Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

John Board; April Brown; Joseph Holmes; Hisham Massoud; Steven Cummer; Jungsang Kim; Michael Gustafson; Leslie Collins; Lisa Huettel; Gary Ybarra

designexperiences within the framework of a flexible curriculum. Students have benefited fromthe combination of curricular flexibility and rigorous coursework, and over the past twodecades courses in the core curriculum have seen incremental changes in both contentand structure. The overall structure and intent of the core curriculum, however, has notbeen examined during this time, is circuit-centric, and does not fully reflect moderncurricular philosophies and approaches to learning or engineering education. The currentcurriculum is further limited in that the core courses do not offer a vertically integratedthematic introduction to ECE as a discipline nor are they reflective of the broader scopeof the ECE field of study. In 2003, NSF awarded Duke a

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Heidi Diefes-Dux; Brenda Capobianco; Judith Zawojewski; Margret Hjalmarson; P.K. Imbrie; Deborah Follman

the laser beam) relative to its home position?c. How will you calculate the positions of the transmitter?With regards to the second room, the students were asked:a. How will you consistently and quantitatively define the angles of the transmitted laser beam, reflected laser beam, and the beam as received at the object?b. For a given laser beam, how are these angles related to each other (e.g., complementary, supplementary, congruent).c. How will you calculate the positions of the transmitter for cases where you reflect the beam off the mirror? Page 9.919.5 Proceedings of the 2004 American Society for Engineering Education

Conference Session

Innovative Teaching/Learning Strategies

Collection

2003 Annual Conference

Authors

James Johnson; Bill Kitchen

figure 1 below, is a frameworkthat serves as a development tool for instructors and business partners, a delivery devise forinstruction and a process grid for students who actually work the case. Figure 1The Learning Cycle is set in the context of an active learning environment that assumes high levelsof reflection throughout the experience. An awareness of the real world of complex problems setsa tone for learning that allows students to take risks in their learning process; ask questions thatmay or may not have immediate answers; pose solutions that may or not be workable; and interactwith one another as collaborators in the process of acquiring knowledge and skills while makingconnections. The

Conference Session

ET Capstone Projects

Collection

2003 Annual Conference

Authors

Charles Aldrich; Michael Webber; Scott Dunning

student makes contact with an input device, music may play or lights mayturn on. The HESAV would be used to promote any kind of body movement by rewardingchildren with a short ride along a designated path. The HESAV uses two IR sensors to follow a track consisting of reflective tape placed onthe floor. When the car is started on the track, it will follow the tape for a fixed period of time inresponse to input from the rider. The tape track allows the teacher to easily change the tracklayout to maintain student interest. For safety purposes, a sonar sensor is located on the front ofthe cart. If the cart approaches an object, it will shut down before colliding with the object. The cart is equipped with three on/off switches and a

Conference Session

Expert Advice on Instructional Methods

Collection

2004 Annual Conference

Authors

Richard Felder

formulated by Felder and Silverman [1988] involves four dichotomous dimensions.Students may be‚ sensing learners (concrete, practical, oriented toward facts and procedures) or intuitive learners (conceptual, innovative, oriented toward theories and meanings).‚ visual learners (prefer visual representations of presented material—pictures, diagrams, flow charts, etc.) or verbal learners (prefer written and spoken explanations).‚ active learners (tend to learn by trying things out, working with others) or reflective learners (tend to learn by thinking things through, working alone).‚ sequential learners (linear, orderly, tend to learn in small incremental steps) or global learners (holistic, systems thinkers, tend to learn in large

Conference Session

Understanding Students: Cognition

Collection

2004 Annual Conference

Authors

Stephen Krause

) course, became aware of the changes in their understandingof DET. Weekly reflection papers, weekly written pre and post tests and lesson plans were usedas data sources. A rubric linking the course outcomes with six major categories (engineering as adesign process, gender and diversity, societal relevance of engineering, technical self-efficacy,tinkering self-efficacy and transfer to classroom teaching) was developed to code text. Severalpasses through the data led to the refinements for the six categories that allowed the coding ofalmost all of the text. We specifically looked for shifts in understanding over a 15-week periodand an awareness that these shifts were taking place (e.g. “It’s not that I had a bad attitude abouttechnology to begin

