Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noelle K Comolli, Villanova University; David Jamison, Villanova University

Tagged Topics

Diversity

Tagged Divisions

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

decision was made by this group that the incorporation ofdialogue was critical to students reflecting on their own identity and learning to communicateacross different identities effectively. Therefore, dialogue experts were hired and help co-facilitatethese courses, which are known as Race, Justice and Dialogue courses (RJDC).The aim of the RJDC is to expand and deepen students’ critical consciousness of power anddifference using an antiracist lens, and to promote student antiracist action in the service of socialjustice. Put differently, this course aims to expand students’ antiracist literacy and advocacy inhopes of making Villanova, and beyond, more inclusive, equitable, and just for all.The College of Engineering decided that this antiracist

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Katey Shirey, EduKatey; Nathalie Duval-Couetil, Purdue University; Rhea Dutta, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

, completion,and placement rates [9]. Study PurposeIn response, the Scholarship of Teaching and Learning (SoTL) Accelerator program (a newengineering faculty professional development program) was created, implemented, and assessed;funding was provided by the Kern Family Foundation and Arizona State University Mentorship360 Program. The SoTL Accelerator program had two core parts (Figure 1): (1) New CurriculumDevelopment, Implementation, and Assessment, and (2) Reflection and Dissemination ofFindings. The SoTL Accelerator program was delivered in a virtual, structured, cohort manner topromote accessibility, accountability, and a sense of belonging. The purpose of this paper is toprovide an overview, results, and lessons learned from 30

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

) recruitment and incentives for engagement in TA training. Bysharing these models, readers will be able to intentionally reflect on their own training programs,consider components of our practices that could be incorporated into their own contexts, andultimately serve future faculty in other institutions.1. Institutional ContextTraining teaching assistants is a relatively new practice in higher education, and the catalyst forprograms differs in the US and UK. In the US, there are no standardized guidelines at the federallevel for teacher preparedness in higher education whereas the training that Imperial CollegeLondon conducts in the UK is largely informed by national government mandate. The DearingReport of 1997 [5] provided a formal blueprint for

Collection

2010 ASEE Midwest Section Conference

Authors

Robert M. O'Connell; Gavin Duffy; Ted Burke; David Dorran

3The general role of the tutors consisted of three basic tasks: facilitating and encouraging thegroup process described above; observing and assessing individual contributions to the groupprocess; and facilitating technical learning12. It is relatively easy to see what is required by eachof these tasks, but implementing them successfully in practice was very challenging. One way ofdoing so, and which was used in this program, is to use Socratic inquiry12. In Socratic dialog, thetutor asks a series of questions which encourage the student to critically analyze (and hopefullyultimately solve) the problem. The degree of guidance provided can be varied (through the tutor'schoice of questions) to reflect the individual needs of the student

Collection

2007 ASEE Midwest Section Conference

Authors

Saeed M. Khan; Gregory Spaulding; Deanna Livengood; Paul Benjamin; Justin Schemm; Kenton Dreilling; Chase Maxton; Fred Kreiman

followed the design guidelines ofthe standard cantenna2. With the exception of the first section (smallest of sections), allother sections carry multiple modes and the number of modes in any section isproportional to the diameter. The large number of modes in the last section allows a fielddistribution that permits highly directive radiation patterns. Our version consists of sixdifferent cylindrical sections connected together by six 3-inch 34˚ flared or conicalsections (Fig. 2). Flared sections were used to minimize reflections at the junctions. The“Theory of Small Reflections3” suggests that a gradual change in waveguide dimensionswill keep the reflections small at their junctions. When we make the transition betweentwo cylinders the

Conference Session

Innovations in Experiments and Modeling

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clint Guymon, Brigham Young University; Joseph R Tuft

Tagged Divisions

Chemical Engineering Division (ChED)

students subsequently analyze thetransient CO2 response to determine the rate of CO2 uptake by the terrarium plants given the rateof CO2 production by the soil bacteria and the diffusion rate of CO2 from the terrarium. As partof the assignment, the students are also asked to reflect on the similarities between the terrariumand the earth's atmosphere. This multifaceted project not only emphasizes fundamental chemicalengineering principles but also explores the broader context of environmental sustainability andclimate change. This activity is part of a recent curriculum change in the chemical engineeringdepartment with a greater emphasis on a larger quantity of focused laboratory activities in placeof fewer and longer unit operation experiments

