Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talha Naqash, Utah State University, Logan ; Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #42944Unmasking Cognitive Engagement: A Systematized Literature Review of theRelationships Between Students’ Facial Expressions and Learning OutcomesMr. Talha Naqash, Utah State University, Logan Mr.Talha Naqash is currently pursuing his doctoral studies in Engineering Education at Utah State University. With a profound educational background spanning multiple disciplines, he holds an MS in Telecommunication and networking. His extensive research contributions are reflected in numerous publications and presentations at prestigious IEEE; ASEE conferences, Wiley’s & Springer Journals. His research primarily

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Disha Patel, Florida International University; Monique S. Ross, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

process, and the inherent value derived from the study’s outcomes. Themes thatemerged and were defined from discussion exercises with participants are the following: ’lost andfound,’ signifying moments of uncertainty and discovery; ’lack of community,’ highlightingfeelings of isolation; ’not surface level,’ underscoring the depth and complexity of the issuesdiscussed; and ’community,’ reflecting participants’ desire for, or efforts toward, building a senseof belonging within the research program. These themes serve as integral components of ourinvestigation into the impact of photovoice on understanding the perspectives of underrepresentedgroups in computing.Keywords: Photovoice, computer science, underrepresentation, student perception1

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

thesystem are represented as dotted lines because this kind of work requires researchers tobridge domains. Identifying these concepts (the top of the pyramid) will inform Page 22.1038.13curriculum development.The bottom of the pyramid describes learning strategies and kinds of thinking necessary,e.g. computational thinking and the ability to handle complex systems. The bottom partof the pyramid may inform pedagogical approaches.Implications of the use of PCK as a theoretical framework to conduct research inengineering education relate to a) the need for better integration between content andpedagogy that is informed by and reflects what practitioners do, b

Conference Session

Materials Experiments, Labs, Demos, and Hands-On Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology; Steven John Kosciol, Rochester Institute of Technology

Tagged Divisions

Materials

capacitance of a liquid column whose height changes with tilt. The inclinometer’selectronic equilibration and response is quite sluggish. These inclinometers are designed forapplications where either the angle is static or angle changes due to vibrations need to beminimized by damping. In Figure 7, the horizontal error bars for inclinometer data reflect this0.15° uncertainty whereas the troptometer data error bars reflect the least count of 0.1°. We arehoping to replace each inclinometer by an iPod Touch to remedy the issue of sluggish response,and our initial results appear promising.Conclusions1. Students encounter three difficulties in using the existing troptometer: (i) keeping it aligned while mounting it on a specimen, (ii) reading its

Conference Session

Engineering Ethics Issues Part One

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Margaret Huyck, Illinois Institute of Technology; William C. Oakes, Purdue University, West Lafayette; Jill L. May, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

dilemmas and uncertainties in engineering. The method is Page 22.1436.2modeled on validated instruments designed for other contexts and on major theories in moraldevelopment. The second instrument is a team ethical-climate measure we adapted from onevalidated in business contexts. This measure asks students to self-report their perceptions of theethical behavior of their teammates. The third instrument is a taxonomy of ethicalcomprehension that can be used as a rubric for assessing ethical reflection essays. Our goal forthe first two measures is to demonstrate both reliability and validity by utilizing acceptedpsychometric strategies. Our goal

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST

Tagged Divisions

K-12 & Pre-College Engineering

                                                                                                                       1  This material is based upon work supported by the National Science Foundation under Grant No. 0426421. Any Page 22.1508.3opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation.   The focus of secondary level engineering education, however, has largely been onprocess. The Standards for Technological Literacy (STL),9 for example, include design-orientedstandards that

Conference Session

Research on the First Year I

Collection

2010 Annual Conference & Exposition

Authors

Javarro Russell, James Madison University; Olga Pierrakos, James Madison University; Megan France, James Madison University; Ronald Kander, James Madison University; Robin Anderson, James Madison University; Heather Watson, James Madison University

Tagged Divisions

First-Year Programs

largely unavailable,especially for PBL projects specific to undergraduate engineering.One reason for the unavailability of tools used for classifying PBL projects is the lack ofprogram and course assessment studies for those implementing PBL. PBL-driven assessmentshould (1) be based in a practice context, (2) reflect the students’ development from novice to anexpert practitioner, and (3) engage in self-assessment and reflection6. Assessment at the programand course level provides opportunities for engineering educators to assess the types of PBLprojects they are using. These assessment processes identify how well learning outcomes arebeing obtained by the students. By applying assessment methods to PBL projects andunderstanding how learning

