Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana Champaign

Tagged Divisions

Design in Engineering Education

the lack of experiential opportunity mayhave impacted the latter group’s motivation to interact with the product or collaborate with oneanother, thus limiting their collective understanding of the product. All groups experienced more P3 (attempting to solve) than any other collaborativeprocess, reflecting the same trend revealed in historical data of engineering students solving non-scaffolded ill-structured design tasks [10]. Indeed, the group with the highest P3 also had themost physical interaction with the product, suggesting that the other three problem-solvingprocesses were not as inherent to hands-on learning. As ongoing research has since found thatmore balanced participation among the four processes can improve students

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Basile Panoutsopoulos, Community College of Rhode Island

. presentation of the material before the experiment. Mathematical description ofsignals or functions.Figure 07. Measurement of the resistance of a resistor using a multimeter.The Face-to-Face Laboratory:The face-to-face experiments part of the laboratory course, consists of fully contactedexperiments by the students at the College’s laboratory under the direction and supervision of theinstructor.The students work individually and in teams. This approach fully reflects the industrial approachwhere engineers work either on a specialized part of a project, alone or on a part of a big projectalong with other engineers. The approach prepares them for industrial employment. Thelaboratory consists of one experiment in a three-hour time once a week. The

Collection

2021 ASEE Midwest Section Conference

Authors

Ann Gansemer-Topf; Shan Jiang; Nigel Reuel; Gul Okudan-Kremer; Qing Li; Rebecca Mort; Dong Chen

semester, students presented a project charter on their thesis projects thatdemonstrated their knowledge learned about related PTM skills, approaches to utilizing theseskills in their thesis research, and their learning experiences at the GAPS course. Throughout thesemester they also engaged in reflective writing assignments focused on their application ofskills to their work. A copy of the course syllabus is included in Appendix 1.Purpose of the Paper/Research QuestionsAlthough COVID-19 altered our original intention of in-person course and networkingopportunities, we chose to develop an online course as a way to pilot test some of the materialand assignments. Given the novelty of our approach and project, it was critical to develop anassessment

Collection

2021 First-Year Engineering Experience

Authors

Brian Dick P.Eng., Vancouver Island University

in this environment, students were notexpected to meet face-to-face; all interactions between students and their instructors would takeplace virtually. This paper specifically focuses on the cornerstone project, one of the keydeliverables of the second-term engineering design course (ENGR 121). It describes how thisproject was adapted to allow for individual students within teams to be isolated during theirwork, and provides reflection on the impact of these changes on the student learning experienceand development of specific graduate attributes required by the Canadian EngineeringAccreditation Board (CEAB) [5]. Further investigation to better qualify the impact will takeplace over the next year.Project ApproachProject DescriptionAt the

Collection

2007 North Midwest Section Meeting

Authors

Tamer Ceylan

hope that it could assist other engineering programs seeking accreditation or re-accreditation. INTRODUCTION All seven engineering programs at the University of Wisconsin-Platteville went through the ABET accreditation process recently. This paper summarizes observations and reflections of an engineering educator about this experience. The author has been familiar with the process as a result of six engineering accreditation visits in his academic career since 1982. The engineering accreditation process has eight criteria (Criteria for Accrediting Engineering Programs, 2006). It would be a mistake to think that a program deemed good or even strong in the collective and subjective opinion of the program faculty should therefore be accreditable

Collection

2007 North Midwest Section Meeting

Authors

Kurtis G. Paterson

. Proceedings of the 2007 ASEE North Midwest Sectional Conference4. AssessmentA two-pronged assessment strategy was used in the program: daily self-reflective metrics,and weekly narrative statements. Both instruments were used one week prior to and twomonths after the conclusion of the in-country portion of the program. The daily metricsinclude the following questions: 1. All things considered, how do you feel overall? 2. How do you feel physically? 3. How do you feel emotionally? 4. Regarding your understanding and contributions on the project, how do you feel technically?These questions were self-scored on a scale of 1 (horrible) to 10 (fantastic). There weretwo primary purposes of the daily assessment: to engage the

Collection

2007 North Midwest Section Meeting

Authors

Michael A. Rother

to their choices. However, I give them a limited amount of time to make theircontacts after November, since they have already been given ample opportunity. Their otheroption is to do an academic project with at least one reactor and two separation steps. In the lastthree years, no group has chosen an academic project, although the Verso/NRRI project in 2006-7 (see Table 1) amounted to an academic project when the group and company made the mutualdecision to stop the originally suggested work on bleach-water treatment. The issue of why it is difficult to get new industrial sponsors remains – and whether abetter solicitation method exists. As discussed above, the difficulty seems to reflect an attitudeon the part of industry that the

