Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Borjana Mikic, Smith College; Al Rudnitsky, Smith College; Annick Jade Dewald; Anjali Karina Desai, Smith College

Tagged Divisions

Computers in Education

temperature differential? Students are encouragedto generate and post their ideas and theories about the topic and build directly on the ideas ofothers. This discourse is supported through a computer- based asynchronous collaborativelearning environment such as Knowledge Forum (KF)10. The workspace preserves an on-goingrecord of the discourse so that participants can return to earlier ideas for reflection, synthesis, andrefinement. In the process, students develop a questioning attitude, learn to identify personal andcollective gaps in knowledge and understanding, become self-directed learners who are capableof bringing in new sources of authoritative information, viewing such information from multipleperspectives in support of theory-development

Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Hill, University of Hartford; Ying Yu, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

10.1was the last to include a graphical test bench generator tool. In the Fall 2013 semester weupgraded to ISE version 13.2 and discuss later how despite the introduction of test benches, our Page 26.1252.4students prefer the improved stability of the software.In this paper we consider the usefulness of our tutorial as a reference as well as pedagogy topicsrelated to test benches. In reviewing the literature, Colburn1, Hawkins3, and Kolb7 each outlinephases of the learning cycle model and suggest that experiential learning involves reflection toallow for accommodation of new knowledge. We feel that perhaps the lecture and homework canbe used as

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

Executive Director of FUSP - The Foundation for Supporting the USPDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Lisa Benson, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

., university, major, QPA), travel abroad/international experiences (e.g., level of interest in international issues, foreign languageproficiency), and characteristics of the international experiences (e.g., programmatic elements ofexperiences such as duration, amount of reflection, and comfort zone). The background surveyitems also provided independent predictor variables to help explain the results of the outcomeinstruments (EGPI and GPI). Samples (from each of the four partner institutions) of seniorengineering students, each of whom had engaged in an at least one international experience wereinvited to complete the set of instruments (EGPI, GPI, and background survey). In addition tosampling seniors with international experiences, each campus also

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aurelio Lopez-Malo, Universidad de las Americas Puebla; Silvia Husted, Unicersidad Autónoma de Ciudad Juárez; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Biological & Agricultural

of the semester was applied. The test isa self-assessment that consists of 16 questions that are grouped into 5 categories of analysis thatare related to the five steps that are part of the effective creative process proposed byCsikszentmihalyi3: 1) Finding problems (preparation), 2) Gathering and reflecting oninformation (incubation), 3) Problem exploration (insight), 4) Generating and evaluating ideas(evaluation), and 5) Implementation (elaboration). Furthermore, a group of experts in the fieldwere invited to evaluate final projects and developed food products by means of the CreativeThinking VALUE Rubric, which is made up of a set of attributes that are common to creativethinking across disciplines4. Instructor-, peer-, and self

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

learners construct newunderstanding by building on what they already know [8]. We see approaches that connect toculture as a critical extension of such teaching; culturally relevant pedagogy connects tostudents’ cultural experiences and understanding [9-13]. In such approaches, students’ “funds ofknowledge” are leveraged, using the resources students bring from their experiences in home andother culturally-specific out-of-school settings [14]. Such approaches reflect a range of student-centered teaching, including using students’ strengths to introduce new instruction, supportingcollaborative learning spaces, adapting curriculum, engaging in social justice and communityengaged learning, etc. [15]. These approaches align to engineering education

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Qin Zhu, Purdue University, West Lafayette; Haishao Pang, Beijing Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

and American educators.Section two examines some institutional, curricular, and instructional strategies for educatingwell-rounded engineers in both countries. In this section, we briefly introduce the programs ofgeneral education in two Chinese engineering universities and compare them with threeAmerican engineering programs. Section three reflects upon the challenges faced by educators inChina and the U.S. in their attempt to bring together engineering and the liberal arts. Thesechallenges, in our analysis, reflect a more common instrumental attitude that works against theexpansion of professionals’ non-technical learning. To counteract this narrow and instrumentalview, we suggest a broader approach, one that fully appreciates the critical

