Conference Session

Architectural Engineering Education I

Collection

2005 Annual Conference

Authors

Sze-wai Chan; Ming-yin Chan

first one is to understand the strengths and weaknesses ofindividuals. Groups can achieve more than individuals, and individual weaknesses tended tobe covered by the strengths of group members [2]. It imposes difficulty for improvement ofindividual skills. The second one is the conflict among members. Students complained thatawarding the same marks to all group members was often not a fair reflection of individualcontribution. Many groups are unable to manage internal conflict that arises within the groupon their own or involvement of their group tutor. The problem falls on assessment ofindividual contribution to the project. It is often the case that tutors set group project andintend to derive individual marks for students within the group

Conference Session

Teaching Industrial Engineers Design

Collection

2002 Annual Conference

Authors

Vis Madhavan; Janet Twomey; Don Malzahn; Lawrence Whitman

created. Different To-Bemodels are generated to reflect different design scenarios. These models are then viewed togetherto identify good design characteristics and these evolve into an implementable, improved design.The use of virtual reality is here primarily directed at developing an ‘As-Is’ model of the virtualenvironment.Virtual Reality and Case StudiesIf a picture is worth a thousand words, then an interactive 3D model is worth a thousand Page 7.1090.3pictures6. Virtual reality (VR) is beginning to be widely used in fields such as entertainment, Proceedings of the 2002 American Society for Engineering Education Annual Conference

Conference Session

Understanding Students: Cognition

Collection

2002 Annual Conference

Authors

Scott Husson; Richard Rice; James Haile; II, S. Michael Kilbey; Graham Harrison; Douglas Hirt; David Bruce; Charles Gooding; Deborah Switzer

Problem-solving strategy Educational goals Reflections Portfolios Pop quizzes Page 7.219.5 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exhibition Copyright © 2002, American Society for Engineering Education Lab Exercise 4: How much stuff is that? I. Background Information Equipment: Scale accurate to 1 lbm with a range of 250 lbm

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Lourdes A. Medina; Ivan J. Baiges-Valentin, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

experiences and instructionalactivities with acceptable evidence.[18] To ensure a longitudinal study, we will include at leastone reflective exercise in each major program element, including recruitment meetings, summercamps, courses, JEDI seminars, and research/practice experience. Finally, the researchers willobserve student, faculty, and stakeholders' interactions during these activities. We will usegrounded theory to identify emerging patterns and themes for the analysis. We will use instrumentsfrom the works cited in the previous section to provide a coding scheme of expected categories.[19]5. Design of the Sustainable Engineering MinorThe new Minor will establish and enculturate a Sustainability Engineering Mindset – to bedeveloped through

Collection

2023 ASEE GSW

Authors

Krishna Kumar

1 Session 2023Preliminary study on teaching an engineering course through murder mysteries Krishna Kumar Department of Civil, Architectural and Environmental Engineering University of Texas at Austin AbstractThe paper reflects on my teaching of a third-year required undergraduate course, “Introduction toGeotechnical Engineering,” through murder mysteries, i.e., forensic case studies-based learning. Themurder mysteries involves first introducing an engineering failure

Conference Session

Track 4: Technical Session 2: PWE: An Inclusive Summer "Bootcamp" for First year students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Serita W Acker Mrs., Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

Highlights• 1 Credit Course to be taken first Fall semester• Mentoring & Coaching Hours Requirements• Weekly Reflection AssignmentsPWE Impact: RetentionAre PWE students more likely to remain enrolled at Clemson? Are PWE students more likely to remain in STEM? PWE 2017 PWE 2018 Total at Clemson 49 Total at Clemson 34 Total Attended 50 Total Attended 34 PWE Participants 72% PWE Participants 73.5% Retained in CECAS Retained in CECAS PWE Participants 98% PWE Participants 100% Retained at

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael L. Jones, Faculty of Information, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

curiosity2. Accept the problem momentarily 2. Accept it seriously as one’s own project to be analyzed and solved.3. Work towards a final examination 3. Work realistically towards resolution of the project.4. Assume established professional 4. Professional structuring is connectedknowledge structuring practices as given with personal inclination, interest and curiosity. Reflection loop creates integrative knowledge.5. Finish with final examination. 5. Finish with ideas of how knowledge may be implemented in