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Jonathan F. Hubler, Villanova University

learning and faculty-student interaction during class sessions by converting the course to an inverted format; (2)Incorporate more real-world examples and case-histories relevant to foundation engineering aspart of the active learning classroom sessions to increase engineering judgement and problem-solving skills; and (3) Develop students’ communication skills (written, oral, and graphical)through team-based problem-solving sessions in the classroom. It was proposed that assessmentwould be made on enhancement of student learning through evaluation of exam grades acrossmultiple years (2018, 2019, 2020) and through CATS (specifically reflection from students onthe inverted classroom experience). It was evident from the instructor’s point of view

Conference Session

Mid Atlantic Papers

Collection

2017 Mid-Atlantic Section Fall Conference

Authors

Dugwon Seo, Queensborough Community College; Danny Mangra, Queensboro Community College

Tagged Topics

Mid-Atlantic Section Fall Conference

drawing using NI Multisim programPhotocell Sensors and Resistance SensitivityThe designed motorized device is a photon triggered self-correcting vehicle that uses two photocellsensors to determine the input using light sources (LED strip lights). These photocell sensors areresistors and their resistance is dependent upon the light detection. With the light detection, itsresistance becomes low and without the light detection (dark), the resistance increases. In order tofind the appropriate amount of the voltage level over the resistance to run the motor, resistancetesting was necessary (Figure 3). Since the light reflects and scatters, there are a few variables thataffect to the resistance sensitivity including distance between light source and

Collection

2017 FYEE Conference

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)

between PCE and FYE. We will facilitate the discussionscategories of description shown in Figure 1. using the Think-Pair-Share [13] active learning technique, where we will encourage participants to reflect on a particular topic, share with a neighbor or in small groups at tables, and end with the opportunity to share small group discussions with the entire group. The first half of the

Conference Session

WIP: Engineering Education Research - Focus on Problem Solving

Collection

2017 FYEE Conference

Authors

Krista M Kecskemety, Ohio State University; Lauren Corrigan, Ohio State University; Paul Alan Clingan, The Ohio State University

Tagged Topics

FYEE Conference - Works in Progress Submission

feel more confident in the amount of time I was spending 4.01 0.66 on my robot project.2 Completing the timesheets impacted how much time I spent on the robot project. 3.95 0.683 The timesheets were useful to analyzing the work put into the robot project. 4.17 0.704 The timesheets were beneficial to how we worked together as a robot team. 3.75 0.685 The timesheets and MATLAB analysis provided me with an opportunity to reflect 4.00 0.72 on the work I’ve completed this semester.6 The expectations for the timesheets were

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Lisa D. McNair, Virginia Tech; Adam Stark Masters, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.S Masters, Virginia Polytechnic Institute and State University S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. Masters received a B.S. in Mechanical Engineering from University of Delaware and is currently pursuing a Ph.D. in Engineering Education at Virginia Tech. Masters’ research interests include equity and social justice in engineering with particular attention to the experiences of women & LGBTQ

Conference Session

Work-in-Progress Posters: Computers in Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tara N. Kimmey; Thad B. Welch, Boise State University; Cameron H. G. Wright P.E., University of Wyoming

Tagged Divisions

Computers in Education

heat; e. simple electromagnets and magnetism; and f. historical contributions in understanding electricity.SOL 5.2 states: The student will investigate and understand how sound is created andtransmitted, and how it is used. Key concepts include: a. compression waves; b. vibration, compression, wavelength, frequency, amplitude; c. the ability of different media (solids, liquids, and gases) to transmit sound; and d. uses and applications of sound waves.5.3 states: The student will investigate and understand basic characteristics of visible light andhow it behaves. Key concepts include: a. transverse waves; b. the visible spectrum; c. opaque, transparent, and translucent; d. reflection of light from reflective

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Diana Karen Chen, Arizona State University; Jorge Luis Roldan

Tagged Divisions

Educational Research and Methods

global, interdisciplinary, and entrepreneurship subject areas. Students are expected todocument and reflect on their work in their portfolios as they complete the experiences. Uponcompletion of GCSP, students must submit their completed portfolio before they graduate.Although several universities have active programs with GCSP graduates, there is no publishedwork focused on understanding the impact that the GCSP experience has on student developmentas engineers. Dancz et al. published a first attempt at developing a rubric to assess the outcomesfor the five GCSP components, but it was not applied to GCSP; its use was limited to theassessment of student outcomes in a specific sustainability course[3]. Our work aims tounderstand how participation

Conference Session

Technical Session 2c

Collection

2017 Pacific Southwest Section Meeting

Authors

Majid Poshtan, Cal Poly; Ahmad Nafisi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Pacific Southwest Section

efficiently, and working as teams in a competitive in-class environment. Theevaluation method is a function of accuracy and speed. The grades from the test reflect theparticipants’ knowledge on the content, their ability in team working and their skills for fastinvestigation. The results are discussed for three separate electrical engineering courses. Theproposed method added some enjoyment to the class and reduced the stress of the quiz. Becauseof its completive nature, it discourages possible cheating.Class work assessmentAssessment is one of the three major tasks of all educators [1]. The other two are “Motivation”and “Education”. The classical assessment is based on grading the knowledge, indifferent of thespeed. Considering the time given for a

Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; Richard J.H. Gash, United States Military Academy; William Clarence Pyant III, Department of Civil and Mechanical Engineering, United States Military Acadamy

Tagged Divisions

Civil Engineering

left ACT,SEN, VIS, and SEQ represent active, sensing, visual, and sequential learning styles, respectively.On its right REF, INT, VRB, and GLO represent reflective, intuitive, verbal, and global learningstyles. Based on their submission, each student was assigned single number representing eachrow of the figure. Numbers on the left side of the figure were assigned negative values. As anexample, the student submitting Figure 1 was assigned the set of values [5, -1, -9 -1] indicatingthat he or she was demonstrated a moderate preference for reflective learning, slight preferencefor sensing and sequential learning and a strong preference for visual learning. Such analysis wasconducted for each individual student who participated in a group that

Conference Session

Wireless Technology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hugh Jack P. Eng. P.E., Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

● Room (e.g. BL 266A) ● Instructor (e.g. “Jack H”)In the application, these columns are renamed to standard titles and new columns are added. Theprogram has been written in a modular format to allow easy substitution of titles. The outputspreadsheet is shown in Figure 2. In addition to renaming the columns, a few basic calculationshave been made. This includes changing the time from AM/PM to military formats. The timedurations have been calculated. This requires some correction for academic practices such as 50minutes = 1 hour and a 3-hour laboratory might be 2 hours and 45 minutes. It is worth notingthat the durations of ECET 452 and EE 311 are not an even or half and the times for thesecourses will need to be adjusted. The weight reflects

Conference Session

Work-In-Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Elizabeth R. Morehouse, Rose-Hulman Institute of Technology

Tagged Divisions

Chemical Engineering

post-activity reflection takes approximately 40-50 minutes to complete.Initial Implementation and Next StepsThis activity was completed with a class of 67 chemical engineering seniors in the Fall 2018academic term. During the activity, students seemed engaged with their groups, and each groupcompleted the tasks set before them successfully. The pre-class survey was completed by 66students, while the post-class survey was completed by all 67 students. The averaged results ofstudent self-evaluation of confidence in each area on an eight-point Likert scale (where 1 is leastconfident and 8 is most confident). In the initial run of the activity, data was collectedpredominantly to assess if students were appropriately engaging with and reflecting on

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

selected to gain a broadrepresentation of the engineering disciplines (bioengineering, computer science, chemicalengineering, civil engineering, electrical engineering, industrial engineering, and mechanicalengineering) and age (millennials with a mean age of 22.1 years). The social groups used toidentify the students reflected diversity in self-identified gender (15 female, 15 male, and 2transgender) and race/ethnicity (9 Asian, 9 White, 4 Black/African American, 7 Hispanic/Latino,and 3 multiracial students). As mentioned above, students were asked open ended questions onattributes of leaders and the findings presented in this paper focus specifically on 10 questionsrelated to prototypical attributes of leaders. Samples of these questions

Conference Session

Biomedical Division Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer H. Choi, University of California, Davis

Tagged Divisions

Biomedical Engineering

-pre) in Likert scores across all participants for each theme.Error bars represent +/- standard deviation.Implications and ConclusionsStudents’ perceived level of understanding and confidence in the needs finding process increasedfrom the start to end of the summer internship. This may suggest that actively undergoing theneeds-finding process helps to solidify understanding and increase confidence in this early stageof the engineering design process, as similarly reported by other programs6. Informalconversations with participants indicated that participation in the BMEA was the first time theywere exposed to entrepreneurial/business concepts, which may be reflected in the reportedincrease in understanding and confidence in these areas at the

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Bonnie S. Boardman, University of Texas, Arlington; Martin Kendall Wallace, University of Texas at Arlington; Morgan Chivers, UTA FabLab

Tagged Topics

FYEE Conference - Paper Submission

choice,and research existing systems and/or technologies. They were asked to advance one of thosesystems or technologies in a small way, consider the feasibility of their concept, and explain howit would add value to the world.The most popular among students was the FabLab project. It required students to not onlydesign, but also build an object. Students had to learn about the equipment available to them,decide which equipment they wanted to use for their project, design a UTA branded item, learnhow to use the equipment required for their project, and then actually create the item. Studentsturned in a blog of the design and build process. They were also required to include a section intheir blog reflecting on lessons learned. The full

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Rosie Sullivan, Drexel University (Eng. & Eng. Tech.); Dionne Gordon-Starks, College of Engineering, Drexel University

