Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura M. Patterson, University of British Columbia

Tagged Divisions

Community Engagement Division

invaluable to other not-for-profit organizations to solve theirchallenges. In fact, it is an engineer’s obligation “to serve humanity” and share their skills“without reservation for the public good.”1Service learning has been implemented as a pedagogical strategy in technical communicationclasses for engineering students. In the context of first-year engineering curriculum, servicelearning is a useful pedagogical strategy that integrates community engagement with classroomactivities and critical reflection in order to engage students in their obligations as global citizensearly on in their education. In particular, the experiential aspect of service learning engagesthese new students in the complexity and uncertainty of real-world problems they will

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

concepts, and attitudes and do not necessarily reflect the views of NSF. Studio STEM Engineering After toward engineering have demonstrated the efficacy of the (www.studiostem.org) includes School the author, faculty from the Studio STEM model.Schnittka, C.G., Evans, M.A., Drape, University of Virginia, Virginia Tech, and Temple University, and a

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anne Marie Bergen, Cal Poly State University; Katherine C. Chen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

design. A debrief of the activity is done withthe entire class. In addition, each team is asked to reflect on their process of the design activity and to Page 24.377.2construct their own representation of the engineering design process to share it with the rest of theclass.

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

similar benefit to engineeringeducation20. For example, students working on a CAD program can share and critiqueother students’ designs within an environment that prompts them to reflect upon andrefine their designs based on evaluations. Online environments also have uniqueopportunities for research, such as logging and tracking student progress that can giveinsight into processes that may contribute to learning outcomes21.This work-in-progress paper aims to understand how explicitly supporting engineeringdesign in an online environment can help precollege students engage in design processes Page 24.820.3through novel use of log data.WISEngineering: Using

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

Johan W Joubert; Dolf Steyn

ensure that students appreciated the relevance and practical significance of operations research, specific ECSA outcomes were identified and communicated at the start of the project using a rubric, as indicated in Figure 2. Rubrics are recommended in situations that have a stronger focus on learning than on grading, as rubrics not only guide towards the desired standard, but also assist in developing reflective practice and self-evaluation. Where applied competence is called for, rubrics are a critical and vital link between assessment and instruction. Described standards operationalise quality in the minds of lecturers and students [11]. Students are also pragmatically forced by the tiered nature of the assessment rubrics to decide between the

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Gaston N'Guerekata; Solomon Alao; Shurron Farmer; Craig Scott; Pamela Leigh-Mack

into a practical classroom applicationto improve teaching and learning in any content area 1. It ensures that instruction takes intoaccount all five of the critical components of learning which include 1) Positive Attitudes andPerceptions about Learning; 2) Thinking Involved in Acquiring and Integrating Knowledge; 3)Thinking Involved in Extending and Refining Knowledge; 4) Thinking Involved in UsingKnowledge Meaningfully; and 5) Productive Habits of the Mind. Implicit in the Dimensions ofLearning model are six basic assumptions: Instruction must reflect the best of what we knowabout how learning occurs. •Learning involves a complex system of interactive processes that includes five types of thinking—the five

Conference Session

Trends in Construction Engineering II

Collection

2004 Annual Conference

Authors

Rajesh Malani; Enno Koehn

average background inthese areas from their educational experience. Nevertheless, graduating seniors at LamarUniversity have indicated relatively strong support for these attributes.Table 4 illustrates that there may be large differences in composite scores. For example,graduating seniors at Lamar University indicate that they strongly recognize the need for anability to engage in lifelong learning as well as an ability to communicate effectively. In contrastpractitioners do not believe they received the same background in these areas when they were inschool. However, the perceptions of practitioners most likely reflect, in part, the actual jobexperiences of the practicing engineers responding to the questionnaire. In this regard, a numberof

Conference Session

Computers in Education Poster Session

Collection

2005 Annual Conference

Authors

Donald Schwartz

Managing and Assessing Software Engineering Group Projects Donald R. Schwartz Millsaps CollegeWhile the benefits of assigning group projects are numerous, managing and evaluating them cansometimes become daunting tasks. Among the biggest challenges include determiningindividual grades for group members and attempting to reflect the “real world” by mixing up themakeup of each group and the tasks to be completed. After trying various approaches and stylesfor more than a decade, I think that I have developed a useful pedagogy for managing groupprojects, one that attempts to allow each student to work on different parts of different projects,with a

