Conference Session

Cyber Technology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen Przyborski, University of New Haven; Frank Breitinger, University of New Haven; Lauren Beck, University of New Haven; Ronald S. Harichandran, University of New Haven

Tagged Divisions

Computing and Information Technology

faculty or vice versa. We decided that it was mostimportant to have motivated and engaging faculty members for the course; on the other hand, webelieved that every faculty member can relate their area of expertise to the Cyber World. Hence,after forming our instructor-team, we sat down to find overlaps between their areas of expertiseand cyber issues. This resulted in a lecture series of 8 topics developed and delivered by facultyfrom four colleges: the College of Arts and Sciences, the College of Business, the TagliatelaCollege of Engineering, and the Henry C. Lee College of Criminal Justice and ForensicScience.Each of the topics is summarized below and reflects the instructor’s expertise under the umbrellaof Cyber World (topics are in order):1

Conference Session

Computers in Education Division Technical Session 2: Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D. Cenk Erdil, Sacred Heart University; Darcy Ronan, Sacred Heart University

Tagged Divisions

Computers in Education

, each section spends two weeks in a particular laboratory,and moves on to the next one. All sections then have a one-week common group meeting for reflection andgeneral exposure to school-wide programs (advising, major declarations, student programs, etc.). In the secondrotation, each section spends one week in a particular laboratory. The semester ends with another commongroup meeting for overall feedback, and interdisciplinary activity involving all programs.The rotation-based course includes a number of targeted modules in each section to address the above goalscollectively. Each module is described below.Computer Science and Information Technology: Mainly based on Code.org’s Computer Science Principles(CSP), and the background story on

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

corresponding formula: 𝑒𝜋 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑅𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛 = (2) 1+𝑒 𝜋This formula is then used to calculate the probability of retention and used to make inferencesabout students in engineering at out University across the entire range of possibilities. Theprobability relationship generated by these models reflects the idea that having a higher GPA atthe end of the first year is associated with having a higher probability of being retained. Itrepresents the affiliation between retention and GPA and is not a direct correlation. The resultsalso reveal that this relationship is enhanced for

Conference Session

Construction Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luciana Debs, Purdue University Programs; Bryan John Hubbard P.E., Purdue University, West Lafayette

Tagged Divisions

Construction Engineering

thoughts about the newteaching dynamics and all of them only cover the experience of teaching one course. The present exploratory paper proposes to add to the previous team-teaching literature inconstruction higher education by providing reflections and lessons learned from two faculty fromthe School of Construction Management Technology at Purdue University, who have teamtaught together two courses and two modules in another two courses focusing on design andconstruction integration topics during Fall of 2019. Previous studies focused on team teaching ofone module or one course, so the authors will provide a unique point of view by sharingexperiences of teaching team across multiple courses during one semester. The paper uses a

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

change their beliefs and instructional practices?This paper explores this question and offers practical suggestions for promoting peer learningamong faculty.Theoretical frameworkMuch research has supported the theory that people learn through active participation incommunities of practice [6]. Communities of practice are “groups of people informally boundtogether by shared expertise and passion for a joint enterprise” [7]. In these communities,participants learn new skills socially in a process guided by peers and mentors and situatedwithin the context where the skills are used. The community discusses and reflects together, asbeginners grow into full participants. Faculty, within the same department or across departmentsand institutions

Conference Session

Busting a Career Move? When and Why or Why Not?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adrienne R. Minerick, Michigan Technological University; Jenna P. Carpenter, Campbell University; Cindy Waters, Naval Surface Warfare Center; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

colleagues. The role and importance ofthese complex factors are apparent in panelists responses. Individual responses to each of theseeded questions are provided followed by a summative and reflective discussion edited by allpanelists. 1. Did you encounter a period in your career where you experienced reduced satisfaction with your work situation? What were the strategies you employed to move beyond this period and self-author the next phase of your career?Panelist 1: Yes, I reached a point as a research active faculty who had just achieved fullprofessor where I realized that years of hard work would sometimes net a low number ofcitations of the published work. We motivated the research with ideas of how this knowledgecould impact and

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Patrick Ferro P.E., Gonzaga University

Tagged Divisions

Biomedical Engineering

were then asked to reflect on the how well the information was communicated andwhere gaps occurred in their understanding of how to replicate the original experiment. Studentsfrom both groups were assessed based their clarity and ability to reproduce results.Background:This study takes an interdisciplinary and cross institutional approach to achieving learningoutcomes and reinforcing the importance of professional communication in survey styleundergraduate Introduction to Biomaterials courses. The Biomaterials courses each cover a rangeof selected topics including an extended review of polymeric biomaterials starting withfundamental concepts surrounding polymer material properties such as viscoelasticity; a detailedanalysis of metallic alloys

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Daisie Boettner, United States Military Academy