Conference Session

Computer Programming and Simulation

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gili Rusak, Siena College

Tagged Divisions

Computers in Education

heard of programming, let alone worked with it.For the 1st-3rd-grade user study, there were 17 participants all with informed consent from parents. Forthe 4th-6th-grade study, there were 15 participants, 14 of which had informed consent from parents.Students in our user studies had some exposure to computers and technology at home before theprogram. All students mentioned that their family had either a laptop or desktop computer at home.Eighty seven percent of students mentioned that their family had a tablet. Most students reflected thatthey played an average about half an hour on the computer every day. Some mentioned that they playedas much as three hours but this was only a couple of students. All students had played either video gamesor

Conference Session

Engineering & Our Global Society

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

-demanding nature of the curriculum” (p. 1). Their description of an innovativecurriculum for achieving global competence at the Georgia Institute of Technology reflects otherchallenges of study abroad for engineers, including obtaining institutional support, providingincentives for faculty involvement, and overcoming the inertia created by the lack of a traditionof study abroad for engineers.Lohmann, Rollins, and Hoey2 also describe deficiencies in the existing scholarship that assessesthe outcomes of study abroad generally: (1) a tendency to “dwell on logistical and actuarialaspects. . . or student satisfaction;” (2) lack of attention to “student learning effects or careerimpact;” (3) limiting assessment “to the development of psychosocial

Conference Session

Distance Learning in Engineering Technology

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian A. Alenskis, Purdue University, Richmond, Ind.

Tagged Divisions

Engineering Technology

39.3 38.9 50.7 47.8 Non-OLI 2009 73.3 83.9 68.6 70.3 75.3 74.0 Non-OLI Averages: 63.0 77.9 57.7 58.5 66.2 64.3 Table 1. Comparison of Proctored Assessment Averages (Percentages) Applied Statics—Purdue SOET RichmondStudent feedback generally spoke of the same challenges previous statics students have had, yetsome reflected the use of OLI to deliver content. Some feedback distilled from OLI’s MyResponse component:• Frustration with the variation in difficulty among the OLI modules. Sometimes feeling rushed to complete an unexpectedly long module.• Differences between the

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Moses Kwame Tefe, Norwich University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Civil Engineering

preparation. Thismeans when students register unselectively into two different classes that are going to be used toobserve the impact of a teaching technique and the method of assessment is to compare thegrades of students from the two settings, it is obvious that the results will not only reflect theimpact of the teaching technique, but will also be a reflection of the students inherentcapabilities. So if students in one of the classes are generally less endowed than students in thesecond class, the results of the experimentation will be skewed and not be a true reflection of theteaching technique being tested. MethodologyIn this study, the investigator is teaching a sophomore engineering survey class

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James F. Groves, University of Virginia; Leigh R. Abts, University of Maryland, College Park; Gail Lynn Goldberg

Tagged Divisions

K-12 & Pre-College Engineering

design process (Figure 1) individuals should be able to: 1. Identify a significant challenge and specify a set of requirements that a successful engineering response to the challenge (i.e., a solution) should achieve, 2. Imagine a diverse set of possible solutions to the challenge and use systematic processes to select the most promising solution, 3. Define the solution using scientific knowledge, mathematical techniques, and technology tools and evaluate it via one or more prototypes, 4. Report the findings of the evaluation and conclude whether the prototyped solution can be expected to achieve the previously specified requirements, and 5. Reflect upon the process and recommend iteration or

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremy V Ernst, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teacherswho meet these standards, and advocating related educational reforms to integrateNational Board Certification in American education and to capitalize on the expertise ofNational Board Certified Teachers.” The NBPTS “seeks to identify and recognizeteachers (primarily Pre K – 12) who effectively enhance student learning and demonstratethe high level of knowledge, skills, abilities and commitments reflected in the followingfive core propositions”5. First, teachers are committed to students and their learning.Second, teachers know the subjects they teach and how to teach those subjects tostudents. Third, teachers are responsible for managing and monitoring student learning.Fourth, teachers think systematically about their practice and learn from

