Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Donna Reese, Mississippi State University; Robert Green, Mississippi State University

Tagged Divisions

First-Year Programs

effort into these courses in order to retain these students in engineeringmajors. However, many of the students in the MSU class, approximately 90%, will decide not tomajor in engineering. While this is a beneficial outcome for the students involved, it limits theamount of faculty effort that the college is able to invest in this course. Other pre-engineeringcourses (e.g., Howard and Musto5; Pazos, Drane, Light, and Munkeby8) use peer team projects orsoftware that students will use in follow-on engineering classes to motivate students to continuein engineering. The typical student in MSU’s pre-engineering designation is not mature enoughto successfully navigate this type of project. In addition, the one-hour format of the course limitsthe types

Conference Session

Tools for Teaching and Learning

Collection

2003 Annual Conference

Authors

Sterling E. Skinner; Eric G. Chapman; Sheldon Jeter

Total:___ ___Picture taken _____ Measurements complete: _______Comments: Page 8.675.10“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education”Addendum 3: Peer Assessment Form Team Citzenship Rating Form: Name: __________________________ EM103 Introduction to Design Date: ________________ Rose-Hulman Institute of Technology Please write the names of all the members of your team, INCLUDING YOURSELF, and rate the degree to which each member fulfilled his

Conference Session

Expanding Access and Opportunities for M/30

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrea L. Welker PE, Villanova University; Leslie Ann McCarthy P.E., Villanova University; John Komlos, Villanova University; Alfred Andrew Fry

Tagged Divisions

Civil Engineering

Foundation Design the students are asked to research a geotechnical topic of theirchoosing using a variety of sources. The students are asked to find four sources: one source thatis available/accessible to the general public, one general web source, one peer-reviewed journalarticle, and one other type of printed reference such as a conference or technical periodicalarticle. They are then asked to summarize the information in these sources. Lastly, they are askedto compare the sources considering the intended audience, contradictions amongst the sources,communication style, quality, trustworthiness, and biases. The ability to properly format thebibliography continues to be the most troublesome aspect of writing for the students. In addition

Conference Session

Retention Strategies in Action Part I

Collection

2010 Annual Conference & Exposition

Authors

Frankie Santos Laanan, Iowa State University; Dimitra Jackson, Iowa State University; Mary Darrow, Iowa State University

Tagged Divisions

Two Year College Division

among students who leave Engineering,5 otherstudies draw attention to additional factors that discourage students from continuing inEngineering majors. The factors include the level of self-confidence of Engineering students andinteraction with faculty, staff and peers.5Theoretical frameworkAstin’s theory of student involvement1 is most appropriate for this study. The theory of studentinvolvement highlights the development of students and how factors within the collegeenvironment affect the persistence and perception of students. Astin posited that “studentinvolvement refers to the amount of physical and psychological energy that the student devotesto the academic experience” (p. 297). Astin1 further explains that involvement is defined bywhat

Conference Session

Assessment & Continuous Improvement in ECET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Youakim Al Kalaani, Georgia Southern University; Shonda Bernadin, GSU

Tagged Divisions

Engineering Technology

Curriculum Mapping Worksheet (CMW)A good example of how multiple course-level outcomes contribute to a program-level outcomewould be with respect to the program outcome g. Rubric-based analyses of laboratory reportsare made in five courses in the curriculum. An attempt was made to sample reports at variouslevels (sophomore-junior-senior) in the curriculum. Rubric-based assessments of presentationsfrom at least two different courses also contribute to satisfying this outcome. In addition tohaving the instructor assess the presentation, student-peer evaluations and additional facultyevaluations (other than the instructor) are reported. Along with course exit and senior exitsurveys addressing communication skills, the program-level outcome is

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Courtney Bonuccelli, Washington State University; Denny Davis, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

(high melting point, low weight, high strength, or high flexibility)? ≠ Cost – what is a reasonable cost for the consumer: initial purchase costs, upkeep, disposal, etcFigure 3: Students testing set of liquids on a plastic penny and copper penny surface. By the end of the first day, the following learning should be achieved: (a) Writing Hypothesis - students will demonstrate that they can write a hypothesis using the correct form and accurately reflecting the question being posed (b) Following Procedures - students will identify the materials needed for each activity Page 15.961.6