Collection

2011 Spring ASEE Middle Atlantic Section Conference

Authors

Gay Lemons; Adam Carberry; Chris Swan

undergoes morealterations as new elements of relevant information are retrieved and processed.In this study, we utilized the design strategy framework developed by Kruger and Cross [19, 20] toinvestigate the EDP of students. They identified the following four design strategies:1. Problem driven • Focuses on defining the design problem • Uses only the information needed to formulate the problem • Little time is spent enlarging the information space • Solution reflects specialized problem2. Information driven • Focuses on gathering information • Solution reflects the many requirements found in the assignment • Strict problem definition • Solution is focused3. Solution driven • Scans

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Consultant

Tagged Divisions

Cooperative & Experiential Education

setting. Tasks have to accurately reflect the workplace environment and encourage students to draw upon their formal learning and use it to interrogate the workplace practices. Assessment that that encourages broad capabilities rather than more narrow learning objectives should be employed by educators to ensure that students actually learn in work place.Experiential learning is an inclusive phrase for many types of work based related learningexperiences8, 13, 38 including cooperative education. The first cooperative education program inthe United States of America dated back to 1906 at the University of Cincinnati9, 39. However

Conference Session

Assessment & Continuous Improvement in ET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Engineering Technology

Engineering Education, 2010 Student Surveys of Course Knowledge and Skills: Improving Continuous ImprovementAbstractThe emphasis on curricula and program accreditation has moved from certification of teaching toconfirmation of learning. Commonly adopted outcomes and assessment methods reflect theobservations or opinions of the evaluator on the quality and quantity of learning demonstratedthrough various measures such as projects, presentations, or testing. Students achieveknowledge and skills objectives through the various learning opportunities, in other words thelearning tools, offered them. Instructors must have knowledge of student preferences,perceptions, and responses to the tools offered the students in

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Amy Freeman, Pennsylvania State University; Anita Persaud, Pennsylvania State University; Drey Kharem, Pennsylvania State University; William Rothwell, Pennsylvania State University; Edgar Yoder, Pennsylvania State University

Tagged Divisions

Minorities in Engineering

racial preferences. The legalramifications of race-based access to college admissions, retention services and resourceshas been reflected in several court cases and anti-affirmative action propositions in the Page 15.884.2states of California, Washington, and Texas, with others considering this alternative 8, 20,10 .There is clearly a need for race-neutral solutions that will enhance the education of allstudents and also bring about the diversity reflected in the population of the US. Asadditional non-racial barriers are identified and removed, a more equitable number ofunderrepresented students may attain access to the engineering profession. This

Conference Session

International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

Collection

2012 ASEE International Forum

Authors

Christina Kay White, University of Texas, Austin; Joules Webb, Transformation 2013 Texas STEM Center

Tagged Topics

ASEE International Forum

way thatwe face solving the NAE 21st Century Engineering Grand Challenges, which are notably linkedto our interactions with the world‘s citizens.HSTEAP Professional Development Design and CurriculumUpon assessment and reflection of prior years of HSTEAP professional development, LSU‘sOffice for Diversity Programs leveraged the strengths of the program and included newapproaches to evolve the program to further enrich engineering education. Three priorities andstrengths of Year (YR)1 and YR2 professional development and curriculum were to 1) exciteand empower teachers and students through high quality, design- and project-based STEMeducation 2) attract diverse student populations to the STEM fields and expand the STEMpipeline, and 3) provide

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tom Gally; Steve Chadwick; Randy Shaffer; Milton Cone; Jim Helbling