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Douglas H Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

information sheet and student survey after submitting the project butbefore receiving feedback reflecting their performance as defined by the rubric. The surveyfocused on the students’ perceived understanding of the project learning goals and confidence inability to implement the learning goals in real life.ResultsThe Gauge R&R Project was implemented at the University of Texas – Pan American (UTPA)in MANE 4311 – Quality Control during the Fall 2012 semester. Eleven students were enrolledin the course and eight submitted the (voluntary) demographic and survey sheets. The assessmentresults are provided in Tables 1 – 3.Table 1 contains the student demographic information. Participation in the demographic surveywas voluntary. The demographic

Collection

2024 ASEE Midwest Section Conference

Authors

Nafiseh Mohammadianaftah; Sara E. Wilson

Midwest Section ConferenceThe Sharp 2y0a21 IR SensorOptical distance sensors, developed overdecades of optoelectronics research and Light emitter Light detectorinnovation, include the analog distance sensorSHARP GP2Y0A21. The SHARP GP2Y0A21is an analog distance sensor that operates oninfrared (IR) light principles. The sensorcontains an IR LED (Infrared Light EmittingDiode) that emits infrared light pulses as shownin Figure 3. It also has an IR receiver thatdetects the reflected infrared light. Based on theintensity of the reflected IR light, the sensor Figure 3, IR distance sensorgenerates an analog voltage output. This outputvoltage is directly

Conference Session

Analysis of Feedback Loops, Understanding the Impact of a LSAMP Scholar Program, Sustainable and Equitable Infrastructure, and Indigenous Innovators

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yang Lydia Yang, Kansas State University; Brenee King, Kansas State University; Amy Rachel Betz, Kansas State University; Shana Bender

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

[8,12] and positive mindset [11].Academic coaching was placed centrally into program components. Goal setting and relationshipbuilding are key components of the academic coaching philosophy which aligns with many ofthe common elements seen across the literature that was used to create the Scholars Program.Academic coaching also has similarities with the practice of Reality Therapy [4] which was usedas the framework for the personnel responsibility pillar in the model developed by Kamphoff andcolleagues [2]. Reality Therapy is an ongoing process of creating a trusting environment andusing techniques to help an individual discover and reflect on their true goals. In addition to thegoal of building on social capital, there are positive academic

Collection

2024 Rocky Mountain Section Conference

Authors

Angela Bielefeldt; Katherine Ramos; Joan Tisdale

Social responsibility Poster rubric Environmental impact assessment, environmental literacy, materials selection, social responsibility, responsible economicsSustainability ChecklistTo help students think through lifecycle assessment associated with their projects a checklist wascreated, inspired by Leydens and Lucena [5] and ISE [6]; see Table 2. Upon the advice of theEOP-assigned mentors, this was broken into two phases: production plus end-of-life or productuse. The intent was for student groups to select which portion of the project was likely to havegreater sustainability concerns for their particular project (which was generally making aproduct). Categories were selected to reflect the environmental

Conference Session

ELOS Technical Session 2 - Beliefs, Motivation, and Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Robinson, Saint Vincent College; Brian E. Faulkner, Milwaukee School of Engineering

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

preferencing personal experience or expertknowledge but suggesting that the knowledge in the textbook may imperfectly reflect theexperiment being performed.The quantitative results with the highest scores are questions 1 and 12. Students agree that theyconsider as many different solutions as possible and that they like to use their intuition to solveproblems. Most students strongly agreed that they consider as many different solutions aspossible to problems with a common response being “There are always multiple ways to get toan answer in engineering, you just have to be creative enough to find that route.” A student whoagreed with this question showed more reflection in the response “I feel like I am getting betterat trying to diversify my thoughts

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Niloofar Kamran, Cornell College

Tagged Divisions

First-Year Programs Division (FYP)