Tagged Divisions

Educational Research and Methods

, faculty can encounter difficulty ensuring individualgrades reflect the quantity and value of individual work and not just the collective grade of thegroup. This paper outlines the various steps the mechanical engineering faculty took to provide amore standardized, objective, fair grading process in the capstone course. These steps includeuse of a non-numeric rubric for grading briefings, graded peer reviews, a more objective rubricfor grading written documents, and the use of course directors to standardize the grading process.Introduction The mechanical engineering curriculum at the United States Military Academy (USMA)includes a capstone design project as a culminating experience that draws on fundamentalengineering concepts students have

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Oenardi Lawanto, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Design in Engineering Education

metacognitive skills by students who engage in anopen-ended team-based design project.This study explores how a group of engineering students exercised their self-management ofcognition, through the way these students planned, evaluated, and regulated their cognitiveactivities, during the design process to build an engineering artifact. Using Paris and Winograd’slens of self-management of cognition, two research questions were constructed to guide thisinstrumental case study. They were: 1. How did individual members of the team execute their meta-cognitive ability as reflected in the way they plan, regulate, and evaluate any task they encounter throughout the project time? 2. How did the way they plan, regulate

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Donald Elger, University of Idaho; Scott Metlen, University of Idaho; Robert Carson, University of Idaho; Tristan Utschig, Lewis-Clark State College; Dan Cordon, University of Idaho; Marie Racine, University of District Columbia; Steven Beyerlein, University of Idaho

learner. ToRogers, experiential learning is equivalent to personal change and growth. Rogers believed thatall human beings have a natural propensity to learn; the role of the teacher is to facilitate suchlearning. Page 11.12.5Both Rogers and Knowles posit that learning is growth or development of self. This type oflearning theory, called humanism is concerned with learner’s self-direction, inner motivation,self-reflection, personal growth, creativity, and autonomy. Other proponents of humanism in-clude Abraham Maslow, John Dewey, and Steven Covey. In addition to humanism, the work-shop also made extensive use of teams and community learning

Conference Session

Design Based Energy Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Energy Conversion and Conservation

whichhave a designated laboratory time. Anecdotal evidence of the activities indicates that students wereengaged and enjoyed the active learning activities. Student reflections show that students not onlyachieved individual learning outcomes—such as analyze thermal system components, design andoptimize thermal systems, etc.—but they synthesized them into their project and performed anevaluation, demonstrating they achieved the highest domain in terms of cognitive learning.Background and IntroductionThermal system design courses tend to be senior level mechanical engineering courses—either re-quired or as a technical elective—designed to incorporate several aspects of thermodynamics, heattransfer, and fluid dynamics into a single course having an

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University; Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Qin Hu, Central Michigan University; Shaopeng Cheng, Central Michigan University ; Steve Kettler, Alma High School; Daniel Chen, Central Michigan University

Tagged Topics

NSF Grantees Poster Session

that participants would work on developing. Several guest speakers andprofessional coaches helped us during the professional and curriculum development activities.We are currently working on developing follow-up plans during the academic year where pre-service teachers will implement classroom activities under in-service teachers’ supervision andthese activities will be used during high school visits to the campus.In this paper, we will give the details about the RET Site’s management and discuss ourexperiences from lessons learned during the first year. Weekly survey results will be analyzedand interpreted. Reflections from participants, faculty, and undergraduate students will bepresented. External evaluation scheme will be introduced and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

students, interviewsare central to providing the context-specific information needed for robust survey development.Therefore, we are using a quasi-longitudinal approach and we are interviewing Appalachian highschools students for a current perspective, Appalachian college students for a recent reflection,and working engineering professionals in Appalachia for a longer-term reflection. This paperfocuses on the development and pilot testing of semi-structured interview protocols for eachparticipant type.Preliminary findings from pilot testing support the protocol’s ability to provide meaningfulinformation across multiple frameworks. Initial findings from a priori coding of the frameworkconstructs suggest that influences specific to Appalachian

Conference Session

Teaching Styles and Peer Review

Collection

2003 Annual Conference

Authors

Malgorzata Zywno

majority ofengineering students in the 2000-2002 study were Active, Sensing, Visual, and Sequentiallearners, according to the Felder Learning Styles Model3, 4. The model focuses on aspects oflearning styles significant in engineering education. Its associated psychometric instrument, theIndex of Learning Styles5, assesses four modalities: Processing (Active/Reflective), Perception(Sensing/Intuitive), Input (Visual/Verbal), and Understanding (Sequential/Global). The modelprovides insight into how teaching strategies can be modified to broaden their appeal to a largercross-section of the student population. To increase the support for learners with differentindividual preferences, Felder advocates a multi-style approach to science and

