respectively. Building the rubric with outcomesallowed for quick visual feedback regarding progression towards mastery

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Topics

FYEE Conference - Paper Submission

within people as connections are made toother knowledge. The academic theory of service-learning has been used for both types ofconnections. Service-learning connects people through the “service” that is done and currentexperiences to previous ones through reflection upon that service[1], [2]. It is through theseconnections that service-learning can be used to make STEM education less superficial.Oftentimes, STEM educators want to provide cross-cutting experiences and higher levels ofcognition—primarily because the nature of today’s world requires solutions to complexproblems. Instead of just remembering or understanding facts, experiences should lead toanalysis, evaluation, and creation. Connections between academic learners and practitioners

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

Tagged Topics

Diversity, NSF Grantees Poster Session

contributed to the students’ success in coursework. The followingare some responses that highlight perception of these skills. These first comments reflect theutility of professional skills and how work helps learners to learn them: DP1: “I am only a few weeks into my first course in my degree so the GPA is not reflective of my current progress. However, I do believe that having some experience in the work force has given me perspective on what I'm learning as well as having professionalism in emails and speaking with my professor. I also think that after working for a year, I have a better understanding in working with other people in a group setting.” DP2: “More comfortable asking questions; improved leadership

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

Tagged Topics

Diversity, NSF Grantees Poster Session

United States moves toward minority-majority status, that change isnot reflected in the number of graduate degrees being awarded to underrepresented minorities.The Preparing Engineering Graduates Students for the 21st Century (PEGS21) project at UCDavis seeks to look at the transition from undergraduate to graduate study and extend priorresearch that identifies barriers to graduate degree attainment in first generation students.PEGS21 scholars participate in weekly seminars and a series of professional developmentworkshops in the UC Davis GradPathways program and are asked to reflect on the value of eachworkshop on their learning. Analysis of the results from these reflection assignments suggeststhat GradPathways workshops have the potential to

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monica D. Okon, Ohio State University; Tanya M. Nocera, Ohio State University

Tagged Divisions

Biomedical Engineering

about themselves. Out of 119 behaviorsmentioned in the peer evaluation, 113 were positive behaviors. Similarly, 88 out of 92 behaviorswere positive in self-evaluation. The positive behaviors mentioned most often were beingdependable, cooperating and communicating with each other, as well as putting forth effort.However, students mostly discussed these behaviors in terms of accomplishing work, which maymean that some teams are merely dividing up work and not truly collaborating with one another.Additionally, since the surveys were conducted at the end of the course, teammates were notgiven an opportunity to reflect upon their behaviors.Ongoing WorkFor the reasons discussed above, students may need guidance on how to be an effective teammember

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robert Alan Hirsh, Cooper University Hospital; Sameer Sood, Rowan School of Osteopathic Medicine

Tagged Divisions

Biomedical

deliverables: needsspecifications, project plans and posters, for three needs. These needs were chosen based onareas of clinical need, cost effectiveness, interest and feasibility for milestone completion incapstone design during the academic year. Scholars met with faculty to gauge potential solutionsfrom the basic science and clinical perspectives. The summer program ended with a finalScholar symposium of projects, reflections of the Scholar experiences and plans for academicyear projects. Table 1 summarizes the 2014 Rowan Bioengineering Scholars Program.  Table 1: Summer 2014 Rowan Bioengineering Scholars Program   Week   Topic   Deliverable   1   Overview of program and Basic physiology

Collection

2010 ERC

Authors

David Shaw

 Research Projects Technical Expertise  USDOT ­ Validate use of GIS ØGIS  and RS technologies for ØRemote Sensing  major corridor planning ØData/Image Visualization ØData/Sensor Fusion ØScientific Modeling ØHigh Performance Computing ØSystems Engineering  Pixel’s ØSatellite Engineering  Spectral  reflectance  Reflectance  Clutter Target

Conference Session

Technical Session IX

Collection

2018 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Gabriel R Burks, Drexel University; Matthew N VanKouwenberg, Drexel University; Brandon B. Terranova, Drexel University

Tagged Topics

Diversity, FYEE Conference Sessions

Decision Matrix with sensitivity analyses 6. Periodically evaluate essentials of lessons through giving ‘Elevator Pitches’ in PLCs (Prepare Reflection Papers, Additional emphasis of communication skills) 7. Final oral and written presentations including lab manual, teacher guide, expected outcomes for students, artifacts from testing of lessons/labs, built experimental prototype 8. Periodically evaluateresultsStudents grew in all domains that were assessed. The greatest growth appeared to be in theirability to formalize decision making procedures, effect clear communication, collaboration,empathy with the audience/client and project management skills. Student growth was assessedby administering a pre-test (using a