. Enthusiasm was high all through the semester. Thefinal grades divided between A’s and B’s as might be expected from the select studentpopulation. The end-of-course student evaluations were generally favorable. Table 1 shows theresults of the surveys completed by 20 of the 25 enrolled students.My instructor Strongly Agree Neutral Disagree Strongly Agree DisagreeMethods and materials helped me learn 55% 25% 20%Examinations/assignments reflect the 30% 40% 10% 15% 5%materials covered in classChallenged me to think critically and to 70% 20% 10%express myself

Conference Session

Manufacturing Laboratory Experience

Collection

2005 Annual Conference

Authors

Sheng-Jen Hsieh

. It contains instructions needed for constructing aladder logic program, such as:• Examine On ] [• Examine off ] / [• Output energize ( )and timer instructions such as TON (Timer-On Delay), TOF (Timer-Off Delay), and RTO(Retentive Timer On Delay).The program template is on the bottom right of the screen. The templates reflect six commonprogram structures (Figure 2). Instructions may be placed in series, parallel or hybridarrangements.The control system window is in the upper right of the screen (Figure 1). This window showsinput devices (such as switches) on the left, the PLC in the middle, and output devices (such as alight and a motor) on the right. The input and output devices are interfaced with the I/Oterminals of the PLC.Students use

Conference Session

Visualization

Collection

2005 Annual Conference

Authors

Eric Wiebe

researchers are primarily making use of two basic types of technologies: “bright-eye”and “dark-eye” trackers7. Bright-eye trackers use an infrared light shining into the eye to createtwo reflections, one through the pupil and off of the back of the retina and one off of the surfaceof the cornea. An infrared-sensitive camera records these two reflections, using image processingtechniques to size and locate these two reflections in the image at a rate of 30-60 Hz. The relativeposition of these two reflections is then used to tell where the eye gaze is. The retinal reflectionlooks large and bright in this video image, thus its common name. Dark eye trackers use asimilar image processing approach using visible light and often visible landmarks other than

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Hue Van Tran; Steven Reyer; James Friauf; Owe Petersen; Katherine Wikoff

leader reflects upon his or her leadership style, use ofmotivational techniques, and methods of handling conflict.Together the courses of the curriculum are intent on setting the standard that communicationoccurs in many forms and settings.The Electrical Engineering program’s stated communication goal is that” its graduates will havedemonstrated proficiency in oral and written skills and effective teamwork skills.” The issue ofcommunication instruction, particularly in the form of writing-across-the-curriculum (WAC)practices, has been covered extensively. Some articles regarding this topic appear in thebibliography at the end of this paper1-7. However, most scholarship in this area has focusedprimarily on writing as the principal form of

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

Jonathan P. Mathews; David Morales

online learning: greater flexibility maypromote greater procrastination with concurrent negative consequences. Procrastinationis especially prevalent among novice online learners, specifically the male traditionalcampus-based undergraduate student. This paper investigates the relationship betweenperformance and procrastination for campus-based “traditional” students enrolled in afully online, large enrollment (300+ students a semester), general education class.Procrastination was rampant with 40% of students typically starting the weekly lesson(s)on the due date(s). Procrastinators had reduced grades (6% lower or an average “A” to“B+/A-” transition) for weekly reflection activities. Males were more susceptible tonegative consequences in

Conference Session

Sustainability Issues

Collection

2005 Annual Conference

Authors

Peter Bosscher; Jeffrey Russell

must then start doing that.If we seriously believe that the goal of education is not just to equip students to live lives but alsoto inspire and energize and marshal them to support the community, that the goal is to contributeto their moral and spiritual formation (which is the only plausible motif from which values arise),then we have to reflect on how we can make responsible use of these a-rational factors, and howwe can make responsible use of reasoning from principles to applications of principles.Developing the latter would, for one thing, require much more praxis-oriented scholarship thanthe scholastic model calls for.It’s clear that from such reflections as these take us beyond curriculum into pedagogy, aboutwhich we as a community