Conference Session

Curriculum Development in Manufacturing Engineering Technology

Collection

2003 Annual Conference

Authors

David Hata

reflection studies. • RF Power Delivery. The MFJ-259B can be used to show the impedance matching function of a matching unit. Bird wattmeters support measurement of forward and reflected power. • Sputtering. A MKS PPTS-1A Plasma Trainer is used to sputter copper onto glass disks. System maintenance and troubleshooting exercises can be performed on the plasma trainer. Page 8.716.4Equipment/Training SystemsThe selection and acquisition of equipment to support a plasma technology course iscritical to successful implementation. In the case of our plasma technology course, twopieces of equipment have been

Collection

2001 Annual Conference

Authors

Martha Wilson

1998 in order to make national and college-wide comparisons, as UMD participated inthe pilot survey in 1998. Other questions reflect the interests of the IE Department, and allfaculty provided feedback and input for the survey. All questions were rated on a 5-point Likertscale, and higher scores indicate a greater degree of an affirmative response than a lower score.The responses to most questions ranged from “Not at All” to “Very Much”, although some useddifferent descriptors, shown in the appendix.The survey was administered to five IE classes in order to capture the responses of students whoare freshmen, sophomores, juniors, and seniors. Of the 133 students enrolled in the program, 91were surveyed. Of these 91, 80 were males and 11 were

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo - SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Omar M. Ashour, Pennsylvania State University ; Timothy W. Simpson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Xaver Neumeyer, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic; Wei Chen, Northwestern University

Tagged Topics

NSF Grantees

exercises. Kolb[24] argues that learning is a four-stage process involving the four learning modes of concreteexperience, reflective observation, abstract conceptualization, and active experimentation. Wepropose that Kolb’s four stages of learning can be mapped to the four phases of archaeologicalexploration as shown in Figure 2.Specifically, during the preparation phase students will reflect on what they know about thefactors that impact the design of particular products and postulate responses to several questionsrelating to economic, societal, etc. aspects of the designs. The excavation activities serve asconcrete experiences where students can physically dissect products and perform appropriateresearch to develop well-reasoned answers to

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian Ph.D., Stanford University; Mona Eskandari, Stanford University; Jackie Liao, Stanford University; Zubair Ahmed

Tagged Divisions

Entrepreneurship & Engineering Innovation

journey.To increase our base of shared moments, another set of stories were collected using this classprompt:Complete strategic storytelling. Write a strategic 5 sentence story that can be told in any order.a) Student reflects on her Chinese past. ● It’s Chinese New Year. Page 23.13.10 ● Red lanterns hang all along the streets, emanating warms and happiness. ● She could not draw herself away from the stall with steaming rice cakes, the ones just like her grandma used to make for her. ● A gust of piercing wind came by, she shivered in cold, tiny hands blue and purple. ● Squeezing tight on a bill of one, all

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

. In addition, student‟s reflection in experientialeducation is recognized as a valuable tool in learning and development14. According to the studyby Griffin, Lorenz, and Mitchell15, reflection is the most important aspect of the InCoRe model.In this sense, reflection refers to the process of linking current experience with prior experiencein an attempt to increase the attainment of program outcomes within a given discipline and selfefficacy.When co-ops are asked what they learn, the majority reply that it is their ability to apply theoriesand concepts to everyday situations and make appropriate suggestions for the completion of theprojects. This educational outcome can be accomplished because co-op is a training program.Indeed, employers do

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Kristen Hatten, Purdue University

