Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Lin Lin

data from table 1. Question 3 and 4 are the goals for junior Spring 2016 Mid-Atlantic ASEE Conference, April 8-9, 2016 GWUyear, which to get students ready and be confident to move on the Capstone project. Question 5should reflect the result of Capstone project, which has not happen for this group of students. Itis reflecting their confidence rather than an evaluation of their skills at this point. Clearly fromthe table, all the skills were improved during the junior year, especially the design and solveproblem aspects. Following figures gives better view about the improvement of the skills overjunior year. Figure 1: Questionnaire results4. ConclusionThe goal of engineering education is to

Conference Session

International Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alan Carbine, Salt Lake Community College; Nick Safai, Salt Lake Community College

Tagged Divisions

International

in Figure 2 below, could leave someof the original color of the material showing between pathways making a square that almostlooks the same as the original material, but is slightly darker. Overlapping the pathways almostentirely, as shown in Figure 3, could leave the material black, charred, etched, or may be entirelynecessary depending on the reflectivity or light absorbing properties of the material beingmarked. The heat being retained by the material will become evident as line spacing is exploredfurther. Figure 2: spacing - normal view vs close-up view of large line separation Figure 3: spacing - Full coverage close-up viewRepetitionOne great thing about marking objects is that none of it has to be

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia. c American Society for Engineering Education, 2016 Academic help-seeking as a stand-alone, metacognitive action: An empirical study of experiences and behaviors in undergraduate engineering studentsAbstractContemporary research investigating academic help-seeking behavior (HSB) is predominantlyK-12 in focus. Few studies have

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

closely related to teaching conceptions and beliefs aboutknowledge, education and teaching47–50. It follows from such observations that changing beliefsand conceptions of teaching are critical for any substantive change in teaching51,52. Efforts toinfluence beliefs through courses and interventions that seek to challenge individual beliefs havemixed outcomes53,54. De-contextualized evidence-based teaching models that are prevalent inthe literature have also been shown to offer limited support for teachers to change theirpractice55. Many researchers consider reflective practice, in which a teacher frequently engagesin reflection on their ongoing practical experiences, as having more potential in helpingpracticing teachers change their

Conference Session

Biomedical Engineering Division (BED) Technical Session 1: Sense of Self in Biomedical Engineering Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Jill Lunn, Florida International University; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering Division (BED)

approaches to meet the needs of diverse sets ofstakeholders [1, 2]. Although the value of empathy is clear, how it can be attained or strengthenedis less well-defined. The learning activities that educators in STEM fields may employ vary fromapproaches utilizing role playing to offering service-learning experiences [3]. One potential wayto cultivate empathy is the use of story-driven learning (SDL), defined as the intellectual processof creating, telling, and listening to reflective, evidence-based stories [4].Storytelling is beneficial for inquiry and knowledge construction and is key to promotingcommunication, psychosocial development, and a humanistic approach to others [5–8]. Beyondpersonal narratives and relaying events, storytelling has been

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University at Buffalo, SUNY; Emma Treadway, Trinity University; Shea E. Lape; Alison Casson

Tagged Divisions

Educational Research and Methods Division (ERM)

of a problem through use of applicable knowledge and critical thinkingskills. Interest is the student’s desire or curiosity to learn about engineering: an example of this iswhen a student goes above and beyond to gather understanding on the topic. Finally, recognitionis separated into three subfacets, which reflect the deep work done by Carlone and Johnson onrecognition in science identity: lack of recognition, social/teacher recognition, and self-recognition. While Hazari’s work touched on the idea of self recognition, the focus on areasother than recognition by others have not received as much attention as the identity model hasbeen adapted into engineering. In this work, we seek to renew attention to performance,competence, and interest