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

triggered a decrease in confidence inSTEM learning among entering college students. This can be illustrated by the fact thatenrollment in U.S. institutions of higher education has grown steadily at all levels rising from14.5 million students in 1994 to 20.7 million in 2009, but such a growth is not fully reflected inscience and engineering. Institutions of higher education in the United States granted engineeringdegrees in the mid-2000s at a lower rate than in the mid-1980s. The number of Americanstudents earning bachelor’s degrees increased by 16% over the past 10 years, however, thenumber of bachelor’s degrees earned in engineering decreased by 15%. Nationally, less than50% of the students who enrolled in engineering curriculum complete the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Shawn S. Jordan, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Adam R Carberry, Arizona State University; Jeremi S London, Arizona State University, Polytechnic Campus

Tagged Topics

NSF Grantees Poster Session

included asegment focused on characterizing the TPS ecosystem using elements of the BMC. We used thenine boxes to structure a set of reflective group activities to begin to understand our customersegments, what they value, and what they might need for success14.!Coordinating a NEXUS: Realizing an additive innovation and risk taking mindset!The focus of “NEXUS” is to develop and implement ways to engage faculty (and indirectly,students) in realizing a mindset of additive innovation to promote sharing, scaling, sustainability,and propagation of a risk-taking and innovative culture within our engineering program. Theterm NEXUS signifies the coordination/intersection of several goals of the project: advancing theadditive innovation mindset, impacting

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

” Mechanical EngineeringResearch quality was considered throughout the data collection and analysis process, based onthe Qualifying Qualitative Research Quality (Q3) framework by Walther, Sochacka, and Kellam[17]. The belongingness responses from each student were coded using in vivo codes [18]. Invivo codes brought richness to the analysis and reflected the exact words used by the students[17]. Multiple coding and theming passes, as well as a constant comparative method, were usedacross interviews to tightly link the themes to the data [19]. Authors had ongoing conversationsabout emergent results and addressed borderline cases. Memos were kept throughout theanalytical process to document and make apparent the researchers’ perspectives.The qualitative

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

paradoxes ofleadership, or how leaders frequently experience competing demands. In the case of women leaders, thismay include inconsistent expectations around gender and leadership roles, such as the competence andlikeability tradeoff. Participants reflected on personal leadership successes and challenges and groupdiscussion centered on the wide range of leadership roles faculty may choose to pursue. Participantsidentified personal core values and developed an individualized leadership vision linked to these values.Other topics covered during the off-site residency included networking skills, best practices inunderstanding and motivating others, and managing difficult conversations.In between the off-campus and on-campus sessions, participants

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

skills for our first-year engineering students. Although this skill can betaught and assessed, the results of past surveys show that engineering students are inadequatelyequipped to meet this need.This need is addressed by teaching and assessing the three pillars of engineering communication:written, oral and graphical through a series of lectures, activities and group assignments. Forinstance, a series of biweekly group assignments, designed to assess and improve the three pillarsof engineering communication are woven into the project-based curriculum, culminating with afinal project exhibition and written reflection. These assignments, not only assess thepresentation, graphical communication and writing skills of the teams but also their

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea M. Ragonese, Pennsylvania State University, University Park; Elizabeth Marie Starkey, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

classrooms. Therefore, this study aimed to investigate the deploymentof product dissection modules in graduate-level engineering classrooms—both in an online (non-co-located) setting and in a residential classroom setup. This concept was introduced to graduatestudents in an engineering leadership and innovation management program course that focused onproduct innovation in a corporate setting.This study aimed to understand the usefulness of virtual product dissection in online classroomsthrough the implementation of an online virtual product dissection module where studentscompleted individual reflections and written discussions. The results from this case study yieldrecommendations for the use of product dissection in non-co-located classrooms for