Conference Session

Lean Manufacturing and Integration

Collection

2005 Annual Conference

Authors

Hyejeong Kim; Sheng-Jen Hsieh

various characteristics of the prototype on a 7point Likert scale. Figure 5 contains sample questions from the tests and opinion survey. Page 10.1460.4 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright ©2005, American Society for Engineering EducationFelder and Soloman’s Index of Learning Styles (ILS)15 was administered to assess students’learning styles. The ILS is a 44-question survey that asks users about their learning preferences.The Index ranks users along four attribute continuums: Active/Reflective, Sensing/Intuitive,Visual/Verbal, and Sequential

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

George Catalano

species per say but it does call for a carefulconsideration prior to intervention. Perhaps, after reflection, society may wish to preservegray wolves or Bengal tigers through government action while not permitting continueddredging of the Atchafalya River Basin near New Orleans, Louisiana. Biodiversityconsists of an appreciation for the roles of the various plants and animals, a commitmentto the protection of species, particularly endangered species and a commitment toconservation in concert with the dynamic nature of ecosystems. Natural balanceencompasses an appreciation of the integrity of natural systems, an emphasis onsustainable resource use as well as on the importance of ecological security. A complete schematic representation of the

Conference Session

New Faculty Issues and Concerns

Collection

2004 Annual Conference

Authors

Suzanne Kresta; Alan Nelson

tocomplete this assessment for themselves. Professors in the New Faculty Forums showed astrong preference for visual presentation of information (graphs, figures, maps, diagrams); andfor global organization of ideas (extending from the general principle to the specificapplications). No strong trends emerge in the other two dimensions: active/reflective learningand sensing/intuitive data awareness. Figure 1 illustrates that our undergraduate students have aconsistent preference of learning styles, but it is not well matched to either traditional lecturingwithout visual aids, or to professors’ natural ways of organizing information. Our students havea strong preference for visual presentation of information, and are quite different from

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

John Chandler; dean fontenot

Engineering Education Annual Conference & Exposition Copyright  2004 American Society for Engineering EducationTTU Industrial Engineering Communications for Engineers course, students participatein writing reflections about community service on a volunteer basis; however, all thestudents participate in the service learning project. Currently, Texas Tech does not have acampus-wide procedure in place to recognize students’ participation in service learning.Students who volunteer to write the reflection papers in IE Communications forEngineers course receive a letter, for their job portfolio, from the teacher detailing theirinvolvement with community service. Although Texas Tech is still investigating

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Alene Harris; Chad Washington; Patrick Norris

. Page 9.1409.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationBackgroundPrior research suggests that professors will use formative feedback to make positive changes inclassroom teaching1, and that self-reflection is an important tool for improving teaching2,3. Suchimprovements might include adopting different classroom management techniques4,5 or otherchanges in teaching behavior6. Since quality of student learning can be evaluated by observingwhat occurs within classrooms7, an observational system that identifies specific elements of theclassroom experience as correlated with student learning can be used

Conference Session

Capstone Course in Industrial Technology

Collection

2004 Annual Conference

Authors

C. Ray Diez; Luke Huang; David Yearwood

this course. Moore 3 listed 13 advantages of having capstone courses, whichcan be divided into three categories: 1) enriching the senior-year study; 2) perfecting theimplementation of the program mission; and 3) being employed as an assessment tool.Whereas the first two directly put impacts on the program through integration of allprevious course work, the latter reflects a role that other course cannot offer—assessmentof the total program. This role has been practically studied and performed in certainspecific undergraduate programs and was proved to be quite successful.4 A pilot test of a mini project was conducted prior to full implementation of thecapstone course. The information learned from this activity was then integrated, on

Conference Session

Tricks of the Trade Outside of Class

Collection

2003 Annual Conference

Authors

Craig Somerton

very strong, buthis/her exam scores were much weaker. Because of my grading policy, the student’s grade forthe course was more reflective of his/her exam performance. When the student came by todiscuss the course grade, and complained that it did not reflect the homework score, I very muchwanted to tell the student (though I did not) that the homework score was as much mine ashis/hers. Simply, when homework is allowed to be used in an active learning sense, the gradingstructure for the course must reflect the uncertainty of homework ownership.Use of homework scores in course gradingSo with the observation made above that there is an uncertainty in the ownership, how can oneeven consider using the homework score in the course grade? The

Conference Session

Global Engineering Education

Collection

2002 Annual Conference

Authors

William Paterson; Samantha De Bon; Jean-Yves Chagnon; Deborah Wolfe

reflect such issues as technological advances and thegrowth of the engineering team in the workplace. Over the past decade the CEAB increased therequirements for complementary studies (soft skills) and moved from a proportional measure ofcurriculum to an absolute measure. Changes under consideration at the present time include: · refining the curriculum content requirements for Basic Science and Mathematics, · including morale and commitment of faculty, support staff and students as a component of the qualitative evaluation, and · including the requirement for students to be exposed to the concepts of project management.The engineering profession expects of its members competence in engineering as well as anunderstanding of the impact of

