Displaying results 361 - 390 of 25566 in total
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rockwell Franklin Clancy III, Delft University of Technology; Andrea Gammon, Delft University of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
critical to engineering, reflected in an emphasis onethics in educational accreditation guidelines, as well as funding for research than addressesethics in engineering [1]–[3]. Curricula have tended to take an applied and case-based approach,where professional engineering codes and/or philosophical ethical theories are introduced, whichare then used to resolve questions that arise in cases concerning engineering and technology [4],[5]. In recent years, however, there has been a proliferation of novel approaches, as well asdisagreement concerning the form engineering ethics education should take, and criteria fordetermining what would count as success [1], [5]–[7]. In part, this confusion stems fromdisagreements about the goals of ethics
- Conference Session
- Critical Reflections on Engineering Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Divisions
- Engineering Ethics
the results should not be overly generalized due to thesmall number of teachers interviewed, the results indicate that many entering college studentsmay already be somewhat familiar with the importance of EESI in engineering. In addition, thefindings dovetail with recent attention on the preparation of K-12 teachers to educate students onengineering [21], indicating that teachers should be aware of the important role of ethics inengineering.AcknowledgmentsThis study was funded by the National Science Foundation under Grant No. 1540348. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] National
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; E. G. Avilés-Rabanales, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey
- Tagged Divisions
- Educational Research and Methods
, such as learning to work in a team,to be organized, to be more reflective and critical, and to self-manage ” [3], in addition torecommending the use of Scrum for the development of projects in the university classroom.Yazyi carried out an investigation whose object of study was a workshop-type educationalexperience in a virtual environment, where it was proposed to develop the promotional brochureof a fictitious company, using the Scrum methodology. The members of each team weregeographically distributed, so they used information and communication technologies to carryout the tasks, such as Google Docs, Skype, e-mail, Moodle forums, and Google Wave. As part ofits conclusions, Yazyi mentions that “through the experience presented in this work
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton
- Tagged Divisions
- Educational Research and Methods
students to unfamiliarworkplace genres and the ways in which these genres shape interactions between engineeringconsultants and clients. In the following sections we report on the design, implementation, andpreliminary evaluation of these integrative assignments and reflect upon the potential forcross-disciplinary collaboration toward student achievement of program outcomes related tocommunication.Development of Prototype AssignmentsTwo courses were identified for introduction of an assignment in Spring 2021 that incorporated asignificant component of professional communication in various genres: a course onmanufacturing & product design and a course on heat transfer. Both of the courses wereundergraduate Mechanical Engineering Technology (MCT
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Carl Mitcham, Colorado School of Mines
- Tagged Divisions
- Engineering Ethics
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University
- Tagged Divisions
- Educational Research and Methods
Paper ID #33964Engineering Problem Typology-based Reflection and Communication ofUndergraduate Engineering Experiences: Professional Engineers’Evaluation of Students’ Mock Interview ResponsesDr. Andrew Olewnik, University at Buffalo Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design process and methods, ill-structured problem solving, problem typology, and experiential and informal learning environments in the professional formation of engineers. He is interested in the
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Virginia Charter, Oklahoma State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
•Understand and Respect Other Professionals •Research Information Information and •Identify Relevant Information Communication Literacy •Express and Receive Ideas Clearly •Write Concisely •Generate New Ideas Critical Thinking •Think Critically •Think and Act Independently •Organize Things Effectively •Self-Reflection Self-Management Skills •Manage Time and Meet Deadlines •Be Punctual to Class or MeetingsFigure 1. Generic Skills Perception Questionnaire Factors
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #33572”You Could Take ’Social’ Out of Engineering and Be Just Fine”: AnExploration of Engineering Students’ Beliefs About the Social Aspects ofEngineering WorkMr. Robert P. Loweth, University of Michigan Robert P. Loweth is a PhD candidate in the Department of Mechanical Engineering at the University of Michigan. His research explores how engineers engage and include diverse perspectives in their engineer- ing work. His findings have informed the development of tools and pedagogy that support engineering students in investigating and reflecting on the broader societal contexts and impacts of engineering ac
- Conference Session
- Approaches to Assessment and Student Reflection
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Catherine Marie Hamel, University of Maryland; W. Ethan Eagle, University of Maryland
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Approaches to Assessment and Student Reflection
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- 2020 ASEE Virtual Annual Conference Content Access
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- Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University
- Tagged Divisions
- Educational Research and Methods, Ocean and Marine
students 71.4% 50.8% NA 46.5% 57.0%Classes with 50 or more students 12.5% 20.1% NA 1.5% 0.0%4-year graduation rate 40% 32% 3% 85% n/a6-year graduation rate 76% 64% 37% 90% n/aAcknowledgementsThe authors acknowledge the support provided by the National Science Foundation throughgrant NSF 1820888 and 1821439. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesCheville, RA., 2019, “Pipeline