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

something works but how the learning environmentfunctions by considering interactions and processes [56]. Following Sandoval [63], we haveconceptualized our design research with conjecture maps. Conjecture mapping is “a means ofspecifying theoretically salient features of a learning environment design and mapping out howthey are predicted to work together to produce desired outcomes” (p. 19). It illustrates the aim ofthe design, distills particular features of the design and what they are expected to do, andspecifies what they should produce. As we have engaged in research over the past two decades,we have modified and revised our conjecture maps to reflect our learning. By adhering to theprinciples of DBR, with ongoing data collection, testing

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Lilly, University of Virginia; Anne McAlister, University of Virginia; Jennifer Chiu, University of Virginia

of this engineering design project. Thus, this case study exploreshow elementary teachers reflect on implementing an engineering project that integrated science,engineering, and computational modeling in two different classroom contexts. By doing so, thispaper aims to expand our understanding of how teachers’ beliefs may amplify certainopportunities for students within curricular materials or potentially filter opportunities withinengineering design projects.MethodsWe consider teachers’ reflections on implementing the engineering curriculum in order to givethese elementary teachers a voice, and we report their beliefs in their own words when possibleto preserve their perspective. Specifically, we use an embedded, single case study (Yin, 2018

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider; Benjamin Chambers, Virginia Polytechnic Institute and State University

. Thepurpose of this qualitative investigation is to examine how first-year engineering students at alarge public Mid-Atlantic university describe their engagement and interest in an engineeringdesign project with a nontraditional theme. Data for this study are drawn from student responsesto a collection of short answer questions as well as several reflection assignments completedduring the project. In combination, these encompass the affective, behavioral, and cognitivedimensions of student engagement. Together, these three dimensions provide a comprehensiveview of how students engage with the project itself, their teammates, and others in theclass. Furthering the understanding of how students view and engage with a nontraditionalproject may expand

Conference Session

Design Courses 1, Teaching Tools

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Tyler Tallman, Purdue University, West Lafayette

Tagged Divisions

Aerospace

) researchers must begin to study human cognition and affect as it relates toteaching and learning NDM methods. Following review, Justin reflects on the experience of beingan NDM learner in the second author’s class, more specifically how the Tyler’s class compared tothose themes above. To end, Tyler responds to Justin’s review and reflection from the viewpointof an NDM practitioner and researcher. There Tyler provides their thoughts as they relate toteaching and learning NDM, and thoughts relating to the future of NDM engineering educationmore broadly.1. IntroductionNondestructive evaluation (NDE), testing (NDT), and inspection (NDI) – nondestructive methods(NDM) for brevity – describe the process of inspecting the conditions of a part or material

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University

Tagged Divisions

Engineering Ethics

argue, “theanalogy between ethical problems and design problems is also very much connected with virtueethics and the proper reflection on the nature of engineering as a human activity” [19]. This isfurther compounded by Roeser’s observation that design is not value-free; thus, design forcesengineering students to confront their values [20].Also discussed in the literature is the timing and frequency with which students should bechallenged with ethical situations within their engineering course of study. In some programs,the discussion of ethics has been relegated to a capstone design course with a “one and done”approach. While we agree that capstone design courses offer a powerful opportunity tostrengthen engineering ethics education, we

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bradley J. Sottile, Pennsylvania State University; Laura E. Cruz, Pennsylvania State University; Yi-An Lo Burleson, Pennsylvania State University; Kris McLain, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

sent to approximately 476 students enrolled in one (or both)of two engineering courses: a remote synchronous first-year seminar, and a hybrid remotesynchronous/remote asynchronous introductory programming course for non-computer sciencemajors; both of these courses were offered at University Park, the largest Penn State campus.Both courses were taught by the same instructor, who initiated the present study. Theengineering program at Penn State is one of the highest ranked in the country, with highlycompetitive admission standards, and enrollment patterns that reflect a significant percentage ofstudents from outside of the state and country (29% of overall student body in 2020). As is characteristic of many undergraduate engineering