Tagged Divisions

Educational Research and Methods

theyhelped the participants weave a story linked to a physical experience rather than an abstractconcept. This allows the researchers to hear a story that is more in-depth, since pictures allow theparticipants to talk about important matters that may usually be tacit. While hearing the participants' stories, the researchers asked probing questions to drawout tacit elements of the participants' experiences. After being transcribed, the interviews wereanalyzed using an online software program, Dedoose, which allowed the researchers to highlightand codify elements of the interviews that reflected the lens of crystallized identity and aspectsof identity important in cross-disciplinary work. Each researcher reviewed the data multipletimes, using

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

supply costs by 50% and willallow you to have your data collected six months sooner than you had originally planned.You’re thrilled to hear this, and ask your supervisor for the reference article where you can findthe information on the method. “Oh,” she responds, “it’s not published yet. I just reviewed thepaper describing the method yesterday.”Question posed to students: What should you do? Why?After a brief pause to allow for student reflection, the instructor asked the students, “How manyof you know exactly what you would do?” As expected, no one replied in the affirmative,although these students were trained in classroom participation. This helped convey to studentsthat ethical problems do not always have a straightforward solution. The

Collection

2001 Annual Conference

Authors

Karen Williams; James Hedrick

of techniques such as PowerPoint, overheads, and role-playing.These presentations are peer reviewed with results tabulated by faculty and counselors and sharedwith the students.D. Reflection paper: This is a two page individually written paper which includes a personalassessment of what the student has gained by participating in the workshop. Students are asked tosummarize their experiences by describing what they learned, what was new to them, what theyliked and disliked, and what they enjoyed most. Reflection papers are graded by the director andcoordinator of the workshop.VI. Program AssessmentAll aspects of the workshop are evaluated each year by faculty, counselors, and students. At theend of the workshop, students are asked to complete

Collection

1998 Annual Conference

Authors

William J. Hutzel

% of this staggering total. In terms of the football field example, the annual energyused for heating, cooling, lighting, and appliances is equivalent to a coal pile over 100 mileshigh. Although the availability of coal and other fossil fuels is gradually decreasing, U.S. energyconsumption is steadily increasing.2 It is not surprising that new technologies for efficientlymanaging energy use, particularly energy used for indoor climate control, are becomingextremely important.The growing importance of energy conservation is reflected by several new career opportunitiesfor Technologists and Engineers. Maintenance engineering, which involves operating andmaintaining mechanical equipment for climate control of modern commercial buildings

Collection

1998 Annual Conference

Authors

Russell G. Bly; Ph.D., Paul E. Givens; Anita L. Callahan

A 5 12 4 2 6 11 3 3 B 5 8 2 3 4 9 3 2Observed Χ2 = 7.00Critical Χ2 = 15.507Note: Actual grades reflect the number of each letter grade actually awarded by thefaculty member. Expected grades reflect the number of letter grades that would beawarded if the distributions of letter grades among the various media are the same.Although the transfer of knowledge is not affected by the media used, we know fromprevious

Collection

1998 Annual Conference

Authors

Edward C. Roche; David B. Van Dongen

fluid-flow and continuous-heat-transfer experiments. A third experiment selection was left as a student option.The current format requires that each group accomplish the following for each experiment: • Prepare and orally defend a pre-project memorandum before initiating data collection, • Prepare two individual progress reports on the previous weeks data collected, • Present an oral group report on the results, and • Prepare and submit a written group report.The key items in this sequence are the pre-project outline and the oral presentation.The pre-project outline must present a thorough understanding of the technical concepts involvedwith the experiment. This is reflected in a knowledge of the physical limitations of