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Ravi Ramachandran, Rowan University; Linda Head, Rowan University; Lawrence Chatman, Camden County College

architectural and physical gapsin SoC design. There is a strong consensus from industry and academic institutions on theimportance and urgency of reflecting the impact of the SoC paradigm shift in engineeringeducation, as traditional programs, especially at the undergraduate level, have not keptpace with this evolution. This paper presents progress using SoC as a theme to achieve aseamless transition from a two-year community college (Camden County College) to thejunior level of a four-year Electrical and Computer Engineering (ECE) program at RowanUniversity. The crux of achieving this seamless transition lies in reconfiguring anddeveloping new courses at Camden County College that not only introduce key conceptstaught in the first two years at Rowan

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

Renato Pacheco; Lucia Helena Martins-Pacheco

, American Society for Engineering Educationapproach is to develop in students a critical thinking. For that, we regard as essential to usemeans to make relational reasoning putting together several ideas seeking for finding out themutual influences.The STS approach is relatively recent in Brazil. In spite of the emphasis given to Mathematics,Physics, and Technical knowledge, during several years, engineering curriculum in Brazil hastried to include subjects such as Biology, History, Law Studies, Economy, among others, toprovide a more encompassing view for students. Nevertheless, there was not an effective concernto connect/integrate the subjects and to make critical reflections. So, the students did notunderstand the reason of such subjects in the

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Susanne Green; Michele Auzenne; Chris Burnham; Ricardo Jacquez

%) of these studentsprogressing beyond this level (Calculus II and Differential Equations).In addition to their success in mathematics, 91% of the ILC students completed FreshmenComposition with a grade of A, B, or C, as compared to the departmental average ofapproximately 80% for all Freshmen Composition students.Assessing the Attitudes of the Students Toward the Cluster Intervention ProgramFinal student reflection on clustering was completed by 16 students during the last week of theFall 2003 semester. Students responded to the following seven questions: 1) Describe yourinitial reaction to the cluster? 2) Have your feelings toward the cluster changed? 3) Describe

Conference Session

Outreach and Recruitment

Collection

2005 Annual Conference

Authors

John Kaplan; Kathleen Kaplan

Hispanic Black 0% Minority Population Bachelor's Degrees Awarded Figure 3. U.S. Minority Population and Bachelor's DegreesEngineering Fields with Respect to Hispanic StudentsDoes engineering reflect percentages in more proportion to the U.S. population? With respect toall U.S. bachelor degrees awarded, approximately 8% are engineering bachelor degrees [2]. Ofthis 8%, minorities constitute 12.5%, which is less than the percentages of minority populationsearning any type of degree. Yet

Conference Session

Grad. and Upper Level Undergrad. BME Courses

Collection

2002 Annual Conference

Authors

Dominique M. Durand; Dmitri Kourennyi

- synaptic transmission - calcium dynamics in neurons - cellular and molecular basis of plasticity in the nervous system - examples and models of abnormal electrophysiology: epilepsy, de-myelinazation, etc. - extracellular recording and stimulation. We do not require a particular textbook for this course. Instead, we recommend severaltextbooks for additional reading, while detailed handouts are provided in the lectures. Therecommended textbooks include quantitative3,4,6,8,9 , semi-quantitative1, and descriptive5,7 texts,so that students have opportunity to look at the subject from different points of view. The coursematerials and progress of students is reflected in the course webpage. Homeworks are designed to stimulate in

Conference Session

Track 5: Technical Session 2: Adoption of an Advocates and Allies Program to a Predominantly STEM Campus

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Adrienne Robyn Minerick, Michigan Technological University; Sonia Goltz, Michigan Tech; andrew storer, Michigan Technological University; Patricia Sotirin, Michigan Technological University

Tagged Topics

CoNECD Paper Sessions, Diversity

discrimination manifests inuniversities and include the institution’s own data. We highlight adaptations we made specificto our institution in order to encourage other institutions to be responsive to the contexts thatimpact DEIS work on their campuses. For instance, our initial adaptation of the Advocates andAllies program sought to be more inclusive by including LGBTQIA+ and staff on the Advocatesteam and A&A Advisory Board (A3B). Our adaptations have also reflected an ongoingcommitment to present race and ethnicity data in addition to gender data1. Other adaptationswe discuss concern developing the credibility of the team presenting the workshops andincorporating an ongoing Journal Club to discuss the relevant literature.This paper also shares

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

activities1. IntroductionHigher order skills such as problem solving or critical thinking are key attributes forgraduates of any engineering program, are amongst industries highly desired skills fornew employees and are considered a hallmark of a university education  1-5 . The application of critical thinking helps students solve ill-defined, open-ended,complex problems through the analysis and evaluation of information, evaluatingarguments, and developing conclusions resulting from sound reasoning. These complexproblems are typical of those encountered in professional engineering practice, andrequire the reflective, self-regulatory judgment exemplified by critical thinking. Whilemost programs claim to develop critical thinking in some manner