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University
- Tagged Divisions
- Educational Research and Methods
however, WEdoes not imply “writing intensive.” Certified WE courses are not meant to be “writing classes;”instead, writing should be one of several instructional focuses, as required by the new WEinitiative.Since this new initiative is taking effect in Fall 2021, the WE Committee has not established thefinal assessment criteria. The plan is to have each program submit an assessment processregarding the WE related learning outcomes.Literature Review:Writing is an important skill that all engineers should have. Its importance is reflected in ABETaccreditation criterion 3 for student outcomes, “an ability to communicate effectively with arange of audiences.”Wheeler and McDonald [1] stated that writing is a useful tool in engineering if developed
- Conference Session
- Approaches to Assessment and Student Reflection
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sabrine Griffith, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Eleanor Byrnes, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
into circuits and communication links. c American Society for Engineering Education, 2020 Measurement of the Effect of Interactive Questions in Lab Manuals on LearningAbstract -- This research paper will describe the results of an experiment in which two groups ofstudents in a laboratory class received different web-based lab manuals featuring interactivequestions, the treatment with many more interactive questions than the control. The hypothesiswas that asking students more questions would cause the students to reflect on the task at hand,which would in turn increase learning. This study was motivated by work on experientiallearning, particularly Kolb’s Experiential Learning Cycle, which suggests that
- Conference Session
- Approaches to Assessment and Student Reflection
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ephraim Zegeye, Liberty University; Tom Eldredge, Liberty University
- Tagged Divisions
- Educational Research and Methods
. The typical number of problems the students wereasked to solve in both the mid and final exams were either three or four. Each of these problemshave a similar guide. Prior to the exams or during the exams, students were not instructed to gothrough the guides. During the final exam, students were asked to respond to the following twoopen-ended questions, and their reflection on the questions were assessed. 1. Do you normally go through the guide and the grading criteria included next to each problem before attempting the problem? 2. Write the advantages and disadvantages of including such a guide and grading criteria for each problem. The figure shows an aluminum and a steel rod that are fixed at the base and support a
- Conference Session
- Teaching Tools: Student Experience and Reflection (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Taru Malhotra, University of Waterloo; Carolyn G. MacGregor, University of Waterloo; Richard Li, University of Toronto, Canada; Alexander Edwin Kay Glover
- Tagged Divisions
- New Engineering Educators Division (NEE)
(intervention group allowing students to choose from the instructor-led activities),RQ2: What themes emerge when instructors and students are asked to reflect on the pros andcons of offering student choices in selecting course activities?The results of this study will help better TA training and help create a teaching developmentworkshop for the STEM instructors interested in adopting a student involvement strategy byoffering students choices.MethodThis mixed-method study is spread over two terms (Fall 2022 and Winter 2023).Context: To study the effects of student involvement in the choice of course activities on studentexperience, the instructors of ExpecTAtions, also the collaborators, permitted redesigning theircontent and intervention within their
- Conference Session
- MATH - Pedogogical Reflections in Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Emre Tokgoz, State University of New York - Farmingdale
- Tagged Divisions
- Mathematics Division (MATH)
- Conference Session
- MATH - Pedogogical Reflections in Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Iouliana Ossipova, University of Louisville; Gholam Abbas Sattar-Shamsabadi II, University of Louisville; Thomas Tretter, University of Louisville; Patricia A Ralston, University of Louisville
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics Division (MATH)
- Conference Session
- MATH - Pedogogical Reflections in Mathematics Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Ilanthiraiyan Sivagnanamoorthy, Queen Mary University of London; Alexandra Werth, Cornell University; Rehan Shah, Queen Mary University of London
- Tagged Divisions
- Mathematics Division (MATH)
approaches, such as substituting x = 0 to match the resulting y-values, given that allfour graphs have unique intercepts. This assesses only basic arithmetic and reflects an ‘Action’-level conception within the APOS framework; a construct from which we aspire our students toprogress. While omitting axis values may prevent such procedural shortcuts and promotereasoning to some extent, this alone does not address the broader issue of failing to definitivelyassess whether students attain ‘Object’-level understanding, a limitation acknowledged by theauthors themselves [7]. Figure 1. Item 6 from the Function Concept Inventory [14].A more effective approach would involve restructuring the task into three separate questions,each focusing on
- Conference Session
- MATH - Pedogogical Reflections in Mathematics Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Daniel Raviv, Florida Atlantic University; Juan David Yepes, Florida Atlantic University
- Tagged Divisions
- Mathematics Division (MATH)
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