Collection

1997 Annual Conference

Authors

David M. Woodall

five years, but may also reflect thepublic perception that nuclear power is a dying technology. The reality is rather dramaticallydifferent, in that the U.S. presently produces over 20% of its electricity from nuclear power, andmany countries around the world generate a much higher fraction. There has been no newnuclear plant ordered in the US during the past fifteen years, but by contrast the world demandfor nuclear electric power is accelerating.Utility production of nuclear electricity in the U.S. is under competitive pressure fromalternative technologies, including coal and natural gas. The pressure from natural gas isespecially intense due to the availability of inexpensive natural gas used to fuel high efficiency,combined cycle gas

Collection

1997 Annual Conference

Authors

Jack Waintraub

educate technicians for the rapidly expendingtelecommunications field.The Institution has also made a commitment to revitalizing mathematics and science education,and in particular, to addressing the needs of non-science students. Instruction will be organizedaround broad themes reflective of the current scientific and technological issues facing societytoday.The development and implementation of new, and the restructuring of existing curricula are aconsorted effort of faculty and administration to improve mathematics, science and technicaleducation. Barriers that traditionally prevented significant changes to occur at institutions arebeing removed in order to more effectively respond to the needs of the populations that we serve.The New Jersey

Collection

1997 Annual Conference

Authors

Michael Mahler; Jon Szafranski; Dawn Werner; Karl Smith

sense in which all profession practice is designlike, must be learned by doing. However much students may learn about designing from lectures or readings, there is a substantial component of design competence--indeed, the heart of it--that they cannot learn in this way. A designlike practice is learnable but is not teachable by classroom methods. And when students are helped to learn design, the interventions most useful to them are more like coaching than teaching--as in a reflective practicum.Learning to think like an engineer means learning to do both analysis and synthesis both aloneand with a group of team members. Learning that is informal, social, and focused on meaningfulproblems helps create

Collection

1998 Annual Conference

Authors

Mark A. Shields; John P. O'Connell

.______________________________________________________________________________Continuing conversation and reflection has reinforced our conviction that a nontechnicaldimension is essential to the very notion of Technological Capability; the "technical” is notsynonymous with the "technological,” which encompasses a broader "socio-technical” meaning. 7,8 If so, then perhaps the possibilities for a tighter integration of liberal learning into the technicalcore of engineering education are even more promising than we had originally assumed. (Let usnot forget that the Society for the History of Technology, the leading professional association forhistorians of technology, was formed in 1958-59 by participants in ASEE’s Humanistic-SocialDivision, now known as the Liberal Education Division.) Perhaps, in short, the gap

Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, California State University, Fullerton; Paul Salvador Bernedo Inventado, California State University, Fullerton; Erika Mosyjowski, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

emphasized in the traditionalcurriculum. Student reflection and exit survey data examined student learning experiences alongwith the challenges of implementing skills they have learned. Students described the benefits oflearning an effective socially engaged design process to plan their projects, engaging withstakeholders to gather important information regarding their needs, learning recommendedpractices in idea generation, and creating prototypes before coding. On the other hand, studentsdescribed perceived challenges including lacking experience in socially engaged design skillsthat may impact their ability to implement skills from the workshops effectively, identifying andconnecting with stakeholders who could provide meaningful information, and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

Tagged Topics

NSF Grantees Poster Session

-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering from U-M, and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining U-M, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.Prof. Rachel Vitali, The University of Iowa Dr. Rachel Vitali is an

Conference Session

ELOS Technical Session 4 - Design, Participation, and Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Bethke, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Joe Bradley, University of Illinois at Urbana - Champaign; Jennifer R. Amos, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

Science (B.S.) program requires a one-semester capstone design course. In thesame department, the Master of Engineering (M.Eng.) program curriculum also requires aproject management capstone style course. This requirement is among several differences whichseparates the M.Eng. program, which focuses on preparation for industry, from a Master ofScience (M.S.) which typically reflect more academic and research focus. Recently, UIUCcombined the capstone program for undergraduates and the M.Eng. capstone program into ajointly offered course. The details of the merger can be found in an earlier article [11].There are several key benefits to combining the two programs intended to enhance theexperience for students and instructors. One benefit of a joint