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

addition, during intense, annual multi-day retreatsat Cornell University (winter) and Norfolk State University (summer), trainees come together forfurther technical training, professional development, program self-reflection and redesign.Most of the education and training part of the program is delivered in four courses: (1) Technicaland Professional Writing (6 weeks); (2) Training in Independent Research (12 weeks); (3) BestPractices in Teaching and Learning (8 weeks); and (4) Ethics and Intellectual Property (4weeks). The sequence of short, focused modular courses provides a framework conducive to thecycle of (re-)design, enactment, and study of the proposed graduate training activities. It allowsfor students to learn and practice in the same

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

recognize a need to plan before begin building, others may create and reviseplans as they begin working with building materials. Throughout this process, students mayrealize and test their design ideas, identifying and applying evaluation criteria, often implicitly,to determine the effectiveness, functionality, or viability of their solution. Students’ evaluationsmay include conducting physical tests, collecting and analyzing information from tests or otherforms of feedback (e.g., peer review, class discussions), and using results and feedback to refinetheir designs. In these ways, students’ engineering design decisions are not based on anyprescribed way of engineering, but instead reflect their reasoning, evaluations, and logic inachieving design

Conference Session

Materials Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Timothy M Raymond, Bucknell University; Cindy Waters, North Carolina A&T State University; William L. Hughes, Boise State University; Mirka Koro-Ljungberg, University of Florida; M David Miller, University of Florida

Tagged Divisions

Materials

opportunity tounderstand how POGIL can be implemented in engineering. In this paper we address thefollowing research questions: 1. Does POGIL lead to increased understanding of materials engineering concepts compared to a lecture class 2. How is POGIL implemented across diverse types of universities?Question 1 is examined through a quantitative component in which POGIL was implementedat four different institutions in the US and gains on the Materials Concept Inventory werecompared to lecture classes. For question 2 a content analysis was conducted on coursematerials used by the instructors and student reflections from the end of the semester.MethodologyPOGIL was used in the undergraduate Introduction to Materials Engineering classes at

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

Undergraduate Student Issues II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ann Sharon Lourens, Nelson Mandela Metropolitan University (NMMU) Port Elizabeth South Africa

Tagged Divisions

Women in Engineering

reduce stress and anxiety and to provide moral support, WELA members receivedexamination survival packs 6 .In celebration of the successful first year of WELA, an Inspirational Students booklet waspublished featuring the first WELA members. Professional photographs were taken of the Page 23.1180.4WELA members, and each member wrote a self-reflective article on what it meant to be a part ofWELA, and of the engineering world, as well as what they had learnt and gained during theirfirst year as WELA members 6. Special awards were given to acknowledge and celebrateacademic and other achievements of WELA members.2.1.2 WELA Senior programmeThe WELA

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicole D. Berge, University of South Carolina; Charles E. Pierce, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

are EFFECTs?The Environments for Fostering Effective Critical Thinking, or EFFECTs, are modular inquirybased tools designed to stimulate critical thinking and collaborative teamwork while improvingthe transfer of core knowledge in engineering.1 The pedagogical framework for EFFECTs linkstwo critical elements, active learning and reflective writing, within the context of a realisticengineering design problem. Lipman2 defines critical thinking as “skillful, responsible thinkingthat facilitates good engineering judgment because it relies upon criteria, is self-correcting, andis sensitive to content.” The EFFECT framework is designed on the basis of this definition.EFFECTs begin with a driving question that is embedded in a decision worksheet

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Eric Diep, Minnesota State University, Mankato

Tagged Divisions

Biomedical

Virginia-Minnesota which promotes learning in the context of engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Mr. Eric Diep, Minnesota State University, Mankato Page 23.1388.1 c American Society for Engineering Education, 2013 Works in Progress: Developing an Integrated Motion Capture and Video Recording System for Pediatric Biomechanical Studies1. Project OverviewA kinematic understanding of gait has numerous

Collection

2024 ASEE Midwest Section Conference

Authors

Kaycie Lane; Jason Hawkins

reflection on how the coding functions and process students are learning relateto their future careers.Lab time during each project was used to introduce students to the relevant coding functions they neededto complete each project and as work time where groups could meet to work on their projects. In the firsttwo weeks of each project, the instructor provided a template Jupyter Notebook with a similar dataset tothe project and demonstrated how to code specific sequences needed to complete the project for about onehour of the lab. The second hour of lab was reserved as time for students to try to apply the concepts totheir project datasets with their groups and the instructors and teaching assistants were available to debugand answer questions. For

