Conference Session

Developing Young Minds in Engineering: Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

Minorities in Engineering

corporate partners throughout theyear to provide peer mentoring at the schools, on-campus college experiences, and fun scienceand math events to excite students about higher education and careers in science and engineeringfields.PROMES has only a small fulltime staff, so we have developed a unique framework to maximizeour financial and human resources. This framework reflects a partnership between our programoffice and five multidisciplinary student engineering societies who also have engineeringoutreach goals. Program staffers serve as university advisors for all five organizations whichinclude the Society of Women Engineers (SWE), Society of Hispanic Professional Engineers(SHPE), National Society of Black Engineers (NSBE), Society of Mexican

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Martin Edin Grimheden, Royal Institute of Technology

Tagged Divisions

College Industry Partnerships

handle contact with, for example, the Product Owner. The Product Owneris a representative of the product to be developed, which can be an external customer orsomebody with an interest of the final product [1-4].The Scrum Team works in short development cycles, called sprints. Each sprint spans aperiod of typically a couple of weeks or a month. Each sprint starts with a preparatory task todefine the tasks to be undertaken in the sprint and ends with a delivery to the customer orproduct owner followed by a session called the Sprint Reflection to discuss and proposeimprovements for next sprint. The product is defined in a Product Backlog (which replacesthe traditional documents of requirement specification). The product backlog is agreed

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison; Jamon W. Opgenorth; Carrie Beth Reardan, Epistemic Games; Nathan Patrick Haggerty, University of Wisconsin, Madison; Clayton Guy Lepak

Tagged Divisions

Educational Research and Methods

participate inconversations to reflect on their work [14, 15]. Through these reflective discussions, mentorsmodel how to think and work like professionals in a domain.Shaffer [16] has characterized the learning that takes place in the practicum in terms of anepistemic frame. Epistemic frame theory suggests every profession has unique collections ofskills, knowledge, identities, values, and epistemology that construct an epistemic frame.Professionals in a field rely on domain-specific skills and knowledge to make and justifydecisions. They have characteristics that define their identity as members of the group, as well asa set of values they use to identify important issues and problems in the field. Developing anepistemic frame means making

Conference Session

Topics Related to Electrical Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph M. Tabas, Indiana University-Purdue University, Indianapolis; Cody Mathew LeMay, Indiana University-Purdue University, Indianapolis; Elizabeth Freije, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

challenges and opportunities … is to figure out and invent ways toinclude reflection and critical thinking in the learning (either built into the instruction or througha process of instructor-led debriefing) [9].”Knowing that reflection and critical thinking are essential for learning, online instruction mustinclude a means for teaching the students how to reflect on the educational process and learnfrom the experience. This concept is difficult in an online course, and online instructors mustincorporate opportunities for students to consider the ways they solved problems, not simplyfinding solutions, submitting the answers via an online format and moving on to the nextquestion or chapter.One challenge with online courses is the lack of interaction

Conference Session

Curricular Developments in Energy Education

Collection

2010 Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Energy Conversion and Conservation

fuel cell course has three 1-hour lecture periods per week and one 3-hour lab period perweek to make a 4 credit-hour course. One lecture period per week is devoted to discussion ofrelevant papers, which serves to reinforce the technical content and facilitate discussion of thebroader social, economic, and technical issues. The lab periods are used alternately for additionalclassroom instruction, experiments, recitation time, and modeling or project work. This adds adegree of flexibility to administering the course and provides the students with extra time toengage and reflect on what they are learning.Student learning assessment is based on homework, experimental lab write-ups, a midterm exam,a nonlinear dynamic fuel cell model, and student

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Warren Hull, Louisiana State University, Baton Rouge; Dianne Raubenheimer, North Carolina State University; Arlene Russell, University of California, Los Angeles

project, CPR™ is an excellent"learning environment" that creates an electronic, asynchronous, discipline-independent platformfor creating, implementing, and evaluating writing assignments, without significantly increasingthe instructor’s workload. Furthermore, the extensive data collected by the "environment" can beused to measure learning outcomes. In fact, the flexibility and versatility of the platform make itvery appropriate as a fine-grained tool for ABET accreditation criteria.Original CPR Mediates Peer-Review of WritingFour structured workspaces perform in tandem to create a series of activities that reflect modernpedagogical strategies for using writing in the learning process. A separate instructor interfaceand student interface provide

Conference Session

Engineering in High School

Collection

2005 Annual Conference

Authors

Malinda Zarske, University of Colorado at Boulder; Daria Kotys-Schwartz, University of Colorado at Boulder; Janet Yowell, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder

Janet L. Yowell College of Engineering and Applied Science University of Colorado at BoulderAbstractMany students who graduate high school are not prepared with the educational tools tosuccessfully pursue an engineering degree. Graduation from engineering colleges has declinedsignificantly from its peak in 1988, reflecting a national malaise in interest in the engineeringprofession by today’s youth. By fostering in high school students the skills and knowledge tomore fully understand the opportunities a career in engineering affords them, we hope to increasethe number of interested and prepared students who enter engineering colleges.Working with ninth-grade students at the new Denver

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Design in Engineering Education

with the responsibilityof promoting interest and enthusiasm for learning. Instructors are also encouraged to act ascognitive coaches who can nurture an environment that can support open inquiry (Barrows,2000). It is important that the aims and objectives of problem-based learning be reflected inevery aspect of the learning environment created. Problem-based curriculum should documentaccomplishments at the upper levels of Bloom's Taxonomy Triangle (Boud & Feletti, 1991).Scholars in the area of cognitive science and educational psychology have identified fourfeatures that clearly separate a problem-based curriculum from a traditional, topic-basedcurriculum (Nickerson, et. al. 1985). In this presentation, the author describes how he

Conference Session

Forum for Nontraditional Engineering Programs

Collection

2004 Annual Conference

Authors

Dave Wangrow; Doug Tougaw

SESSION 1732 Professional Partners as Adjunct Instructors in Emerging Technology Courses Douglas Tougaw and David Wangrow Department of Electrical and Computer Engineering, Valparaiso University / Global Telecom Solution Sector, Motorola 1. Introduction Like every other electrical and computer engineering program across the country, Valparaiso University’s ECE department is faced with two great challenges. The first is to continually seek input from key stakeholders to determine the skills and knowledge expected of our graduates and to update our curriculum and courses to reflect these changing expectations

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph M LeDoux, Georgia Institute of Technology; Jacquelyn E. Borinski, Georgia Institute of Technology; Kimberly Danielle Haight, Georgia Institute of Technology ; Elaine Catherine McCormick, Georgia Institute of Technology; Alisha A.W. Waller, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

decide on a set of learning objectives. Thisrequired balancing the different purposes of the course. What should the relative emphasis be ofchallenging the students to learn and practice one or more specific engineering ways of thinking,versus encouraging the students to grapple with, and reflect on, the central philosophicalquestion of whether there are, in fact, engineering ways of thinking, and if so, what are thoseways of thinking? Ultimately, the course was designed to pursue both these threads ofexploration, separately at first, but later entwined within the students’ final term projects.The following set of learning objectives were developed to balance the two threads of the course:A year or more after having taken this course, students

Conference Session

New Trends in Computing and Information Technology Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tanya Stanko P.E., Innopolis University; Oksana Zhirosh, Unium

Tagged Divisions

Computing & Information Technology

inmultiple languages and codes that information employs (textual, iconic, hypertextual,audiovisual, multimedia, etc.), should be a recurring, continuing goal throughout theeducation system as a whole, from primary education to higher education2.In addition, international organizations have focused their attention both on thedevelopment of advanced curricula and instruction in general. This has been reflected inseveral projects supported by UNESCO and OECD. One such project, called “DeSeCo”(Determination and Selection of Competencies), had published a number of researchpapers in the 2000s which lay a theoretical foundation for the new understanding of theconcept of competencies in education and in the IT industry5,12,13.In the 1960s, when modern

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

threemain reasons: (1) the sheer prevalence of that code due to the nature of the tasks, (2) the“modeling” activity we observed very closely resembled typical children’s play (thus it is harder toargue that children were engaging in engineering during those times), and (3) previous researchsuggests that there are no significant differences between novices, post-novices, and experts inhow they engage in modeling.5 Beyond the four main behaviors that we focus our discussion on,we also looked at testing, reflection, prediction, and material property codes. Page 24.256.4Table 1. Main codes for Playdates and Engineering Studio engineering behaviors

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura M. Patterson, University of British Columbia

Tagged Divisions

Community Engagement Division

invaluable to other not-for-profit organizations to solve theirchallenges. In fact, it is an engineer’s obligation “to serve humanity” and share their skills“without reservation for the public good.”1Service learning has been implemented as a pedagogical strategy in technical communicationclasses for engineering students. In the context of first-year engineering curriculum, servicelearning is a useful pedagogical strategy that integrates community engagement with classroomactivities and critical reflection in order to engage students in their obligations as global citizensearly on in their education. In particular, the experiential aspect of service learning engagesthese new students in the complexity and uncertainty of real-world problems they will

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

concepts, and attitudes and do not necessarily reflect the views of NSF. Studio STEM Engineering After toward engineering have demonstrated the efficacy of the (www.studiostem.org) includes School the author, faculty from the Studio STEM model.Schnittka, C.G., Evans, M.A., Drape, University of Virginia, Virginia Tech, and Temple University, and a

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anne Marie Bergen, Cal Poly State University; Katherine C. Chen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

design. A debrief of the activity is done withthe entire class. In addition, each team is asked to reflect on their process of the design activity and to Page 24.377.2construct their own representation of the engineering design process to share it with the rest of theclass.