Conference Session

Approaches to Learning Outcomes Assessment in Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Jennifer Turns, University of Washington

Tagged Divisions

Liberal Education

promising strategy for promoting knowledge integration and professionaldevelopment. We define a course-specific professional portfolio as a portfolio in which astudent makes claims about his/her preparedness for professional practice and supportsthe claims through artifacts drawn from a single course. We believe that having studentscreate such portfolios represents a promising practice for helping students consolidatetheir knowledge and reflect on the connection of this knowledge to engineering practice.In our work, we have been studying the practice of course-specific portfolio construction.To this end, we conducted a study in winter of 2006 in which 35 junior and seniorengineering students in a mechanical engineering class (ME 355 Introduction

Conference Session

Experiential and Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Bailey, Rochester Institute of Technology; Elizabeth DeBartolo, Rochester Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

improvestudent learning within a large-scale, multidisciplinary capstone design course. The experientiallearning model is referenced while redesigning a course to ensure that planned activities give fullvalue to each stage of the process. The learning methodology is based on an existing educationalmodel which includes four basic stages; active experiences, reflective observations, abstractconceptualization, and active experimentation. Motivations for course transformation are basedon continuous course assessment which revealed improvement opportunities within studentlearning. Beginning in 2006/07, student-centered workshops replaced traditional lectures forinstruction of product design and development. An annual course assessment conducted duringthe

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Susan Donohue, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

2:30 Robotics 2:30 Day 2 - Line Final Presos Following and Demos 3:00 3:00 3:30 3:30 Reflection Reflection Reflection Reflection Recognition Pick-up Pick-up Pick-up Pick-up Pick-up 4:00 4:00

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Laura Wilson, University of CIncinnati; Teresa Cook, University of Cincinnati; Jo Ann Thompson, University of Cincinnati; James Everly, University of Cincinnati

Tagged Divisions

Liberal Education

develop an integrated program of mid-level writing instruction in the technical disciplines. A multi-faceted program emerged:collaboration among writing faculty and technical faculty; development of interdisciplinarywriting instruction in mid-level technical courses; the utilization of grading rubrics to enhancethe importance of writing and communication skills in technical courses; the formation of adiscourse community; and the creation of e-portfolios to enhance reflection and illuminateconnections among the students’ technical and Humanities courses.IntroductionThis paper describes how the College of Applied Science writing faculty joined forces withengineering technology faculty to research innovative practices in the teaching of writing in

Conference Session

Experiential and Service Learning

Collection

2008 Annual Conference & Exposition

Authors

James Ejiwale, Jackson State University; Della Posey, Jackson State University

Tagged Divisions

Multidisciplinary Engineering

as “a form of experiential education where learning occurs through a cycle of action andreflection as students work with others through a process of applying what they are learning tocommunity problems, and at the same time, reflecting upon their experience as they seek toachieve real objectives for the community and deeper understanding and skills for themselves.”It is essential therefore to provide a structured environment in which participants will be able todiscover their own styles of leadership, what works for them, new approaches to explore throughconstructive criticism from the learning communities that includes faculty, students (peergroups), and the community they serve.Service learning at Jackson State UniversityThe mission of the

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

has worked, what has not, and ongoing challenges. Constructive, critical team andindividual reflection and critique have helped us to distill some successful strategies. The paperbelow captures some of what we have begun to understand. It outlines some of the organizingprinciples and structures that guide our professional development programs, challenges that weencounter, opportunities that arise, and differences that we have observed between elementaryand secondary professional development. However, we still have much more to learn! The EiEteam is continually tweaking our existing programs or experimenting with new professionaldevelopment offerings as we seek to improve and expand our knowledge, programs, andresources

Conference Session

Measuring Success of Graduate Program Components

Collection

2009 Annual Conference & Exposition

Authors

Phillip Sanger, Western Carolina University; Ken Burbank, Western Carolina University

Tagged Divisions

Graduate Studies

Scholarship of ApplicationAn important issue left unaddressed in Boyer’s work is who are these peers? Does engagedscholarship dictate a broader set of peer evaluators than other academics? The traditionalstandards of scholarly work are clear goals, adequate preparation, appropriate methods,significant results, effective presentation and reflective critique 4. Sandmann succinctly organizesthese standards into purpose, process and outcomes5. If the purpose of the scholarship ofengagement is economic growth, then the measurement of outcomes would include jobs created,markets opened, sales increased…the typical economic impact indicators and not in the domainof most engineering academics. For engineering faculty, the scholarship of application

Conference Session

Tree-huggers, Diggers, and Queers--Oh my!