Conference Session

International Division (INTL) Technical Session: Cultural Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hans M Tritico, University of Mount Union; Chad S. Korach, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

set ofsix-piece chicken nuggets they can produce within 15-minutes. The points serve as a metric forthe overall productivity of the country and world during the game. The game is played twicewithin a 65-minute class session. The first game does not have any tariffs imposed and thusrepresents a liberalized trade environment. The game is then run a second time under a scenarioin which one country has invaded another country and in response multiple countries haveimposed import tariffs on each other. Students also spend five-minutes reflecting on what theylearned about international trade. While the specific results change each time new student teamsplay the game, the general results that a) there are winners and losers from tariffs and b

Conference Session

ELOS Technical Session 2 - Beliefs, Motivation, and Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deeksha Seth, Villanova University; Robert P. Loweth, Purdue University ; James C. O'Brien, Villanova University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

projects, reflect on their social identities, and consider the broader societal contexts of their engineering work. The goals of his research are 1) to develop tools and pedagogies that support engineers in achieving the positive societal changes that they envision and 2) to address systems of oppression that exist within and are reproduced by engineering education and work environments. He earned his B.S. in Engineering Sciences from Yale University, with a double major in East Asian Studies, and earned his Ph.D. in Mechanical Engineering from the University of Michigan. He also holds a Graduate Certificate in Chinese and American Studies, jointly awarded by Johns Hopkins University and Nanjing University in China.Prof

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

proven to nurture learning via practical projects,promoting collaboration, communication, safety consciousness, and critical thinking. Guidelinesof the Accreditation Board for Engineering and Technology (ABET) and the High-QualityProblem-Based Learning Organization (HQPBL), which include, but are not limited to:“Intellectual Challenges and Accomplishments”, “Authenticity”, “Public Product”,“Collaboration”, “Project Management”, and “Reflection” are followed. For this manuscript, ourprimary focus lies on “Authenticity”, which emphasizes the significance of PBL projects thatgenerate tangible benefits for individuals and communities beyond the educational environmentsof classroom and school. Our objective is to fulfill all necessary ABET criteria

Collection

2005 ASEE Midwest Section Conference

Authors

Beverlee Kissick; Saeed Khan

. Retrieved April 15, 2005 from http://galenet.galegroup.com3. Castronovo, R. “From Emerson to King: Democracy, race, and the politics of protest.” Modern Language Quarterly v60n1, March 1999. Retrieved August 13, 2005 from http://newfirstsearch.oclc.org/ second paragraph.4. Carey, W. B. “Emerson-the importance of adaptability.” Journal of Developmental & Behavioral Pediatrics. V25i5p382(1), October 2004. Retrieved August 13, 2005 from http//web6.infotrac.galegroup.com/ fourth paragraph5. Delbanco, A. “The renewal of literature: Emersonian reflections”, The New Republic, Review of book, “Renewal of literature: Emersonian reflections” by Poirier, Richard, 1987, Retrieved April 15, 2005 from http

Collection

2007 ASEE Midwest Section Conference

Authors

J. Oh; B. Kissick

The journey to build a 21st century faculty-librarian relationship: A retrospective case study“Coming together is a beginning. Keeping together is progress. Working together issuccess.”-Henry Ford1This paper will reflect on how faculty and librarians built and fostered a successful cross-disciplinary relationship. The authors examine their journey to nurture an informationfluent learning environment. How did we foster the connectedness as a group? How didour diverse personalities impact the relationship? How did we create a win-winrelationship based on personal strengths? How did we benefit from social capital? Howdid we build co-mentorship? How did we practice being a community of learners? Howdid we employ

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

Collection

2003 ASEE North Midwest Section Conference

Authors

Fahmida Masoom; Abulkhair Masoom

engineering science courses.This paper is a discussion of assessment measures that are employed by the GeneralEngineering Department at UW-P and raises questions about what more could be done.Assessment is an integral part of the academic process. It requires and reflects a long-termcommitment to the program and its constituencies, viz., the students, alumni and industrypartners. Like most engineering programs, we have had a long history of self-assessment and 2improvement. However, we have had little documentation of processes already in place.Although we are in the middle of an ABET accredited cycle, there has been significant pressurefrom the campus administration to document

Collection

2003 ASEE North Midwest Section Conference

Authors

Charles McIntyre; Sudhir Mehta

meaningful feedback to your peer related to his or her syllabus. Providemeaningful feedback to your peer related to classroom observations of his or her teachingstrategies. Provide meaningful feedback to your peer related to the evidence of student learningthat your peer collects from his or her students.Task 2: Attend group meetings with your PRT leader.Task 3: Write three reflective essays per semester, based on your goals and feedback fromyour peer. The essays must be completed no later than the last day of the semester. The threeessays (not to exceed one page) should be based on: 1.) discussions with your peer related toyour syllabus or outcomes for the class that is being reviewed, 2.) discussions with your peerrelated to the teaching