, acceptance of responsibilities, level of participation, time commitment, and work load. 2. Work Contribution: Below, write how much (by percentage) yourself and each group member contributed to the overall project 3. Group atmosphere: How would you assess yourself and each member of your groups in terms of your ability to work together effectively and create a functional atmosphere from 1-5? Please explain your answer. 4. Self-Reflection. What areas of the project do you feel like you could have improved upon/supported your group better? 5. How would you rate your groups' use of time? (Keep in mind your Gantt Chart and if it was followed) 1- Procrastinated heavily to 5 - Met every deadline 6. How would you

Conference Session

MECH - Technical Session 4: Innovation in Engineering Education Methods

Collection

2024 ASEE Annual Conference & Exposition

Authors

Breigh Nonte Roszelle, University of Denver

Tagged Divisions

Mechanical Engineering Division (MECH)

additional assignments. The goal of these assignments wasthat students could either learn a new skill or improve upon what they had previously learned.The additional assignments included the following options: • SOLIDWORKS Tutorials – 3% each (up to 15%) • Build your own item – 5% each (up to 10%) • Build your own assembly – 15 % • Make your own tutorial – 10% • Learn to use a different CAD tool – 5%Each assignment required deliverables such as proof of completion, for example an engineeringdrawing of the item they built, and a written reflection on what they learned from completing theassignment. Students could earn up to 35% towards their CAD grade from any combination ofthe assignments they chose.Starting in week three of the

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Engineering Leadership Development Division (LEAD)

least once.Course description. Experiential Leadership is a “field-study” course, which at our universitymeans that students follow a common syllabus and structure but do not meet regularly as a class.Students individualize the syllabus to meet their own learning objectives. In consultation withcourse instructors and their mentor, they select readings, podcasts and videos; identify andpursue activities that promote capability development; and track their progress. The assignmentsincorporate elements of reflection, narrative exploration, learning with others through teamwork,and learning from industry professionals [2]. The course is graded.To create the Leadership Development Plan, each student reviews the descriptions of the JHLPleadership

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

perspectives. This work-in-progress paper describes the mixed-methods researchdesign considerations in formulating the study with emphasis on the quantitative portion.Detailed development of the qualitative portions of the study are still in progress and will bereported at future date.Positionality Statement The authors openly acknowledge and reflect on their subjective stance and potentialbiases by providing a positionality statement that encompasses our backgrounds and experiencesas they may relate to this work. We begin with this statement to assist readers in understandingpossible influences this bias may have in our process. Bruce Carroll is a white male engineeringeducator with a tendency toward an emic account from the institutional

Conference Session

Innovative Strategies for Enhancing Engineering Education Across Diverse Learning Environments

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aya Mouallem, Stanford University; Trisha Kulkarni, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

analysisof the autoethnographic account of the first blind student to complete the introductory ECEcourse at our institution, Stanford University. This work also expands the role of the blindstudent to become a co-researcher, actively guiding the direction of this work while receivingmentorship from research team members on qualitative research methods.In this work, we begin with the analysis of seven reflection journal entries written by the blindstudent and relevant discussion session notes recorded by the lead researcher. These data weregenerated and collected via the autoethnography method and analyzed by applying the CAREmethodology, using a grounded theory approach, during which we completed open and focusedcoding. We then identify

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roshina Babu, University of Utah; Praveen A, APJ Abdul Kalam Technological University Kerala

Tagged Divisions

Civil Engineering Division (CIVIL)

transferable skills are incorporated directly intoexisting courses. Whereas “bolting-on” focuses on the explicit development of transferable skillsas separate modules along with the core curriculum. The “integration” approach weavestransferable skill development throughout the entire curriculum in a systematic manner [9,10].Pedagogical approaches like project-based learning, experiential learning, active learning, andinterdisciplinary collaboration have been used for transferable skill development [11].Additionally, many engineering courses rely on engineering design problems to develop skilltransferability in students [12,13]. Assessment methods employed to evaluate skill transferabilityare surveys and reflections [14], standardized tests [15], and