Collection

2009 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Queens University, Kingston

Tagged Divisions

Liberal Education

manner: (1) new paradigms for ethicaldecision-making are introduced; (2) a specific ethics case is introduced and examined; and(3) series of reflective questions for the ethics case from the perspective of each of the newparadigms are generated; and (4) final thoughts and commentary are offered. The firstapproach we shall examine is an outgrowth of the ethics of freedom. Page 14.542.2II. Engineering and FreedomA commonly held perspective is that Western culture is a body of knowledge derived fromreason with the foundation of reason serving as a springboard towards a vast accumulationof understanding related to reality or nature, including human

Collection

1996 Annual Conference

Authors

Michael L. Smith; Mary R. Marlino; Jeff V. Kouri; D. Neal Barlow; A. George Havener

outcomes, only the priority ones, asshown below, are part of the assessment plan.Framing and Resolving Ill-Defined Problems 9 The Reflective Judgment Exercise (RJE) is the primary instrument used to assess performance forframing and resolving ill-defined problems, the highest priority educational outcome for Engr-110Z. Two RJE’sare administered, one at the beginning and one at the end of the course (see Appendix D). Each RJE has twoparts. In the first part, the student is given an ill-defined problem scenario containing overlapping sets ofincomplete information. From these data, students are required to make a decision based on their ability toextract information from the data sets. In the second

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Graduate Studies

and the accompanyingassignments. In addition, each course session is described below:Session 1, Getting Started: The Basics – The purpose of this session is to encourage the studentsto reflect on their prior experience as learners and consider how this will impact them in theirown teaching. The course opens with a discussion on how to prepare for the first day of class, abrainstorming activity on “what is an effective teacher,” and a discussion on “my biggest fears inteaching.” At the end of class students are asked to complete a questionnaire on the TAs’teaching responsibility, prior knowledge on teaching and background information. Students aregiven a reflection assignment that requires them to recall the most effective and least

Conference Session

Computational Tools and Simulation I

Collection

2009 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jeff Joines, North Carolina State University; Amy Craig, North Carolina State University

Tagged Divisions

Computers in Education

computerprogramming course. The skills learned in such freshman level courses are being iterated andexpanded on in subsequent courses in these curricula in order to create a ‘computational thinkingthread’. One unforeseen consequence of the computer based modeling course was an increase inthe student’s problem solving ability. This study explores the role that computing has onstudent’s problem solving abilities and tries to quantify its impact. Students in several freshmanand senior level engineering courses across different disciplines were asked to solve a commonproblem solving task as well as reflect on the process they used to solve the problem. Thestudent’s solutions were scored using a protocol based on Wolcott’s ‘Steps for better thinkingrubric’ The

Conference Session

Innovation in Construction Engineering Education II

Collection

2009 Annual Conference & Exposition

Authors

Thuy Nguyen, University of Texas, Austin; Fernando Mondragon Solis; William O'Brien, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin

Tagged Divisions

Construction

options, paths. Always allow “Undo”. imaginary characters/roles. Offer solutions in all cases. Case studies. Students learn about an Metaphors. To create visible pictures in actual event related to subject matter, then the mind, grasp finest details of conceptual analyze and discuss many aspects of the model. problem. Modelessness. Give users total control at Concept clouds. On a prepared handout of all time. Avoid modes that lock users into key concepts to be learned, students one operation with no exit option. visually highlight best understood Reflect the user’s mental model. Built on concepts, then compare with instructor’s

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Amy Banzaert, Massachusetts Institute of Technology; John Duffy, University of Massachusetts-Lowell; David Wallace, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

the integration of academic subjectmatter with service to the community in credit-bearing courses, with key elements includingreciprocity, reflection, coaching, and community voice in projectsiv. Reflective activities helpstudents process their experience and gain insight into the service they perform, the concepts thatthey are reinforcing, and the connection between the twov,vi,vii. When S-L is used effectively inan academic class, students typically benefit in a number of important ways, includingmotivation for learning, teamwork, communication, synthesis of multiple technical concepts,understanding of engineering ethical responsibilities, and civic engagementi,ii,iii.As shown in Table 1, S-L can help educators to fulfill ABET Criterion 3

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Tech; Soyoung Lee, Virginia Tech; Peggy Meszaros