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Janet Braun, Western Washington University

Tagged Divisions

New Engineering Educators

organization. Research activity andproject based instructional best practices could cover effective activity planning, includingpitfalls to avoid, and departmental / university protocol.While there typically are orientation sessions for grant writing provided by senior faculty orfoundation administrators, this can be one of the more difficult areas for those new to academia.Tips for effective, or at the very least, ineffective methods from colleagues in the same contentarea could make the difference in a successful R&D program or grant proposal.Another area of concern for new faculty deals with the successful implementation of courses ofindependent study. Best practices, or even departmental SOP’s could help to provide definitionof consistent

Conference Session

New Faculty Issues and Concerns

Collection

2004 Annual Conference

Authors

Juan Lopez; Roger Gonzalez; Paul Leiffer

between various responsibilities and the order of howinformation and responsibility flows within the team. The PM is responsible for the overallmanagement of the project and team while still having a specific technical responsibility on theteam. The selection of the PM is an extremely important decision. This person must not onlyhave developed a love for discovery, but have had previous experience on the team so as tounderstand the overall goals of the project. This person should possess leadership skills and havethe respect of their peers. Almost always, the selected PM comes from students who participatedas junior members of the team and performed well. The PI selects the PM with input from thelikely ELs, who themselves are usually selected

Conference Session

Outreach and Freshman Programs

Collection

2003 Annual Conference

Authors

Patsy Brackin; Clark Merkel

Total:___ ___Picture taken _____ Measurements complete: _______Comments: Page 8.610.10“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education”Addendum 3: Peer Assessment Form Team Citzenship Rating Form: Name: __________________________ EM103 Introduction to Design Date: ________________ Rose-Hulman Institute of Technology Please write the names of all the members of your team, INCLUDING YOURSELF, and rate the degree to which each member fulfilled his

Conference Session

Course Development and Services

Collection

2004 Annual Conference

Authors

Ed Crowley; Susan Miertschin

Objective” Analysis,as well as a “Goal Action Form”. These exercises were modeled after and are available online inthe University of Waterloo’s Self-Assessment Career Development eManual. The student’sresults are posted to their private offline reflection workbook.Meaningful reflection often includes dialogue and conversation with a coach, a mentor, anadviser, or a peer. At this stage the professor, or other adviser, often must help students build asolid vision of their future goals. Once the audience and the future goals have been selected thestudent then must analyze what to include in their portfolios.Once, the students have completed their preplanning phase, they are ready to begin gatheringartifacts that represent their best IT efforts and

Collection

2001 Annual Conference

Authors

John Brown; Patricia Click

education, student groups work closely with a faculty member to tackle variouscourse-related projects within the classroom. In contrast, collaborative learning, which is morewidespread in higher education, entails a faculty member acting as a mentor or facilitator tostudent groups that do most of their work outside of the classroom (Matthews, Cooper,Davidson, and Hawkes). Collaborative learning promotes discussion, peer teaching, and criticalthinking (Russo).The primary difference between active learning and older models of learning is that the teacher isno longer the sole source of knowledge in the classroom. Much of the recent fascination withcollaborative learning has, in fact, grown out of our changing view of what knowledge is--ourassumptions

Collection

2001 Annual Conference

Authors

Teresa Larkin-Hein

postingcomments and questions to the listserv. The listserv will be moderated in that all postings willfirst be sent to me. I will then determine their appropriateness and forward them on to thelistserv. You are encouraged to actively participate in any listserv discussions that may takeplace. I expect that all postings will be professional in nature and adhere to proper “e-mailetiquette.” You may use the listserv to pose questions to your peers regarding material beingdiscussed in class, homework questions, lab questions, etc. You may also use the listserv to posea topic for discussion related to our in-class discussions. Feel free to discuss other items ofrelated interest such as “physicsy” items in the news, etc. In addition, I will occasionally use

Collection

2001 Annual Conference

Authors

Lisa Ritter; Barbara Lazarus; Susan Ambrose

is, learning how to deal constructively with criticism and how tosupport one’s ideas in argument.The fundamental purpose of a doctoral program is to help the student become a professional whogenerates ideas within an extremely specialized field. Undergraduates spend most of their timereading and writing about established theories and research. By contrast, doctoral studychallenges the student’s ability to learn in a completely different way. It focuses study in onediscipline, and requires that one conduct original research and formulate her own theories.Challenge: As she progresses in graduate work, most of the student’s learning will come througha series of formal and informal exchanges in which others—both faculty and peers—willchallenge