Collection

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

Authors

Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

in students’ understanding of the subject. In terms of technical writing, theformat, language, and grammar were better organized and more consistent in the "after" reports,reflecting the effectiveness of the peer evaluation and refinement of the work in enhancingstudents’ learning and writing skills. In addition, the sample presentation slides in Fig. 2illustrate paired pictures with text descriptions in the “after” scenarios, contrasting withrandomly arranged pictures and texts in the “before” scenarios. This demonstrates students’improvement in organizing slides contents throughout the practices.Table 3. Analysis results of students’ technical reports. Student Item Before (Acoustical) After

Collection

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

Authors

Kathleen A Harper, Case Western Reserve University; Kurt R Rhoads, Case Western Reserve University

is key for students to develop the metacognitive skills needed for self-regulated learning [2] [3]. In the early years of the course, instructors could easily have conversations with individual students to help them reflect on their learning approach, provide feedback, and suggest new strategies. After a few years of expansion, these conversations tended to only happen with students during office hours. The first lecture of the course has always contained a section on metacognition, and as the course has evolved, the instructors have posted resources inspired by the metacognition literature [4] [5]. Students were encouraged to self-quiz themselves regularly and not cram for exams. They

Collection

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

Authors

David M. Feinauer P.E., Virginia Military Institute; Michael Cross, Norwich University; Ali Al Bataineh, Norwich University; Toluwani Collins Olukanni; Majd Khalaf, Norwich University

Project and Teams Week 2 Work with partners on own time (Brainstorm, set norms, discuss work plan) Week 3 Lab devoted to project Spring Break Week 4 Work with partners on own time Week 5 Special University Event Lab devoted to project Week 6 Evening project presentationsStudents were assessed on their team presentation (delivery, organization, use case, and visuals),solution design (down-selection process, component selection, software developed, schematic),and self-reflection. When introducing the project to the teams, in addition to detailing thetechnical requirements for the project deliverables, the instructors encouraged the students tocommunicate with their partners

Collection

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

Authors

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Latisha Puckett, University of Arkansas

Tagged Topics

Diversity

new ways to support first-year students and enhance retention. According tothe Association of American Colleges and Universities (AAC&U), High-Impact Practices (HIPs)offer significant educational benefits, especially for historically underserved groups, bycultivating substantive relationships, promoting engagement across diverse perspectives,facilitating the application of acquired knowledge, and fostering reflective processes aimed atpersonal development [1]. Students involved in HIPs are more likely to experience positiveoutcomes like academic achievement, persistence, and attainment of goals that prepare a studentto live a rewarding life [2]. It is recommended to integrate HIPs into curriculum in alignmentwith course objectives and

Collection

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

Authors

Krista M Kecskemety, The Ohio State University; Tyler James Stump, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University

Tagged Topics

Diversity

]. Once the VIA assessment was complete, students shared their topthree-character strengths and were asked to investigate STEM profiles that are exemplar figuresof that character strength within their professional practice. These profiles included a summaryof the figures' life and impact, cases on how they have demonstrated their character strength andthe value they created and examples of their curiosity and connections. Students reflected on theactivity and were asked to consider the value they created by connecting their character strengthswith other STEM figures.RecommendationsThe activity presents a unique opportunity for educators to connect STEM leaders with studentsvalue through the lens of DEI by showcasing that personal virtues can be

Collection

2024 CIEC

Authors

Elizabeth Gross; Diane Peters

. Professional identity is cultivated intentionally inschools of engineering [14]. It is further shaped by experiences in practice and involves not onlyexplicit knowledge, such as how to apply engineering principles, but also in implicit knowledgethat is learned from colleagues, mentors, and leaders in the organization [1]. Implicit knowledgeinforms PIF [1], [2], [4]. It is situated, that is, tied to the particular topic or problem that is beingsolved [15]. This knowledge is subsumed into the identity of professionals. Reflective practice asoutlined by Schön is also an aspect of PIF. Identity is shaped not only by the community ofpractice, but also by constant reflection on action [16-18] and is essential to the emergence ofexpertise.TeamsIn formal