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

similar benefit to engineeringeducation20. For example, students working on a CAD program can share and critiqueother students’ designs within an environment that prompts them to reflect upon andrefine their designs based on evaluations. Online environments also have uniqueopportunities for research, such as logging and tracking student progress that can giveinsight into processes that may contribute to learning outcomes21.This work-in-progress paper aims to understand how explicitly supporting engineeringdesign in an online environment can help precollege students engage in design processes Page 24.820.3through novel use of log data.WISEngineering: Using

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

Johan W Joubert; Dolf Steyn

ensure that students appreciated the relevance and practical significance of operations research, specific ECSA outcomes were identified and communicated at the start of the project using a rubric, as indicated in Figure 2. Rubrics are recommended in situations that have a stronger focus on learning than on grading, as rubrics not only guide towards the desired standard, but also assist in developing reflective practice and self-evaluation. Where applied competence is called for, rubrics are a critical and vital link between assessment and instruction. Described standards operationalise quality in the minds of lecturers and students [11]. Students are also pragmatically forced by the tiered nature of the assessment rubrics to decide between the

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Gaston N'Guerekata; Solomon Alao; Shurron Farmer; Craig Scott; Pamela Leigh-Mack

into a practical classroom applicationto improve teaching and learning in any content area 1. It ensures that instruction takes intoaccount all five of the critical components of learning which include 1) Positive Attitudes andPerceptions about Learning; 2) Thinking Involved in Acquiring and Integrating Knowledge; 3)Thinking Involved in Extending and Refining Knowledge; 4) Thinking Involved in UsingKnowledge Meaningfully; and 5) Productive Habits of the Mind. Implicit in the Dimensions ofLearning model are six basic assumptions: Instruction must reflect the best of what we knowabout how learning occurs. •Learning involves a complex system of interactive processes that includes five types of thinking—the five

Conference Session

Trends in Construction Engineering II

Collection

2004 Annual Conference

Authors

Rajesh Malani; Enno Koehn

average background inthese areas from their educational experience. Nevertheless, graduating seniors at LamarUniversity have indicated relatively strong support for these attributes.Table 4 illustrates that there may be large differences in composite scores. For example,graduating seniors at Lamar University indicate that they strongly recognize the need for anability to engage in lifelong learning as well as an ability to communicate effectively. In contrastpractitioners do not believe they received the same background in these areas when they were inschool. However, the perceptions of practitioners most likely reflect, in part, the actual jobexperiences of the practicing engineers responding to the questionnaire. In this regard, a numberof

Conference Session

Computers in Education Poster Session

Collection

2005 Annual Conference

Authors

Donald Schwartz

Managing and Assessing Software Engineering Group Projects Donald R. Schwartz Millsaps CollegeWhile the benefits of assigning group projects are numerous, managing and evaluating them cansometimes become daunting tasks. Among the biggest challenges include determiningindividual grades for group members and attempting to reflect the “real world” by mixing up themakeup of each group and the tasks to be completed. After trying various approaches and stylesfor more than a decade, I think that I have developed a useful pedagogy for managing groupprojects, one that attempts to allow each student to work on different parts of different projects,with a

Conference Session

Lean Manufacturing and Integration

Collection

2005 Annual Conference

Authors

Hyejeong Kim; Sheng-Jen Hsieh

various characteristics of the prototype on a 7point Likert scale. Figure 5 contains sample questions from the tests and opinion survey. Page 10.1460.4 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright ©2005, American Society for Engineering EducationFelder and Soloman’s Index of Learning Styles (ILS)15 was administered to assess students’learning styles. The ILS is a 44-question survey that asks users about their learning preferences.The Index ranks users along four attribute continuums: Active/Reflective, Sensing/Intuitive,Visual/Verbal, and Sequential

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

George Catalano

species per say but it does call for a carefulconsideration prior to intervention. Perhaps, after reflection, society may wish to preservegray wolves or Bengal tigers through government action while not permitting continueddredging of the Atchafalya River Basin near New Orleans, Louisiana. Biodiversityconsists of an appreciation for the roles of the various plants and animals, a commitmentto the protection of species, particularly endangered species and a commitment toconservation in concert with the dynamic nature of ecosystems. Natural balanceencompasses an appreciation of the integrity of natural systems, an emphasis onsustainable resource use as well as on the importance of ecological security. A complete schematic representation of the