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Alfred A. Scalza

we study and write about learning is based on how to receive the knowledge butmore should be considered on how to insure retention and understanding of the knowledge.Thirdly, some form of experience is necessary to learn. That is why we in engineering doproblems after imparting theory; to gain experience. Experience is the stimulus that makes thelearning ingrained. Practice enhances retention and understanding.Perhaps here I should digress and say something about the types of learners in our classrooms.Suffice to say that for the most part we have “active learners” and “passive learners”. Thisdifference is the student’s mindset. Sadly, more and more students have come from high schoolwith the mindset of a passive learner. High school

Conference Session

Electrical and Computer Engineering Division (ECE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glenn J Bradford, University of Melbourne; Gavin Buskes, The University of Melbourne; Paul N Beuchat, The University of Melbourne

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

report on the initial design of a new subject within ourcoursework master’s program that teaches the techniques of hardware acceleration [5][6] to aninterdisciplinary cohort of engineering (electrical and mechatronics) and computing (softwareengineering and information technology) students. Much of the conceptual material sits squarelywithin the discipline of computer engineering, but recent trends in computer architecture [5][6]and limited exposure to the topic within both our engineering and computing curricula creates anopportunity to develop interdisciplinary competencies. Ideally, through formal teaching andlearning activities and associated peer interactions, students will be able to apply methods andapproaches from their peers’ discipline

Collection

2010 Northeast Section Meeting

Authors

Alfred A. Scalza

we study and write about learning is based on how to receive the knowledge butmore should be considered on how to insure retention and understanding of the knowledge.Thirdly, some form of experience is necessary to learn. That is why we in engineering doproblems after imparting theory; to gain experience. Experience is the stimulus that makes thelearning ingrained. Practice enhances retention and understanding.Perhaps here I should digress and say something about the types of learners in our classrooms.Suffice to say that for the most part we have “active learners” and “passive learners”. Thisdifference is the student’s mindset. Sadly, more and more students have come from high schoolwith the mindset of a passive learner. High school

Conference Session

Learning Styles

Collection

2002 Annual Conference

Authors

Daniel Knight; Jacquelyn Sullivan; Lawrence Carlson

Learning Laboratory (ITLL) and Program at theUniversity of Colorado at Boulder, hands-on curricula are an integral part of lower divisionengineering projects courses and K-12 engineering outreach programs. 2 3 An extensiveevaluation plan has been developed to investigate the efficacy of these curricula. One componentof this evaluation plan is the assessment of student skill development. This type of assessment isaccomplished by several methods, including instructor assessment, peer assessment, and self-assessment. The present study focused on student self-assessment of skills in the ITLL First-Year Engineering Projects course.Student skill self-assessment is a useful component of the projects course evaluation plan.Instructors from a wide range of

Conference Session

Understanding Students: Cognition

Collection

2002 Annual Conference

Authors

Edward Greitzer; Diane H. Soderholm; David Darmofal; Doris Brodeur

cognitive structures and theconnections students make among series of concepts.38Concept questions, also called concept tests, and coined as “ConcepTests” by Mazur, areused extensively in active learning and peer coaching environments, particularly inmathematics and science. According to Mazur, good concept questions focus on a singleconcept; are not solvable by relying solely on equations; reveal common difficulties withthe concepts; and have several plausible answers based on typical studentmisunderstandings. 39 In engineering, Danielson & Mehta are developing banks of conceptquestions in the field of statics. They have tested the instructional effectiveness of the useof concept questions at two different institutions.40Concept Maps and

Conference Session

Faculty Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joshua A. Enszer, University of Notre Dame; Jessica A Kuczenski, Century College; Kerry Meyers, University of Notre Dame; Jay B. Brockman, University of Notre Dame