Tagged Topics

FYEE Conference - Paper Submission

attend an event on campusand write about their experience at the event. The reflection paper included the requirement toelucidate how attending the event may help the student to build their network at the University.In addition to this assignment, course instructors were focused on building in additional groupactivities and in-class assignments that encouraged students to share ideas with peers, thusbuilding their in-class peer network. A final group project was replaced with a final reflectionpaper.undeclared studentsThe greatest adjustment to the delivery of this course was the increased focus on supportingUndeclared Engineering students. During AY 1718 Undeclared Engineering students wereintegrated into sections that were major-specific. The

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

content in this setting. We approached ourcollaboration by employing an apprenticeship model to inform student training and experience.This model draws on experiential approaches to teaching and learning. Kolb [4] defined learningas “the process whereby knowledge is created through the transformation of experience” andadvanced four key phases in this cycle of learning: concrete experience, reflective observation,abstract conceptualization, and active experimentation [5]. Cognitive apprenticeship models aimto “enculturate [learners] into authentic practices through activity and social interaction” [9].Brandt, Farmer and Buckmaster [7] offer an apprenticeship model that includes modeling,approximating, fading, self-directed learning, and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

 engineering devices were considered throughout the unit, and students were required to reflect on these questions as they presented their sensory substitution device to the school community.  The concepts of circuitry were introduced through hands­on experiences using Snap Circuits   Ⓡand breadboards, as well as online animations and videos.  Students learned about connecting and programming the Arduino microcontroller through a series of scaffolded activities which included some offline learning and modifying of existing code.  Students then discussed the different aspects of the engineering design process and used a design notebook to document their ideas, questions, and modifications while building a model of their sensory substitution device

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Gary Lichtenstein, Arizona State University, Polytechnic campus; Lisa Olcese Olcese; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Cheryl Carrico P.E., Virginia Tech; Helen L. Chen, Stanford University; Holly M. Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

Tagged Topics

NSF Grantees Poster Session

current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M. Matusovich, Virginia Tech c American Society for Engineering Education, 2018 Paper ID #22016 Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel

Tagged Divisions

Civil Engineering

Fall 2015 65.6 93.1 6.76 Spring 2016 87.6 100 13.0 Fall 2016 85.2 100 47.0ConclusionThere are experimental results noting the fact that many engineering students are visual (versusverbal), sensory (versus intuitive) and active (versus reflective) learners (Figure 8).6,7 Felder’sresearch notes the importance of ensuring all students study at least some time in a preferredlearning style. Using physical models and demonstrations are crucial to improve learning andunderstanding of concepts when students are visual, active, and sensory learners. Of course,many students have loaded structures before (intuitive), the content on

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Robert A Linsenmeier, Northwestern University; Timothy Reissman, University of Dayton; Mary Beth Finch, Northwestern University

Tagged Topics

NSF Grantees Poster Session

the learning objectives of the courses have been accomplished, theirconfidence in taking on new challenges in these domains, and the degree to which they feel thatthe HPL centers entered into the course. This last topic was addressed by a series of elements notdirectly asking about HPL, but framed to reveal this. For example, to understand whether thecourse was assessment-centered we asked their level of agreement with the statements, “Ireceived adequate feedback on my work,” and “I was able to obtain enough practice onimportant topics.”Another part of the quantitative study was gauging to what extent the teaching reflects HPL. Weexpected simply by using the laboratory kits and employing active learning, these courses will beassessment and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University

Tagged Topics

NSF Grantees Poster Session

designerly epis- temic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University. c American Society for Engineering Education, 2018 Student Learning Trajectories from Making and Engineering ActivitiesIntroductionThe research objective of this NSF-funded EAGER: MAKER: Student Learning Trajectoriesfrom Making Activities Learning Trajectories project is to explore and understand how open-ended, hands-on Making work and activities can reflect student learning trajectories and learninggains in

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Laura Kasson Fiss, Michigan Technological University

Tagged Topics

FYEE Conference Sessions

Kasson Fiss is a Research Assistant Professor in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation. 2018 FYEE Conference: Glassboro, New Jersey Jul 25 Work-in-Progress -- Comparing First YearEngineering Students’ Math and Verbal ACT scores and Performance in Introductory Engineering and Composition Courses

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Rosie Sullivan, Drexel University; Alison Stoute, Drexel University

Tagged Topics

FYEE Conference Sessions

classroom).The results of the Policy change are presented herein. As was anticipated, the students (57%responding) reported an overall positive experience, and the Advisors reported fewer requiredtransactional meetings with the students because their general questions were answered in theclassroom. As a result, those transactional meetings between students and Advisors shiftedtowards more conversations in alignment with the Advising Center’s developmental philosophywhich is focused on behaviors and long-term planning.Ten to fifteen deliverables were required of the students during the quarter to assure that theywere retaining the information presented. Additionally, students were asked to perform anexercise in reflection at the end of the quarter