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael B. O'Connor, New York University; Elizabeth Zofia Bialek PE, American Society of Civil Engineers; East Bay Municipal Utility District; Susan Davis, American Society of Civil Engineers

Tagged Divisions

Engineering Leadership Development

degrees of access to decision-making power.” [15]ASCE’s Vision 2025 can only regain momentum if it identifies, recruits, and develops leadershipat all levels, based upon a constituency (professional members who are activated) from amembership community (members who are concerned but not active) and then facilitating theengagement of membership at higher and higher levels of leadership until the pinnacle ofchampionship is reached. “Thus, the ladder of engagement reflects a process “whereby individuals take on more and more leadership” (Sinnott & Gibbs, 2014, p. 28). The lower rungs are occupied by supporters and leadership prospects who support the cause but have not assumed ongoing roles or commitments

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank J. Marsik, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Elizabeth Mann Levesque, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

that when given theopportunity to choose their own paths through the course, students do indeed take advantage ofthis opportunity. Specifically, we observe multiple pathways through the course via theExploration and Engagement Modules, explained below. Student survey responses andself-reflection within the Personal Action Plan assignment further suggest that students deepenedtheir self-understanding through the course. Ultimately, this research suggests that incorporatingchoice in first-year engineering courses may be a useful alternative to a “one size fits all”approach, given that the former allows students to explore their different interests and goals withrespect to engineering.MotivationAs part of the Foundational Course Initiative, a

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

Tagged Topics

CoNECD Paper Submissions, Diversity

] areevaluated.2. Program ElementsThe program is conducted across two institutions with a total of three black diaspora graduatestudents in the process of model development, reflection and narrative inquiry. These elementsand the participant recruitment process are detailed in the following sections.2.1 Model DevelopmentThe research strategy is to generate an integrated framework that evaluates the role of anticipatory    cognition in the research tasks that the students conduct. In other words, while the students focuson the research topics for their dissertation, data on their reflections through narrative enquiry arecollected. For example, the students address modeling efforts related to how

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Richard L Wilson, Towson University

betweentechnologies, the users of these technologies, and those upon whom technological artifacts haveinfluence. Technologies and technological artifacts have an influence upon the lived experience ofthose who employ them and upon the lived experience of those upon whom the artifacts are used.According to Rosenberger all postphenomenological studies share three main components:understanding the roles of technologies in the human technology-world experience, usingexperimental cases to reflect this experience, and the construction of an analysis of the co-shapingor co-constitution of human and technology to create the human-technology connection.”[25] Thecase based method developed here employs the postphenomenological framework and style ofanalysis to bring

Conference Session

New Engineering Educators: Off the Beaten Path

Collection

2007 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Cheryl Allendoerfer, University of Washington; Tori Rhoulac Smith, Howard University; David Socha, University of Washington; Dawn Williams, Howard University; Ken Yasuhara

Tagged Divisions

New Engineering Educators

, delve deeper into specificresearch issues, or how to use their research to make an impact. Common sources for accessingthis kind of knowledge have been formal presentations or publications. However, these oftenprovide only superficial accounts of the rationales behind research, career, or impact decisions.Informal situations such as meetings, conferences, brown bag sessions, gatherings at the local“water cooler”, and blogs are also places to meet and share knowledge. However, theseconversations are rarely formalized and shared broadly. Some exceptions are efforts to formallysupport reflective practice and dialogue such as the Annals of Research on EngineeringEducation website [18]. On this website researchers may discuss such issues as

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2009 Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon Skelton, Jackson State University; HuiRu Shih, Jackson State University; Evelyn Leggette, Jackson State University; Tzusheng Pei, Jackson State University

Tagged Divisions

Minorities in Engineering

studies. Furthermore, theinstructions in these courses has usually less focus on addressing students’ motivation,confidence, and reflection in learning, which are critical for students to effectively implementlearning strategies and persist in their learning efforts. Students who failed in their engineeringstudies may often attribute their failures to lack of ability in learning engineering rather than lackof effective use of learning strategies. They may eventually decide to quit from engineeringprograms. Thus, there is an imperative need for engineering faculty to adapt new instructionalstrategies that can help students to effectively regulate their learning motivation, strategies, andefforts, particularly at their early learning stages.Self