individual’s decision-making in the face of discrete moral or ethical quandaries. Yet,prior scholarship by Joseph Herkert [2] suggests there is a multi-layered set of ethical obligationsthat range for microethics––or individual decisions––to macroethics, which reflect theprofessional society’s values and ethical obligations. Macroethical dilemmas result in the“problem of many hands”, as described by van der Poel and Royakkers [3]. This brings to lightthe notion that individuals or even large organizations are not solely responsible for engineeringprocesses and uncertain outcomes. For it is clear that no individual or discrete organization hascomplete control and authority for the complex socio-technical innovation process from designto implementation
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University of Science and Technology; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Michaela Leigh LaPatin P.E., University of Texas at Austin; Scott Grant Feinstein; Cassandra Rutherford
- Tagged Divisions
- Engineering Ethics
recommendations 10expressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. 9. REFERENCES[1] L. M. Nguyen, C. Poleacovschi, K. M. Faust, K. Padgett-Walsh, S. G. Feinstein and C. Rutherford, "Conceptualizing a Theory of Ethical Behavior in Engineering," in American Society For Engineering Education , Virtual, 2020.[2] L. M. Nguyen, C. Poleacovschi, K. Faust, K. Padgett-Walsh, S. Feinstein, C. Rutherford and M. LaPatin, "The Culture of Disengagement in Engineering Education Revealed through the COVID-19 Pandemic," in Engineering Project Organization Conference, Virtual
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette
- Tagged Divisions
- Engineering Ethics
(Year 3), and repeat surveys and interviews during their eighth semester(Year 4) [26]. The survey included eight measures which reflect a wide variety ofcomplementary constructs and measurement domains, including both general and engineering-specific measures [26]. The semi-structured interviews are the focus of this paper and thus theinterview protocol will be discussed in more depth in the following section. Results from thisstudy have been previously published and include quantitative analysis of the initial and mid-point surveys, thematic qualitative analysis of the initial interviews, and qualitative analysis of asingle construct, such as moral disengagement [27-32]. An extensive analysis of our longitudinalquantitative data over the three
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder
- Tagged Divisions
- Engineering Ethics
students’understanding of the role of ethics and societal impacts (ESI) in engineering. Socializationdescribes the process of learning the skills and values required for membership in a group. Thisresearch paper draws on data from three focus groups that were conducted with a total of 26undergraduate engineering students at three U.S. universities. The students were enrolled inengineering courses with ESI content, and the focus groups included discussion of the specificcourse that was being studied by the research team as a potential exemplar of ESI instruction andof students’ broader exposure to ESI inside and outside the classroom. In all three courses, thestudents were seniors and thus could reflect on their undergraduate experience. The focus groupswere
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
in this article.Dr. Marie Stettler Kleine’s research on humanitarian and integrated engineering programsinspired her reflection on how different forms of contextualization and the vocabulary used todescribe them signal different ways to best teach engineers. Her graduate training in science andtechnology studies and human-centered design prepared her to see that these forms ofcontextualization are much more nuanced than using particular language, but this varyinglanguage fundamentally changes the engineering pedagogy in practice. She continues tointerrogate why and how engineering educators learn from other disciplines to explicitlyprioritize contextualization.For Dr. Kari Zacharias, this project has been an opportunity to reflect on the
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Andrew Maxson, The Ohio State University; David L. Tomasko, The Ohio State University
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University
- Tagged Divisions
- Engineering Ethics
previous funded research has explored the effects of implicit bias on ethical decision making in the engineering classroom.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Yu Xia, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Dawn McFadden, Pennsylvania State University
- Tagged Divisions
- Chemical Engineering
disconnect, we focused an in-depth analysis on discovering how students understood “teamwork” and their teamworkexperience in this course.RQ2: What are the major themes senior engineering students report about their teamworkexperiences in those capstone design projects? To understand what stood out to students in their teamwork processes, we iterativelyopen-coded their responses to the question of “What is the importance of working on a team forthis project?” The themes in student responses that reflected the importance of working on ateam included team coordination, simulation to real world, necessity, and the challenges (seeTable 3). Team coordination included communication, individual responsibility, efficiency,strengths and
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Bradley Cicciarelli, Louisiana Tech University; Eric A. Sherer, Louisiana Tech University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Elif Miskioglu, Bucknell University; Nicholas Tymvios, Bucknell University; Eliana Christou, University of North Carolina at Charlotte; Benjamin B Wheatley, Bucknell University
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sheima J. Khatib, Texas Tech University; Roman Taraban, Texas Tech University; William D Lawson P.E., Ph.D., Texas Tech University
- Tagged Divisions
- Chemical Engineering
Paper ID #29382Student Confidence and Metacognitive Reflection with Correlations toExam Performance in a FE Review Course in Chemical EngineeringSheima J. Khatib, Texas Tech University Sheima J. Khatib is an Assistant Professor in the Department of Chemical Engineering at Texas Tech University. She received her Ph.D. in Chemistry in the area of heterogeneous catalysis from the Au- tonomous University of Madrid. Apart from her interests in chemical engineering and finding sustainable paths for production of fuels and chemicals (for we she has received several grants including the NSF CAREER award), she is passionate