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Jenny Wang, Georgia Institute of Technology; J. Auston Ferrarer, Georgia Institute of Technology; Gabrielle E. Lonsberry, Georgia Institute of Technology; Kentez Lanier Craig, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

provided focused and specific instruction in the safe operation of the prototyping and manufacturing tools • In-class discussions between teams to practice lecture material through role-playing as “designer” and “user”2.3 Course Assignments The course included a number of both team and individual assignments to aid students’learning, provide hands-on experience with the material covered, promote self reflection andevaluation, formulate constructive criticism of others’ work, and foster a rich and interactivelearning environment. This section describes the main course assignments in detail.2.3.1 Masterpiece Assignment To help introduce students to makerspace equipment and demonstrate the practice ofemploying different

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Javiera Espinoza von Bischhoffshausen, University of Michigan; Lisa R. Lattuca, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

participants felt were important in solving a complex problem, aswell as their understanding of what it means to have a systems perspective, both personally andhow they perceived it to be defined in their field, company, and/or educational context. Focusingon participants’ lived experiences likely facilitated deep reflection, rich detail, and greateraccuracy, in contrast to general questions about systems thinking which may only yield vague orsuperficial responses that may not reflect participants’ experiences in practice [18], [19].Data Analysis. Two trained coders initially coded interviews based on a codebook developedinductively by the study team. This coding scheme was primarily descriptive, flaggingparticipants’ responses to different study

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Jiangqiong Liu; Kathleen H. Sienko, University of Michigan

Tagged Divisions

Design in Engineering Education

to facilitate data analysis. We also collected additional data generatedduring the team’s pre-assessment and assessment activities. Additional pre-assessment phasedata included C-SED training module deliverables such as prior knowledge reviews, contentquizzes, application tasks, and reflections. Additional assessment phase data included a list ofinitial needs statements, recordings of nightly meetings, individual reflection journals, andindividual field notes. These additional data were used to help verify that participant interviewresponses accurately reflected participant conceptions about developing needs statements.Table 2. Examples of protocol questions pertaining to needs statement development

Conference Session

ECCD Technical Session 4: Energy and Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University, West Lafayette; Jennifer Brinker, Northeast Wisconsin Technical College; Kenneth Walz, Madison Area Technical College

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

research questions examined are as follows: ● How is the energy landscape in Germany different from the United States? ● How has the CREATE project influenced educational practices for the participants? ● How can these findings more broadly shape energy education teaching practices for instructors across the United States?2. MethodsThe complete methodology for the international professional development program is describedin detail by Slowinski et al. [5, 6], and is outlined only briefly here. A collaborativeautoethnographic approach was used by participants to explore the guiding research questions.Autoethnography employs self-reflection to explore the contextual and lived experiences ofindividuals, which allows for a greater and deeper

Conference Session

Tools and Support for Software Education

Collection

2006 Annual Conference & Exposition

Authors

J. Scott Hawker, Rochester Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

engineeringundergraduate degree program and from industry standards and best practices. Students andinstructors will continuously add to that pre-populated content as they learn and create, together.The eNotebook content will be organized in multiple ways, reflecting the software engineeringcourse curriculum, the industry consensus captured in software engineering standards (such asISO and IEEE standards), the IEEE/ACM Computing Curricula models,2,3 and the SoftwareEngineering Body of Knowledge (SWEBOK).4 In addition, students and instructors can add to,modify, and extend these pre-built knowledge organizations to provide additional structure andcontent that reflects the complexity and richness of their knowledge and interactions. Theorganization will not be a

Conference Session

Project and Model-Based Mathematics

Collection

2007 Annual Conference & Exposition

Authors

John Schmeelk, Virginia Commonwealth University; Jean Hodges, Virginia Commonwealth University Qatar