Conference Session

New Faculty Issues and Concerns

Collection

2004 Annual Conference

Authors

Suzanne Kresta; Alan Nelson

tocomplete this assessment for themselves. Professors in the New Faculty Forums showed astrong preference for visual presentation of information (graphs, figures, maps, diagrams); andfor global organization of ideas (extending from the general principle to the specificapplications). No strong trends emerge in the other two dimensions: active/reflective learningand sensing/intuitive data awareness. Figure 1 illustrates that our undergraduate students have aconsistent preference of learning styles, but it is not well matched to either traditional lecturingwithout visual aids, or to professors’ natural ways of organizing information. Our students havea strong preference for visual presentation of information, and are quite different from

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

John Chandler; dean fontenot

Engineering Education Annual Conference & Exposition Copyright  2004 American Society for Engineering EducationTTU Industrial Engineering Communications for Engineers course, students participatein writing reflections about community service on a volunteer basis; however, all thestudents participate in the service learning project. Currently, Texas Tech does not have acampus-wide procedure in place to recognize students’ participation in service learning.Students who volunteer to write the reflection papers in IE Communications forEngineers course receive a letter, for their job portfolio, from the teacher detailing theirinvolvement with community service. Although Texas Tech is still investigating

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Alene Harris; Chad Washington; Patrick Norris

. Page 9.1409.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationBackgroundPrior research suggests that professors will use formative feedback to make positive changes inclassroom teaching1, and that self-reflection is an important tool for improving teaching2,3. Suchimprovements might include adopting different classroom management techniques4,5 or otherchanges in teaching behavior6. Since quality of student learning can be evaluated by observingwhat occurs within classrooms7, an observational system that identifies specific elements of theclassroom experience as correlated with student learning can be used

Conference Session

Capstone Course in Industrial Technology

Collection

2004 Annual Conference

Authors

C. Ray Diez; Luke Huang; David Yearwood

this course. Moore 3 listed 13 advantages of having capstone courses, whichcan be divided into three categories: 1) enriching the senior-year study; 2) perfecting theimplementation of the program mission; and 3) being employed as an assessment tool.Whereas the first two directly put impacts on the program through integration of allprevious course work, the latter reflects a role that other course cannot offer—assessmentof the total program. This role has been practically studied and performed in certainspecific undergraduate programs and was proved to be quite successful.4 A pilot test of a mini project was conducted prior to full implementation of thecapstone course. The information learned from this activity was then integrated, on

Conference Session

Tricks of the Trade Outside of Class

Collection

2003 Annual Conference

Authors

Craig Somerton

very strong, buthis/her exam scores were much weaker. Because of my grading policy, the student’s grade forthe course was more reflective of his/her exam performance. When the student came by todiscuss the course grade, and complained that it did not reflect the homework score, I very muchwanted to tell the student (though I did not) that the homework score was as much mine ashis/hers. Simply, when homework is allowed to be used in an active learning sense, the gradingstructure for the course must reflect the uncertainty of homework ownership.Use of homework scores in course gradingSo with the observation made above that there is an uncertainty in the ownership, how can oneeven consider using the homework score in the course grade? The

Conference Session

Global Engineering Education

Collection

2002 Annual Conference

Authors

William Paterson; Samantha De Bon; Jean-Yves Chagnon; Deborah Wolfe

reflect such issues as technological advances and thegrowth of the engineering team in the workplace. Over the past decade the CEAB increased therequirements for complementary studies (soft skills) and moved from a proportional measure ofcurriculum to an absolute measure. Changes under consideration at the present time include: · refining the curriculum content requirements for Basic Science and Mathematics, · including morale and commitment of faculty, support staff and students as a component of the qualitative evaluation, and · including the requirement for students to be exposed to the concepts of project management.The engineering profession expects of its members competence in engineering as well as anunderstanding of the impact of

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

David Livingston; James Squire

Engineering, both before and after making the course robot-centric.Students showed a statistically-significant bias towards preferring the robotics-oriented course(p=0.05), and although this was reflected in a lower first-semester dropout rate the statisticalcorrelation is not as strong (p=0.23). A weaker correlation is expected since perception of theintroduction to engineering course is only one factor in students’ decision to change majors orleave the school. We have observed common confounding variables include performance in thecalculus sequence, financial, and home issues; other universities report similar findings 10.We believe the increased student engagement is caused by the fact that the robotics-basecurriculum addresses a wide

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Kimberly Barron; Anita Todd; Robert Pangborn

that the surveys described in this paper constitute onlyone part of the overall assessment effort in the College. Although it represents important anduseful feedback, much of the information obtained from surveys reflects the percept ions of therespondents, rather than direct measures of educational outcomes. Therefore, a wide variety ofassessment practices and new initiatives are underway in the departments and programs thatinvolve evaluation of student work and competencies. The program faculty have, in most cases,recruited external (industry) representatives to partner with them in evaluating students’ progressand abilities in various knowledge and skill areas. The College has also engaged in a multi-yearstudy of students’ intellectual