Collection

2024 South East Section Meeting

Authors

Gafar Abbas Elamin P.E., The Citadel; Nathan John Washuta P.E., The Citadel; James Righter, The Citadel; Kevin Skenes, The Citadel

students who workedacross a variety of disciplines and collected efficient and systematic data from posters. Theyreported that the students’ feedback provided informed reflective instructional practice toenhance the capstone project teaching and assessment process.The Course Grading SchemeAt the Citadel, the senior capstone project takes the form of a two-semester course sequence. Thefirst phase is offered during the Fall semester and the second during the Spring semester. Eachcourse is graded separately and contributes three credit hours to the fulfillment of the mechanicalengineering degree. During the first phase of the project students identify, define, select conceptdesign, perform engineering analysis, prototype, finalize their detailed

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

Tagged Topics

CoNECD Paper Sessions, Diversity

faculty and graduate students. 12 [Discuss the center team, their roles at the university and how they contribute to the center]We have spent the last year or so working to translate the collective impactapproach to this particular context.Phase 1 Activities❏ Team Meetings❏ Audit Trails❏ Backbone Activities❏ Reflection Activities❏ Advisory Board Meeting❏ Mini Projects 13 This is a list of the different types of activities we have engaged in to establish the center’s infrastructure and learn from our initial efforts.Example Activities ★ Audit Plan

Collection

2024 South East Section Meeting

Authors

Hoda Ghassab, Tennessee Technological University; Priyanka Mahajan, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College

by the kinematics of fluid flow that works as the “microscopic” levelof the application to the learning topic (please see Figure 1). More details about the learningprocess and how it works are presented in the sections below.A Dual Level Learning Approach through a Practitioner’s LensResearch FrameworkThis work adopts a practitioner research methodology that reflects a praxis-based approach thatidentifies challenges in the classroom and leverages effective practices to enhance studentlearning.1 Manfra and colleagues1 indicate that, “Practitioner research is grounded in notions ofreflective inquiry and experiential education…(and) reflection-in-action” (p. 6). Specifically, thiswork is inspired by practitioner reflections and observations of

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Lisa Benson, Clemson University; Catherine McGough, Clemson University

Tagged Divisions

Computers in Education

in class, butdo not have the capability of capturing, archiving and annotating student Ink and audiocommentary in a way that allows detailed analysis of cognitive processes and error types thatwas needed for our research.The digital Ink software (MuseInk ©) has a playback function that allows students to replay theirentire problem solution which facilitates review of and reflection on their work. It is believedthat this functionality will help students become more aware of mistakes they made in theprocess, the strategies they used, and how they organize their work in order to identify areas forimprovement. There is also a means for identifying important features within the work byassociating tags at specific points in the solution. This can

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Willie K. Ofosu, Pennsylvania State University, Wilkes-Barre Campus

Tagged Divisions

Computers in Education

based on theradiation patter.Figure 1 shows E- and H-field patterns present in the electromagnetic radiation, anddemonstrate some irregularities in the patterns, and helps the students to relate theory to theexperimental results observed. Had this experiment been performed in an anechoic chamberwhere reflections are eliminated no irregularities will be present. This demonstrates to thestudents the effect of reflections from objects that are present in the laboratory setting.Figure 1. E- and H-fields of a Half-wave (λ/2) DipoleFrom this, the students get to appreciate reflections from objects such as buildings in a reallife application of radio transmission. For this example, students can place objects at differentlocations in the

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

in developing theepistemic frame of many professions, especially those that require innovation, is some form ofprofessional practicum7,8, which is an environment in which a learner takes professional actionin a supervised setting and then reflects on the results with peers and mentors. Skills andknowledge become more and more closely tied as the student/learner learns to see the worldusing the epistemic frame of the profession. Cornerstone and capstone design courses inundergraduate curricula are examples of professional practica in engineering.Prior work has also shown that epistemic games—learning environments where students game-play to develop the epistemic frame of a profession—increase students’ understanding of andinterest in the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

Tagged Topics

NSF Grantees

largest presence in the US),the demographics highlighted below will reflect the makeup of the U.S. Army. For FY 08: Female 16.3% White 61.1% Black 21.1% Hispanic 11.9% Asian 03.3% Other 02.6% High School Diploma 82.8%These demographics suggest that approximately one-third of the potential target populationcould be underrepresented students. It is our intention to use the cohort model, and supportcourses (supplemental instruction and peer mentoring) to attempt to address the needs of thesestudents. We believe that a veterans’ transition course