Tagged Divisions

Mathematics

mathematical text6 that expand upon rotations, reflections, andtranslations. In addition, the course begins with mathematical formulas that speak to this issue ofgeometric shapes, followed by an intense development of the Fibonacci sequence and several ofits properties illustrating the utility of the sequence in the “real world.” In this study, studentswere shown some past student projects submitted as partial fulfillment in the previous MATH131 courses to introduce each new topic visually and were required to complete a much morecomprehensive project component (hence the term Project-Directed Mathematics). The studentswere very much impressed by the past projects and wanted to compete with each other to findnew projects that illustrate mathematical

Conference Session

Biological and Agricultural Engineering Education Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abby M Kelly, University of Nebraska, Lincoln; David Jones, University of Nebraska, Lincoln; Roger Michael Hoy, University of Nebraska; Evan Curtis, University of Nebraska, Lincoln; Angela Kaye Pannier, University of Nebraska, Lincoln; Richard R. Stowell P.E., University of Nebraska, Lincoln

Tagged Divisions

Biological & Agricultural

Page 23.697.7Students complete six assignments prior to the RDC competition to help move them through thedesign process. The assignments guide them to develop a problem statement, user needs,technical specifications, alternative solutions, testing procedures and data, and a final solution.Additionally, as part of their final solution selection assignment, students were required to getdesign approval from their faculty consultant. Finally, students complete an end of project surveyto encourage both individual and group reflection on the overall design process (Appendix I).Unlike at Bucknell University however, students were asked additional questions in the surveyabout the RDC itself to help faculty in the continuous improvement process and to

Conference Session

Distance Education and Engineering Workforce Professional Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tim Boyd, Northrop Grumman Corporation; Eric Paul Pearson, Northrop Grumman, Electronic Systems; Noah Miller, Northrop Grumman, Electronic Systems

Tagged Divisions

Continuing Professional Development

planners and participants because they were allowedto create an environment conducive to experiential learning through the development offundamental leadership skills. This environment reflected their own experiences and providedan incredible learning environment for all those involved.The specific skills that were evaluated during this weekend simulation included but were notlimited to: 1. Effective communication 2. Time constrained organization 3. Mentorship 4. Presentation skillsThe effective communication module incorporated various types of communication methods andillustrated how and when each should be used. Real world examples, such as officecommunication, email functionality and the written word, were simulated.Time

Conference Session

Construction Engineering Advances II

Collection

2003 Annual Conference

Authors

Paula Baty; Erdogan Sener

, insulation and reflective properties, but also, comparisons based onlife-cycle cost and pay-back analysis.IntroductionIn 1830, the world population was 1 billion; today, a staggering 6 billion people inhabit the globe.The “population bomb” has and will continue to affect global, national and local conditions in termsof economy, environmental resources, waste, and living standards. The United States, alone, is hometo 284 million people, the majority of which reside in metropolitan areas. The homes, jobs andvehicles of 228 million urban dwellers concentrated in relatively small areas have significantlyimpacted national mineral, oil, and groundwater reserves. With the expectation of a billion newbirths in the next ten years, the ability to maintain

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto; Geoffrey Samuel Frost, University of Toronto

Tagged Divisions

Design in Engineering Education

Battle Studio 02 Studio 03 (Lambs to the Slaughter) Your entire team arrived promptly with at least one sacrificial device (that met the requirements given in class and in the lecture notes) and with a plan of attack to ensure efficiency and effectiveness. You had reflected on the previous studio and on the lectures, and had used those reflections to prepare for this studio

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

ofinformation. Each discipline has specialized methods and techniques that are applied to specifichardware components that carry out well-characterized subfunctions. Functional analysis orfunctional thinking is then recognized as one of the characteristics of the engineering habit ofmind or modes of engineering thinking. This technique is well-suited to explaining engineeringto a non-engineering audience. The method reflects the type of thinking used by engineers. Aprerequisite background knowledge or use of extensive mathematics is not required. The systemsperspective is inherent in the technique, underlying scientific principles used in specificcomponents can be incorporated, and there is an evident connection to the engineering designprocess. The