Tagged Divisions

Computers in Education

ABET6.Our undergraduate program strives to produce engineers who are a step ahead of their peers andhave begun to look beyond entry-level jobs. Our primary goals are to improve the educationalprocess outside the classroom and to encourage students to take a more active role in their ownpersonal and curricular development. In order to connect student activities and abilities to theobjectives of our overall program, we established a set of “six tools” that we feel are essential forgraduates to become successful engineers. Further, we would like to implement a project thatencourages our students to make connections among their curricular options and between theirstudents and extracurricular pursuits. Another goal is to add to the department’s

Conference Session

Post BS Entrepreneurship Education Needs

Collection

2010 Annual Conference & Exposition

Authors

Jerome Schaufeld, Worcester Polytechnic Institute; Gretar Tryggvason, Worcester Polytechnic Institute; McRae Banks, Worcester Polytechnic Institute

Tagged Divisions

Entrepreneurship & Engineering Innovation

proposition, its commercial feasibility, the various risk factors, and the resourcesrequired. The class was divided into five separate groups, but all groups worked on the sameoverall problem. Additionally, excerpts from the writings of thought leaders on innovation, suchas Carlson, Christensen, and Porter, were included. To give us more time for extendeddiscussions, the class met twice a week, for two lecture hours each time. The syllabus for the fallof 2009 is shown in figure 1.Our institution operates on a somewhat unusual academic calendar where each semester is splitinto two seven-week terms. Terms A and B are taught in the fall (September to December) andterms C and D are taught in the spring (January to April). During each academic term

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Don R. Gilman PE, PMP, Texas A&M University IT Project Management Office; Reza Toossi, California State University, Long Beach; Sukesh K. Aghara, University of Massachusetts, Lowell; Timothy Allen Robinson, Penn State University; Dennie L. Smith, Texas A&M University; Mehmet C. Ayar, The Scientific and Technological Council of Turkey (TUBITAK)

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

conservation methods.At Stanford University, around 100-170 students enroll per year in two courses on energy and itssustainability taught consecutive quarters. In the first course, an engineering problem-solvingapproach has been implemented to analyze the existing energy landscape and guide designs forfuture energy supply. Students complete a group project, write a report, present their finalprojects, and answer questions from their peers in the first course. In the second course, studentsexamine alternative energy processes, such as, renewables and nuclear energy, with the potentialfor low carbon intensity and environmental impact.At CSULB, 100 to 300 students enroll in the energy and environment course in every semester.Roughly 20% of students are

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leyla F Conrad, Georgia Institute of Technology; Gary S. May, Georgia Institute of Technology; JillL L Auerbach, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

, students attend weekly seminars on emerging research in engineeringfields, enrichment and academic development activities, and social events. Students concludethe program with research presentations to their peers and faculty and graduate student mentors.During the past twenty years, 502 students participated in the program. These students wereselected from a pool of 2,554 applicants. A comprehensive assessment program for SURE hasbeen developed and implemented. The assessment process is driven by the overall programobjective to provide participants a meaningful research experience and to increase the likelihoodthat participants will attend graduate school in engineering. This model identifies three cohortsfrom which data is collected. Each data

Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tony Lee Kerzmann, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Suraya Rahim, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

student approaches a project with a visionary, high- level perspective or a detail-oriented mindset. 2. Leadership Role: Determines whether a student prefers to take on a leadership role or follow others. 3. Leadership Preference: Identifies whether a student favors a single designated leader or a shared leadership structure. 4. Commitment Level: Assesses the amount of time a student is willing to dedicate to the project. 5. Hands-On Skills: Measures a student’s prior experience with hands-on tasks and practical applications.To evaluate team dynamics, we utilized the CATME peer teamwork dimension surveys, whichare based on a comprehensive research-driven methodology [10]. These surveys require trainingfor

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, The University of Arizona; Gimantha N Perera, The University of Arizona; Ann Shivers-McNair, University of Arizona; Francesca Lopez; Hannah Budinoff, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

potential bias that may impact their teaming and interactions with peers in anengineering design setting, educators can share evidence from psychological sciences about whatstereotype threat is, how stereotype threat may affect students in science and engineeringcontexts, and how to lessen the impact of stereotype threat on students’ performance. Evidencesuggests that discussions of stereotype threat before a key assessment (e.g., exam or designreview) can improve student performance on that assessment [9], [10]. Such critical primingprior to or during team-based design projects allows students to raise their awareness andpotentially implement some behavioral changes towards others (e.g., not defining others by theirgender or race or associated