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

David Livingston; James Squire

Engineering, both before and after making the course robot-centric.Students showed a statistically-significant bias towards preferring the robotics-oriented course(p=0.05), and although this was reflected in a lower first-semester dropout rate the statisticalcorrelation is not as strong (p=0.23). A weaker correlation is expected since perception of theintroduction to engineering course is only one factor in students’ decision to change majors orleave the school. We have observed common confounding variables include performance in thecalculus sequence, financial, and home issues; other universities report similar findings 10.We believe the increased student engagement is caused by the fact that the robotics-basecurriculum addresses a wide

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Kimberly Barron; Anita Todd; Robert Pangborn

that the surveys described in this paper constitute onlyone part of the overall assessment effort in the College. Although it represents important anduseful feedback, much of the information obtained from surveys reflects the percept ions of therespondents, rather than direct measures of educational outcomes. Therefore, a wide variety ofassessment practices and new initiatives are underway in the departments and programs thatinvolve evaluation of student work and competencies. The program faculty have, in most cases,recruited external (industry) representatives to partner with them in evaluating students’ progressand abilities in various knowledge and skill areas. The College has also engaged in a multi-yearstudy of students’ intellectual

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Angela Miller; Monica Schmidt

specimen). Use prepared slides or make your own specimens (#6). Use a range of magnifications (such as 50X, 100X, 200X) to examine specimens with the microscope.4. Use a compound microscope to examine specimens in reflected light (where light is reflected from the surface of specimens, but does not have to go through). If possible, use a range of magnifications (such as 10X, 20X, 50X) to examine specimens with the microscope. Look at crystals of table salt under both transmitted and reflected light microscopes (if available), and compare how differently the crystals appear.5. Tour a laboratory or other work site where microscopes are used. Observe a microscope in use. Look at an image through the

Conference Session

Assessment Strategies in BAE

Collection

2003 Annual Conference

Authors

Anthony Ellertson; Steven Mickelson; Thomas Brumm

thesecompetencies.ePortfoliosFirst, our decision for using ePortfolios comes out of our desire to have a broader assessmenttool for student intellectual development and technical expertise. We believe that the portfolioprocess is a successful paradigm for broader assessment because student are given the choice tocollect certain examples (papers, reports, projects, and autobiographical information), reflect onthe significance of these examples, and to explain their selection process for the instructor and/oraudience. When done correctly, the portfolio as an educational artifact shows intellectual growthand gives the assessor of this growth a range of performances that indicate the student’sintellectual and technical development8.Second, we believe that engineers and

Collection

2001 Annual Conference

Authors

Lisa Lebduska; David DiBiasio

that would actively engage students in thechemical engineering profession while increasing their understanding of speaking and writing asproblem-solving tools and means of reflection rather than isolated activities for recordingengineered solutions. We used several methods of evaluation to evaluate the success of thiscourse, including focus groups conducted by an external evaluator; an external evaluation of theportfolios, and our own assessment of the students’ portfolios.BackgroundMost first-year students have little in-depth knowledge of their chosen profession. This isparticularly true in engineering since there are few high school experiences connected to theprofession. Most chemical engineering departments do not offer core courses until

Conference Session

Are We Losing Our Minds (2470)

Collection

2001 Annual Conference

Authors

Stephanie Sanford; Kenneth Williamson

cycles, the specific activities chosen to seek maximuminvolvement and reflection by the students, selected readings, and assessment techniquesthat will be used to determine the effectiveness of meeting the learning objectives.IntroductionLike many predominantly white higher education institutions, Oregon State Universityfaces significant challenges in diversifying the faculty and student population, as well asproviding students with compelling learning experiences around issues of diversity anddifference. In what might be called a common scenario across campuses in the U.S., thedecision at OSU to include courses on difference, power, and discrimination in the corecurriculum had its origins in student unrest and demands for a more welcoming

Collection

2001 Annual Conference

Authors

Vinay Dayal; Jerald Vogel; Rebecca Sidler Kellogg

engineering content and learning from a traditional on-site learningenvironment to a web-based environment.As part of this experiment, two of the modules from the design sequence in the AerospaceEngineering and Engineering Mechanics program were converted to web-based delivery.Modules entitled ‘Design Modeling with Parameterization for Optimization’, and ‘FiniteElement Analysis for Practicing Engineers’, were selected since they are both important topicsfor practicing engineers in industry and popular with the students.Re-thinking the Content for the On-line EnvironmentThe goals for the project were carefully developed prior to delving into the details of the work.The instructors examined the content and reflected on their experiences, both in the