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerrod A. Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel, University of Houston; Rick P. Greer, University of Houston; Mariam Manuel, University of Houston; Sara Jolly Jones, University of Houston; Victoria Doan, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

that 15% of volunteers did so in orderto prepare for a new career or maintain specific career skills. Similarly, Gage and Thapa’s [36]study of volunteer motivations found that college students were more interested in volunteeringto further their career paths than non-student volunteers.Mentoring in STEM FieldsResearch on STEM school-based mentoring programs has focused primarily on the impact ofprogramming on participating students and teachers [37], [38], [39]. However, recent studieshave examined the role of mentors and the benefits they receive as mentors. As an example,Nelson and colleagues [11] studied how STEM undergraduate mentors reflected on theirexperiences working with K-8 low-SES youth. These undergraduates noted that the

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; Jeffrey D. Radloff, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

at Implementing Engineering Design-based Science TeachingAbstractThe purpose of this comparative case study is to analyze the highly complex practice ofimplementing instructional activities and classroom organizational structures of five grade fourteachers learning to teach science using engineering design. Using the theoretical framework ofambitious teaching, researchers identify core instructional practices that align with nationalscience academic standards and the tenets of engineering design to analyze teachers’ pedagogicalactions of leveraging student thinking during design. Data were gathered via formal multi-dayclassroom observations, semi-structured interviews, teacher reflections, and student work (i.e

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas; Johana Iglesias, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

knowledge aboutengineering and application of their pedagogical knowledge. In the scope of this program,teachers implemented STEM activities with students by using curriculum materials from the PDprogram, and they were asked to provide reflective critiques on their pedagogical practices.Analysis was based on video-recorded lessons, and teachers’ reflective critiques indicated thatteachers’ pedagogical content knowledge and practices improved; however, they mostly adheredto the curriculum without modifying it for their classroom. This result suggests that the teacherswere able to apply what they had learned in the PD, but were unable to synthesize newcurriculum.Teacher PDs where authentic engineering design challenges have been shown to have

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

emphasized creative thinking or doing. Hence, the primary contribution of this paperinvolves the development and testing of the instrumentation for evaluation purposes. In contrast,the pedagogical underpinnings of the Engineering Technology and Arts (ETA) curricula, ofwhich this course is a part, are described in Tovar et al. [8]. To help interpret the validity of thequantitative findings [9], potential causes of changes on survey constructs are considered in lightof observational data, focus groups, and reflections by the instructors on course implementation.1.2 Design of Complex and Origami StructuresThis course was developed as part of the Engineering, Technology, and Arts (ETA) track in themechanical engineering department at an urban research

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis

Tagged Topics

ASEE Headquarters

Fall 2016, we have revised theactivity to more clearly emphasize the characteristics of a correct response, and have increasedthe scaffolding to guide students. Additionally, the revised activity is more focused than theoriginal, allowing students to spend more time on the reflection portion of the activity. Studentperformance is measured and compared in two courses at different institutions. Studentresponses on a concept inventory at the beginning and end of the term are also compared toinvestigate the development and persistence of their learning gains.1. IntroductionUnderstanding the three-dimensional relationships in crystal structures is an important skill formaterials science and engineering students. However, students struggle to

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

principlist framework opensspace for engineers to more richly explore the complexity of both direct and indirect socialimpacts resulting from their work. Thus, in this paper we argue that such a principle-basedapproach applied reflectively in the context of engineering design, is an important component ofa response to these challenges of communication competence. The specification and balancing ofthe four principles that is essential to this principlist approach requires thinking together inspecific contexts about the perspectives and potential social and ethical concerns of diversestakeholders, ranging from corporations to culturally-diverse individuals, to animals and theenvironment. Developing an answer to the question of appropriate pedagogy