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Kiremire; Gerry Caskey; Michael Swanbom, Louisiana Tech University; Matthew Johnson, Louisiana Tech University

college build capacity, both short-term and long-term, to pursue morecompetitive federal funding in support of its mission to educate and train its local community?Our paper presents a solution to build a rural community college’s capacity for writing andmanaging a federal grant funded by the NSF ATE program. By partnering with a local butexternal project manager, the community college and its Principal Investigator (PI) were able tosuccessfully secure grant funds and carry out the project to its completion in the midst of manybarriers and setbacks throughout the project. In addition, the project manager was able to “bridgethe gap” between the community college and main university partner as they learned togetherhow each institution works and the

Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Chenette, Rose-Hulman Institute of Technology; Gregory T. Neumann, Rose-Hulman Institute of Technology; Daniel Anastasio, Rose-Hulman Institute of Technology

Tagged Divisions

Chemical Engineering Division (ChED)

followed by questionsfrom their peers and professors, along with an individual report submission. We saw in the datathat this aspect was most anticipated among all students, and many students in the traditionalcourse experienced a fulfilment of those expectations. One student wrote: “After lab, I feel much for comfortable presenting on a technical topic. I previously had little comfort with this because I had trouble explaining things in a way that people with limited background knowledge might understand.”Even among students whose initial response didn’t center on written or oral communication,many students in the traditional course chose to write about it at the end of the course. Forexample: Pre: “I expect to be able to design

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Tara Hornor, The Citadel; Robert J. Rabb P.E., The Citadel; Kevin C. Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

on the four pillars of learning: Academics, Military, Fitness, andCharacter. The honor code is located under the Character pillar that has the following definition: Principled leadership training teaches cadets the value of integrity and moral character in everyday life. The Krause Center for Leadership and Ethics oversees the four-year leader development model which integrates leadership training into the cadet curriculum and gives cadets a competitive advantage that their peers from traditional colleges don’t have.3 Figure 1. Principled Leader Development at The Citadel3The Citadel has a weekly time scheduled that is part of the Leadership Training Program wheresome military and most

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, University of California, Irvine; Qin Zhu, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

International

) (Dalian, China). Qin has broad teaching and research interests in the ethical, historical-cultural, and policy perspectives of engineering practice and ed- ucation. His research has drawn on theories, methods, and practices from a wide range of fields including philosophy of technology, engineering ethics, engineering education, and Confucian ethics. His work has appeared in peer-reviewed journals such as Science and Engineering Ethics, Engineering Studies, History of Education, and Technology in Society. c American Society for Engineering Education, 2018 Global Engineering Competency: Assessment Tools and Training StrategiesIntroductionAs many

Conference Session

Engineering Libraries Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff McAdams, University of North Carolina, Charlotte; Rebecca Croxton, University of North Carolina, Charlotte

Tagged Divisions

Engineering Libraries

seeks to assess the impact of the current information literacy instruction programoffered by the engineering librarian on freshmen engineering students’ abilities to criticallyevaluate and select credible and meaningful resources in their research and writing. Trends inlibrary literature suggest that students often skip library resources in favor of more familiarsearch strategies used in their daily lives. However, there is significant, positive correlationalevidence which suggests that using the library is closely associated with students’ academicperformance and university retention. In order to determine if the local library intervention hasan effect, this study includes multiple data sources that are used to examine students

Conference Session

Mechanical Engineering Technical Session: Assessment and Accreditation: Making the Grade!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vallorie Peridier, Temple University

Tagged Divisions

Mechanical Engineering

technical-writing coursecoordinator is recruited for the SO-3 (“communication”) committee, and the curricular-labfaculty are recruited for the SO-6 (“experimentation”) committee. Beyond this, faculty mayvolunteer for a specific SO committee based on personal interest or pedagogical expertise.Finally, for the “technical” student outcomes (SO-1, “engineering problem solving”; SO-2,“engineering design”; and SO-6, “experimentation”) the Assessment Coordinator recruits boththermal-systems and mechanical-systems faculty for each of the corresponding student-outcomecommittees. This is because the accreditation criteria specific to mechanical engineeringidentifies thermal and mechanical systems as the twin core topic areas for BS ME students.The Assessment