Conference Session

Outreach and Freshman Programs

Collection

2003 Annual Conference

Authors

Margaret Pinnell; Gabrielle Williamson; Corinne Daprano

soft skills. There are many forms of experiential learning including co-operative education andinternships, lab experiences, project based coursework, field trips and service-learning. Theconcept of service learning has been interpreted in many different ways ranging from a singlecollege course where the students are required to spend one afternoon doing community service(i.e., picking up trash in the neighborhood, giving blood, etc.) to multi-year, service projects thatare fully integrated into the curriculum and include opportunities for reflection and interactionwith the organization and/or people being served. The former extreme provides limitededucational benefits, but is very easy to implement. The latter extreme has

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Traci Nathans-Kelly, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Kevin Anderson, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison

Tagged Divisions

Engineering Ethics

study’s purpose was to teaseout the values and ethical positioning that engineers apply moment to moment during their work.Engineering, like all professional work, reflects an intricate interplay of social forces, economicforces, legal constraints, technological demands, and organizational cultures1. Any discussionabout ethics on the job is complex, unwieldy, and may resist even the best attempts atcategorization or standardization.As part of our mixed-method, multi-year study of practicing engineers, we collected evidenceregarding how ethics were enacted, enforced, or observed on the job. We asked engineers aboutthe importance of engineering ethics, if ethical issues were encountered on the job, and wherethey learned about engineering ethics

Conference Session

Engaging Students in Learning

Collection

2010 Annual Conference & Exposition

Authors

HuiRu Shih, Jackson State University; Wei Zheng, Jackson State University; Tzusheng Pei, Jackson State University; Gordon Skelton, Jackson State University; Evelyn Leggette, Jackson State University

Tagged Divisions

Engineering Technology

of knowledge in school andbeyond. Thus, teaching students self-regulatory skills in addition to subject-matter knowledge isone of the major goals of education. However, SRL is not well known and utilized by theEngineering and Technology education community for facilitating student learning.Self-regulated learners are purposive and goal-oriented, incorporating and applying a variety ofstrategies to optimize their academic performances. However, the application of self-regulationto learning is a complicated process involving not only the awareness and application of learningstrategies but also extensive reflection and self awareness. This paper describes the developmentof the instructional strategy and its implementation plan, which integrates

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Logistics research projects, and begin communicating with mentors Orientation and Project Participants attend orientation workshop and prepare 1 W Definition research plans with their mentors Research and Library Literature review and library resource workshop with the 2** W Workshop Engineering Librarian Waste management and landfill design/construction 3 Continued Research S seminar with individual reflection

Conference Session

Research Experience in Stormwater Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vinod K. Lohani, Virginia Tech

Tagged Divisions

Civil Engineering

. Page 24.571.5 4Weekly Reflection PapersAll REU fellows submitted weekly reflection papers using VT’s course management software(Scholar) and reflected on their weekly research, social and cultural experiences. These paperswere due by 10:00 p.m. on Thursday every week. The author reviewed these papers beforemeeting with the REU fellows at Friday seminars and answered questions.YouTube VideosREU fellows were divided into teams at the orientation session and were assigned to createYouTube videos (2-3 min) to document their research/social/cultural experiences. A YouTubecompetition was held at the concluding ceremony on the last day of the program. As of summer2013, we have 7 YouTube videos of our

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Bassem Ramadan; Karim Nasr

-time and as encountered. Theoreticalinformation is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but mademore exciting as students discover the need for the laws and principles. The paper documentssteps and challenges in implementation and presents formative and summative assessment datafor examining the effectiveness of the PBL approach.Introduction Problem-Based Learning (PBL) is teaching/learning approach which promotes criticalthinking utilizing real-life problems as the starting point. The practicality and relevance of theproblems serve as the motivation for solving them utilizing students as authentic investigators

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

andMechanics. Research expenditures in 2003 exceeded $15,000,000, reflecting the department’score strengths in materials, mechanics and nanotechnologies. The faculty is highlymultidisciplinary with degrees in mathematics, physics, chemistry, engineering science, andaerospace, civil, electrical, materials, and mechanical engineering. Consequently, faculty andstudent collaborations are widespread both within the College of Engineering and across the Page 10.766.1University (including the Colleges of Science, Earth and Mineral Science, Agriculture, andMedicine, the Materials Research Institute and the Huck Life Sciences Institute) – activities that

Conference Session

Multidisciplinary Design

Collection

2005 Annual Conference

Authors

Meredith Aronson; Reid Bailey

, identifying, understanding, andworking within the local forces of an institution is not without merit. A well-designed systemmust reflect the culture of the “user” or home institution. If it does not, the system cannot besuccessful over the long term.In this paper, we situate our design program relative to other US senior engineering designprograms, and then describe our experiences of working within departmental, institutional, andbroader dynamics to change the senior design programs at the University of Arizona fromdisciplinary to multidisciplinary and from separate to integrated. We then present somepreliminary data measuring progress towards integration and the effect of integration on thequality of the student educational experience and