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

). • Work as a member of a team in constructing, testing, evaluating and reporting on a simple piece of process equipment. 2.2.4. Context 4: Completion of third year chemical engineering coursesThe INSPIRES Heart Lung system design challenge was first tested with freshman engineeringstudents at the UMBC in an introductory engineering design course. This first year course is amixed lecture/lab course like that described in context 2 above; however, the emphasis here is ona reflective activity that took place two and a half years later, after the same students hadofficially matriculated into the chemical engineering program and completed their junior levelcourses in Transport Phenomena I (Fluids) and II (Heat and Mass Transfer). As part of

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Orner, University of South Florida; Christine Prouty, University of South Florida; Colleen Claire Naughton, University of South Florida; Nathan Daniel Manser, University of South Florida; Matthew E. Verbyla, University of South Florida; Maya A. Trotz, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Divisions

Community Engagement Division

solutions in a global, economic,environmental, and societal context,” the training of engineering students to think globally hasbeen traditionally left to the realm of humanities and social science coursework6. Accordingly, agrowing number of engineering departments and colleges are going beyond this baselinestandard to reflect their university’s goals and interests in innovative engineering curriculum.Classroom-based teaching, albeit foundational for an introduction to fundamental concepts, isnow being coupled with collaborative projects, experiential learning, multimedia assignments,independent research, international learning opportunities, cross-cultural competence, and open-ended problem solving to foster a deeper understanding, particularly

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

frequently and explicitly refer to other FASEcourses and events. While our students may be evolving as performers, they are doing so againstthe familiar backdrop of their engineering degree and identities. This intersection of engineer andperformer has long been a part of the course experience and of particular interest to the courseinstructors, as we observe our students adapting techniques from both spheres as they developnew and innovative ways to tackle the challenges of theatrical development and performance.Intrigued by these moments of disciplinary transfer, we created a course assignment, thePerforming Engineer, to encourage our students to reflect upon the ways that they bring togetherand transfer skills between the engineering and theatre

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University, West Lafayette (Network for Computational Nanotechnology); William Ashwin Wheeler, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois at Urbana-Champaign

Tagged Divisions

Materials

to more clearly emphasize the characteristics of a correct response, and have increasedthe scaffolding to guide students. Additionally, the revised activity is more focused than theoriginal, allowing students to spend more time on the reflection portion of the activity. Studentperformance is measured and compared in two courses at different institutions. Studentresponses on a concept inventory at the beginning and end of the term are also compared toinvestigate the development and persistence of their learning gains.1. IntroductionUnderstanding the three-dimensional relationships in crystal structures is an important skill formaterials science and engineering students. However, students struggle to visualize many of theatomic relationships

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

in team-basedlearning environments, and students’ teaming is evaluated as one of the learning objectives indesign courses. The evaluation has tended to rely on students’ self- or peer-reported data. Theself- or peer-evaluation process can encourage students to participate more actively in teamactivities and to self-reflect on their actions and contribution in teaming. However, the evaluationcan have some limitations because it could not allow educators to monitor and provide formativefeedback on cognitive aspects of students' participation and social interactions during theircollaborative inquiry and knowledge construction processes. Therefore, this study seeks out apotential way to examine and assess engineering students’ teaming in design

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

involved only component submission.Methodology. Unlike many programs that offer one or two 3-credit laboratory courses, ourprogram—at a Hispanic-serving research university in the Southwestern United States—offersfour 1-credit laboratory courses, spanning the junior and senior years. We revised the writingprocess in three of the lab courses. Students complete two short technical reports one componentat a time; on the first, they received feedback and revised their work.To assess the impact of these changes, we compared the total scores from the first and secondreports that instructors provided using rubrics. The rubrics evaluated both conceptual knowledgeand writing quality resulting in composite scores that reflect overall report quality. We