Conference Session

Learning by Doing

Collection

2010 Annual Conference & Exposition

Authors

Nicholas Melin, United States Military Academy; Richard Hallon, United States Military Academy; Joseph Hanus, United States Military Academy

Tagged Divisions

Civil Engineering

, ill-structured, and open-ended to foster flexible thinking; and being realistic and resonate to students’ experiences tosupport their intrinsic motivation17. These characteristics in turn can increase opportunities forgroup discussion over potential solutions, offers instances for instructor feedback to helpstudents evaluate or even steer learning when needed, and allows self-reflection of the learningthat is taking place17.Ill-defined problems have such a positive view as learning tools for engineering that the NSF-funded Center for the Study of Problem Solving created a case library of engineeringexperiences, based on the premise that engineers generally solve problems in the workplace byremembering similar problems’ histories and applying

Conference Session

Innovation in ECET Programs

Collection

2010 Annual Conference & Exposition

Authors

Luciano Boglione, University of Massachusetts, Lowell

Tagged Divisions

Engineering Technology

· Wave equation in the frequency domain · Propagation constant k 3. The boundary conditions · Incident and reflected waves · Changing reference system (x = l − d) · Reflection coefficient Γ 4. The scattering matrix S · Scattering matrix S of a transmission line · Obtaining Sij (general case) · The Smith chart 5. Practical transmission lines · Ideal vs. real transmission line · Microstrip line · Introduction to

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Linda Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

skills, knowledge, and confidence to do so. Inthe past, staff development efforts have typically focused on isolated instructional behaviors suchas cooperative learning, teaching to learning styles, or classroom management skills.Professional development programs, needed to effect changes in several dimensions of teacherattitude, belief, and practice, will have to be long lasting and designed to include integration withclassroom practice. Teachers who have depended heavily on textbooks need on-going supportand continuing training to effect the desired behavioral changes. Heightened expectations arenot likely to be met by the mere distribution of an attitude survey at the end of workshops.Teachers need the opportunity for structured reflection

Conference Session

Undergraduate Research & New Directions

Collection

2005 Annual Conference

Authors

Michael Ciletti; Gregory Plett

engineering profession requires that its practitioners function in all typesof circumstances, so the goal of the educational process should then be to provide a balance be-tween all of these modalities to reach, reinforce, and challenge all students. Concrete Experience (Sensing/ Feeling) Quadrant 4: What if? Quadrant 1: Why? Reflective Observation (Watching) Active Experimentation (Doing) Open-ended problems/ laboratories

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Karen Benzinger, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Derek Northwood, University of Windsor; Michelle Watters, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

? Professor Karen Roloff, DePaulUniversity Professor of Communication and Director of DePaul’s communication internshipprogram, considers “… the real value is going into an experience with learning outcomes in mind– connecting through reflection and intentionality the world of work and the world oflearning”16. Walsh15 further argues that since learning which arises through experience has notusually been formally assessed, it is therefore necessary to design appropriate assessment for it togain academic recognition. Boud and Tennant17 claim that, in order to effectively support thefull academic recognition of experience-based learning in the workplace, academic colleaguesneed to move “from seeing themselves as persons who induct students into a

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Alexandra Coso, University of Virginia; Reid Bailey, University of Virginia

Tagged Divisions

Multidisciplinary Engineering

). Instead of focusing on just how tointegrate the knowledge and methods of each discipline, the students reflected on the importanceof determining how tasks would be delegated. The Division of Labor Tier 1 category was derivedfrom these reflections, and the three Tier 2 categories describe the differences of opinion amongthe students. Some students preferred to “have subgroups working within their specialty and thencollaborating and communicating with other subgroups of different specialties”, while otherswould “generalize tasks more so that everyone in the group would be able to work with each[sic] other”. Table 5: Coding Scheme for Integration Across Disciplines