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

unaware of the discipline of engineering education.As an effort to raise more awareness on the impact of engineering education research andpractice, the authors’ positionality stemmed from their reflections of their entry points into thefield of engineering education. This introspection prompted the authors to explore and share asmuch information about the discipline as was available at the time of this work.Research Approach & DesignThis exploratory study thoroughly investigated the current state of engineering education as adiscipline in the U.S. via an online content analysis of institutional or departmental websites tofind information about the faculty members working in the respective institutions. The sectionsand pages of ‘Faculty

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

students they serve; They developleadership skills, learn about counseling and educational theories, and reflect on their valuableexperiences [3], [7].Learning objectives for the course include: • Articulate different definitions and related sub-themes that could comprise peer advising, peer mentoring, interpersonal communication, and leadership soft skills. • Evaluate the current level of development in soft skills and develop a plan for future reflection, evaluation, and adjustment to said skills. • Demonstrate effectiveness in your role and build confidence in providing advising assistance. • Demonstrate familiarity with resources and opportunities in the College of Engineering and the greater campus and

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University, Chicago; Matt Miller, Loyola University, Chicago

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

casestudies are taught as situative learning experiences, and consider professional practice throughanalysis of an engineering standard/regulation. During a situative learning experience, learningoccurs through a collaborative activity, with knowledge presented within an authentic context [2,3]. Second, Keenan’s Model of Conscience Formation provides students with a framework forevaluating inequities in each case study. Finally, the social justice case studies facilitate criticalconsciousness regarding engineering practices. This provides students an opportunity to reflect onthe inequity perpetuated through engineering irresponsibility and take critical action to identifyunethical practices and articulate a socially responsible engineering approach

Conference Session

Design in Engineering Education Division (DEED) - Assessment of Design Projects and Approaches to Capstone Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pun To (Douglas) Yung, Syracuse University

Tagged Divisions

Design in Engineering Education Division (DEED)

soft skillsnecessary to tackle real-world challenges, thereby playing a crucial role in societal innovationand technological advancement. Central to this educational journey is the capstone designproject, an essential component of the final year curriculum that not only serves as a significantmilestone for aspiring engineers but also acts as a vital bridge between academic learning andpractical application.Capstone projects challenge students to synthesize and apply their comprehensive knowledgethrough hands-on projects within a team-based environment, mirroring professional engineeringpractices. These projects are intended to prepare students for the complexities of real-worldengineering tasks and reflect the dynamics of professional practice

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky P.E., Pennsylvania State University; Roy B. Clariana, Pennsylvania State University

Tagged Topics

NSF Grantees Poster Session

scientific phenomena [28-29]. The effectiveness of writing-based interventions to learn domain specific content hasbeen documented across scientific fields including, but not limited to: biology, chemistry,ecology, and physics [29-37]. These and other studies have shown that writing-based STEMinterventions can improve students’ reasoning and conceptual understanding [33, 38-41] and thatwriting becomes even more effective when it includes formative feedback and reflection (p. 84,[42]). For example, a meta-analysis by Bangert-Drowns et al. [43] across 47 studies consideredthe effects of writing-to-learn with feedback compared to writing with no feedback. Feedbackwas more effective than no feedback for academic achievement, with an effect size

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S Stwalley P.E., Purdue University, West Lafayette; Robert Merton Stwalley III P.E., Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

into STEMfields through the cultivation of their mentor support networks. Rising Scholars students wereprovided with a scholarship and had a defined path of activities in college designed to enhancetheir professional mentoring network. They were prearranged to participate in a pre-freshmanacademic bootcamp, an on-going faculty-directed research project, a self-directed researchproject, and an internship. Students attended seminars and produced written reflections of theirvarious individual experiences on the path to a professional career. Three cadres of 21 studentstotal, who had expressed a previous interest in engineering, were admitted to a general studiesprogram and provided intensive guidance and an active social group. The Rising