Tagged Divisions

Women in Engineering

processing.Theoretical Framework We employ the developmental construct of self-authorship as a theoretical lens tounderstand the cognitive processes students use to make decisions, including career decisions9.Defined as “the ability to collect, interpret, and analyze information and reflect on one’s ownbeliefs in order to form judgments” (p. 143) 6, self-authorship is grounded in the work of Perry33 Page 11.632.2and Kegan23. Self-authorship is linked to decision making because it influences how individualsmake meaning of the advice they receive from others and the extent that the reasoning theyemploy reflects an internally grounded sense of self6, 7, 8

Conference Session

Questions of Identity

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Liberal Education

few forty-somethings and aneasy majority of engineering elders. Why would an “old guard” be the dominant courseinventors for this topic, when new engineering courses are typically initiated by youngerfaculty ? Why would accomplished senior researchers and a former dean and departmentheads teach a course characteristically populated by undergraduates outside theirdepartments and college? And why did no consensus technology literacy emerge at thisworkshop, when undergraduate engineering courses are famous for their uniformitywithin the US, due largely to common utilization of a few widely accepted texts in eachdiscipline? Reflection on the individual presenters showed that their academic journeys werelogically similar in origin, but not

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

of the adapted questions were reworded to reflect the graduate experience, such asreplacing “engineering degree program” with “Ph.D.”. Additionally, previous questions relatedto engineering problem solving were refocused to align with the EDS experience. As little workhas been done in this area, the authors deemed it necessary to explicitly focus on the perceivedgraduate experience, rather than leveraging persistent conversations about graduate educationthat are often built heavily on myth 1​​ and stereotypes.​14Data analysisThe analytical process for an IPA requires becoming familiar with the participants and thenengaging in three annotative processes. To become familiar with each participant’s voice andstory, the analysts listen to each

Conference Session

The Big Picture in Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Polytechnic Institute and State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

these courses and programs.The EELE Project situates itself within the broader “technological literacy” space, that is,incorporating engineering content into liberal or general education initiatives. Rather than focuson how engineers come to experience a liberal education, the EELE initiative is focused on hownon-engineers do or ought to come to learn about engineering. Our analysis of these efforts,therefore, is focused on how engineering is presented and communicated to non-engineeringstudent communities. These case studies reflect decisions about what non-engineers need toknow about engineering, and how engineering relates to society in contemporary or historicalcontexts, which reveal much about how engineering and liberal education are

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Becka Morgan, Western Oregon University; Heidi J.C. Ellis, Western New England University; Gregory W Hislop, Drexel University

Tagged Divisions

Educational Research and Methods

are supported by communities that focus on developing software to solve societal challenges and improve the human condition. These projects provide rich opportunities for computing students to practice and learn both technical and professional skills. In addition, the transparency of HFOSS projects provides students with an opportunity to create a portfolio of their contributions to real- world projects. This paper reports on three different undergraduate courses where students learned by participation in an HFOSS project. The paper provides an overview of each class and description of results. Student reflective writing about their class experiences was used to gather unstructured observations about the student experience and learning. This

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineeringdesign process. For example, Wendell, Wright, and Paugh [4] describe the reflective decision-making practices observed in 2nd through 5th grade classrooms as students completed designactivities within the Engineering is Elementary curricula. Previous research on the middleschool curriculum described in this paper [5] utilizes longitudinal interview data to documentprogressions in how individual students describe their work with the stages of the engineeringdesign process over the course of several exposures to the curriculum.Researchers have also investigated how integrated STEM curricula promote the transfer ofknowledge from one STEM subject or context to another, ultimately enhancing student learning[6], [7], [8]. Because STEM integration

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lina Wei, Zhejiang University; Wei Zhang, Zhejiang University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, and to summarize thecombination model of university path selection. Specifically, the research questions in thisstudy are as follows: (1) What are the core paths of China's new engineering construction? (2) What is the selection model of the "new engineering" construction path for differenttypes of colleges and universities?2. Literature review2.1 The concept of new engineering conceptThe "new" of new engineering construction is reflected in five aspects [4]: (1) The newconcept of engineering education. With the new economy and new industries as thebackground, the new engineering construction needs to establish a new concept ofinnovative, integrated and full-cycle engineering education. (2) The new structure of thediscipline

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

Tagged Divisions

Design in Engineering Education

prototypes that areincomplete and lacking more elaborate depictions containing all the fine details of the design. Itcan be a quick and efficient means to explore drafts and iterations of ideas, essentially sketchingin materials. The underpinning of this work is that prototyping, as a process, is an act ofexternalizing design thinking, embodying it through physical objects. It reflects one’s thinkingabout design through a design process, and also a learning process. It can serve to both develop adesign idea but can also inform the educator about how an individual or team navigates theirlearning experience.According to various studies, prototyping is considered to play an essential role in the designprocess [1, 2, 3]. For example, the process of