Collection

2000 Annual Conference

Authors

Rosalyn S. Hobson

diverse.At Virginia Commonwealth University (VCU), service-learning has been incorporated into asection of the Introduction to Engineering course. Students are given an opportunity toparticipate in the service-learning (s-l) laboratory section. These students are teamed with localhigh school students. As a result of their participation in the course, the VCU students (a) gaina better understanding of the concepts presented in class through the process of having toteach/explain these concepts to a high school student, (b) learn about the concept of mentoring,(c) reflect on one’s own values and feelings about community service, (d) realize theimportance of community service and its incorporation in the field of engineering, and (e)achieve the goals

Collection

2000 Annual Conference

Authors

Nora Valeiras; Luis A. Godoy

papers by thefaculty. A significant increase in journal papers has been achieved in recent years, asshown by information obtained from the Science Citation Index, but the universityadministration expects to improve the present situation 9. Page 5.59.1Almost all assistant professors in the Engineering School at UPR-M obtained a Ph.D. inthe US, so that they have already carried out research leading to an original contributionto their field. However, this is not reflected in the number of publications that theyproduce during their tenure-track period. Let us consider how a young researcher inengineering is trained. In a typical situation, the graduate

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Joe Wakeman-Linn; Alex Perry

about $200 per basic kit with each serving a team of 2-4 students. The proposed unit was piloted by a pair of volunteer Department of Energy researchinterns over the course of seven one-hour segments. The purpose of piloting the course was todetermine the effectiveness and feasibility of this proposal. The projects that the interns completedwere similar to the projects that are proposed for the actual course. It should be noted that theinstructor teaching the course should treat the course outlined in this paper as a set of guidelines,and should apply his or her own creativity to enhance the unit.Research Procedures This project reflects the results of a review of literature about engineering classes taught atother universities

Conference Session

Undergraduate Research and New Directions

Collection

2002 Annual Conference

Authors

Pradip Srimani; Joseph Hughes

technical specialties within computer engineering, electricalengineering, and computer science. Their institutions and programs are reflective of the diversityamong academic institutions. Several members of the committee are actively involved inengineering accreditation or have experience in academic administration. Additionally,contributions to specific elements of the body of knowledge have been solicited from otherindividuals and the draft document will be available for review by educators and practitioners inthe discipline. Table 1. Members of the CC2001 Computer Engineering Committee. Dave Soldan (chair), Kansas State University Joseph Hughes, Georgia Institute of Technology Mitch Theys (editor), Univ. of Illinois

Collection

2001 Annual Conference

Authors

Richard Upchurch; Judith Sims-Knight

from the learningtask. Fourth, feedback apparently plays a minor role in actual classroom situations. Fifth,teaching students to provide their own feedback and explanation is an effective alternative.These findings suggest that instructors may be more effective if they put less effort into gradingand commenting on students’ products and more effort into structuring their courses to helpstudents learn how to assess and reflect on their state of learning themselves. Two specificpedagogical strategies are suggested. First, giving students more assignments than the instructorcould grade or comment on will provide more of the kinds of practice they need to developexpertise. Second, helping students to learn how to assess and reflect on their state

Collection

2001 Annual Conference

Authors

Kristen Larson; Jeffrey Newcomer

often to make sure that you are still headed in theright direction. Still, without any experience how does a new faculty member know whichapproach is best?The reality is that there is no substitute for experience. Once you get a job you need to bewilling to walk away from it if it becomes clear that it is not a good match for you. This ideamay sound appalling to anyone who has just landed his or her first tenure track job, but the truthis that this job is not the only opportunity available. Certainly, prospective faculty membersmust be reflective and understand their own priorities when submitting applications, but eventhis does not guarantee success. New faculty members must take a hard look at themselves, theirdesires, and their situation

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Farris, Grand Valley State University; Paul Merritt Lane, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

Afternoon Evening Week 1 Culture Class Repair Products for Reflection, processing, Culture Business and Residents faculty led discussions, language debriefings and journaling Weekend Visit Revolutionary Monument, Entrepreneurial Cookie Factory, Solar Center, Typical Mountain Community, and Somoto Canyon Faculty Lead Discussions and Debrief. Week 2 Spanish Class Work in Local Reflection, processing, Culture Business and Manufacturing Companies faculty led