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Gary Gabriele

Page 9.1013.2 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”formulate and analyze problems of varying complexity and to work individually or in teams toproduce innovative design solutions that reflect this genius for integration.The Basics of PDIThe PDI program was begun with the incoming class of the Fall 98. The institutional andadministrative infrastructure for the PDI program is a dual-degree program jointly offered by theSchool of Engineering and the School of Humanities and Social Sciences. Students satisfy therequirements for the Bachelor of Science in mechanical engineering and science

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Surya Mallapragada; Maureen Griffin; Mary Huba; Jacqueline Shanks; Kevin Saunders; Charles Glatz

PBL are available in the literature. Forexample, Allen et al. [5] point out the need to acquaint the students with the learning resourcesavailable to them ahead of time and explicitly identify attributes for successful teamwork. Woodset al. [6] recommend that students be consciously involved in developing desired process skills.Students need to be made aware of the benefits of the course beyond factual knowledge. Theyneed to be informed about how their learning will occur so that they can develop themetacognitive ability to assess their own progress. Self-assessment results from reflecting onquestions such as, What am I going to do? How do I do it? Did it work? (See additionalrecommendations at the web site http://chemeng.mcmaster.ca, as well

Conference Session

Physics in the K-12 Classroom

Collection

2002 Annual Conference

Authors

Vivian Vasquez; Andrea I. Prejean; Sarah Irvine; Teresa Larkin

the pre-institute. Thus, the teachers and studentswere given a considerable amount of time to work together within their teams to plan anddevelop their lessons. Each morning, the institute began with a group discussion of the previous day's "reflectionquestions." Each day participants were given several questions to ponder after the conclusion ofthe day's events and activities. Participants were asked to go home and keep track of theirreflections in a journal. The reflection questions were typically associated with informationpresented during that day's sessions. The intent of the reflection questions was to give teacherstime to digest information they had received during the day, and to reflect on how thatinformation might have relevance

Conference Session

Computed Simulation and Animation

Collection

2002 Annual Conference

Authors

Vivek Venkatesh; Nawwaf Kharma

Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”simulators. However, their approach is rather limited because: a) it requires that the user be quiteproficient in spreadsheet use, and b) it “.. does not allow [users] to study timing problems.”[3]. The above examples are simulations, while MagicBlocks is a gaming environment: thefunctionality that is derived from one or any construction of blocks reflects actual performanceof underlying hardware circuitry. Further, according to the first-hand experience of Singh [4],students who use simulations place too much confidence in the precision of the results, “notrealizing that they are only

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

done using student reflections recorded after completing MEAs. Students insections of the courses that used MEAs rated their knowledge and understanding of theseprofessional skills significantly higher than students in sections that did not use the MEAs. As aresult we suggest that engineering faculty seriously consider using MEAs as a tool to improveboth student learning and the attainment of a number of ABET outcomes in addition to providinga process for assessing that attainment. By combining pre- and post-concept inventories with theMEA implementation, faculty can better document learning gains, and thus have acomprehensive tool for ABET assessment. This should prove especially helpful in those areaswhere previous assessments may have shown

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

following objective common to all sectionsof ENGR 1620, Introduction to Engineering, be achieved? Objective #1: Introduce students to the real world of engineering and design Outcome #1: Understand and apply the structured approach used by engineers to solve open-ended design problems11Assessment and evaluation of student abilities to internalize and eventually “own” theengineering design process is done with a mixed methods approach. Improvement in definingproblems and designing solutions is tracked through performance on appropriate sections ofdocumentation deliverables and exam questions; qualitative evaluation of reflections on thechallenge and process in student engineering notebooks is used to validate

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

Appropriate Technology, Biotechnology, History of Modern Science, Religion &Science in Modern America, Scientific Revolution, Plants & People, Eco-UrbanFootprints and Exploring Electrical Technology (EET). Such variety is afforded by thefreedom instructors have to plan courses reflecting their own interests and expertise,while satisfying a common set of STW objectives. Over the years this author hasdeveloped and taught EET, a typical distribution of student disciplines has emerged asshown in Table 1. The classroom presence of students with certain major disciplines has Page 25.1255.3naturally led to developing particular illustrations, emphases and

Collection

2001 Annual Conference

Authors

Ron Pigott; Bill Karr

such as expectedoutcomes, implementation strategy, assessment methods, and performance criteria. As a resultof that initial effort, six department goals were identified and adopted by the department faculty(Figure 1). The goals were then addressed by goal-based objectives to reflect the intentions of thedepartment and to coordinate the department’s goals with the then existing criteria of the TAC ofABET. The objectives were divided into two groups with problem solving, communications,technical knowledge, computer skills, business knowledge, professional attributes, and timemanagement objectives related to the development of students within the department as one set,and research and publications objectives related to the department’s