Collection

1999 Annual Conference

Authors

Suzanne Mildren; Karen Whelan

Innovative Teaching Practices for Successful Implementation of Integrated EngineeringPrograms". It is out of this project that the theme for this paper has arisen.This paper aims to discuss how teamwork has been woven into the culture of engineeringeducation, beginning with first year, within the University of Ballarat. It will provide anoverview of what was initially planned, discuss how and why the initial plan evolved, activitieswhich were successful, those that were not so and the way forward. While the paper will seek toaddress some of the broad issues raised across the three partner institutions, it will concentrateon activities and reflections from the University of Ballarat, as the primary project partner.II. Cooperative Learning and

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Thomas Rockaway, University of Louisville; D. Joseph Hagerty, University of Louisville

Tagged Divisions

Mechanics

reviewed the four target areas in need ofimprovement and defined their mission as “Ideas to Action: Using Critical Thinking to FosterStudent Learning and Community Engagement.”[2] The concept of critical thinking has beendefined many times over the past forty years, but generally includes activities focused on keyabilities: to question; to acknowledge and test previously held assumptions; to recognizeambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments anddecisions; and to clarify, articulate, and justify positions [3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16]. It isevident that the approach developed by the QEP team reflects the determination that criticalthinking is defined by mental activities and standards that

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mechanical Engineering

the development of stress concentration as well as reinforcing the Saint-Venant’s theory. The paper introduces the visualized photostress images in improving Page 15.1352.3the understanding of SCF near notches/edges.PhysicsThe optical method of reflected photoelasticity is utilized to achieve the goals about someof the above learning outcomes. Most engineering students learn the fundamentals ofoptics in a physics class. They are introduced to the geometrical and physical optics andmost likely will not use the knowledge learned in the rest of the curriculum. A quickreview of the fundamentals of polarized light is linked to the principal strains.In a

Conference Session

Applications of Online Computing

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

Tagged Divisions

Computers in Education

education, and it isparticularly prevalent in the field of undergraduate engineering education. A strict definition ofcollaborative learning differentiates a collaborative project from one that merely requirescooperation. In collaborative learning, students work in groups to together develop a sharedunderstanding of and solution for an ill-structured problem14. Teachers are redefined as“coaches” helping students to work towards a set of possible open-ended solutions, and studentstake some ownership of their own learning through reflection. Typically, students learn aboutteam skills in addition to course content. Engestrom5 identified three stages that are characteristicof collaborative learning. In his view, for learning to be truly collaborative

Conference Session

Implementing Active Learning in Mechanical Engineering Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig Durwin Engle, Purdue University Calumet; Gregory P. Neff, Purdue University, Calumet (Tech)

Tagged Divisions

Engineering Technology

 To what extent did this course have a real world or applied context? To what extent did this course provide opportunities to meaningfully reflect on your experience? To what extent at the beginning of this experience were you provided an orientation appropriate to the content? To what extent were you provided feedback so you could improve how well you performed?  Page 23.900.3How well prepared were you to be successful in this course? To what extent were you provided information on how you will be assessed and evaluated in the course? languages and B & R Automation Studio software. The components are mounted on 8 by

Conference Session

Real and Virtual - "New" Approaches to Teaching "Old" Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P Abulencia, Manhattan College; Margot A Vigeant, Bucknell University; David L. Silverstein, University of Kentucky

Tagged Divisions

Chemical Engineering

will be arranged into groups of three to five, and assigned a topic from a prescribed list. Students will be asked to take the Thermodynamics Concept Inventory during the first and last week of the semester. Year 2 – Video Viewing Students will be asked to watch 3-5 minute videos that span the five topics covered in the Thermodynamics Concept Inventory. These videos will be selected from those generated in Year 1 of the study, and will be available after the video’s topic has been presented in class. After watching the video, students will be asked to perform a short reflection assignment on the concept. Additionally, students will be asked to take the