Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erik R. Wright P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy

Tagged Divisions

Civil Engineering

Processing Active Reflective Understanding Sequential GlobalIt is the consideration of learning styles and the assessment associated with that considerationthat is the focus of this paper and presented in what follows. Page 24.787.5Learning Styles Survey Results and ApplicationThe learning styles survey was administered to the 51 students enrolled in CE390 in the fall of2012 prior to the first lesson of the semester. Students completed the survey using an onlineweb-based tool developed and made available by Dr. Richard Felder and Barbara Soloman at NCState University (http

Conference Session

Leadership, Entrepreneurship and Ethics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett F.ASEE, F.ABET P.E., University of St. Thomas; Niaz Latif, Purdue University Calumet (College of Technology); Aco Sikoski, Ivy Tech Community College; Steven Wendel, Sinclair Community College; Mohammad A. Zahraee, Purdue University Calumet (College of Technology)

Tagged Divisions

Manufacturing

programs with afocus on engineering technology programs. Since it is anticipated that high school leaderattendees will be familiar with Project Lead The Way® (PLTW) curriculum, The PLTWengineering design and development process is used as the methodology for outliningdevelopment of the faculty leadership development programs aimed at better preparing effectiveleaders and aligning curriculum with the Four Pillars. The steps of this process include: 1. Define and Justify Problem 2. Generate Multiple Solutions 3. Select and Develop Solution Page 24.845.7 4. Construct and Test Prototype 5. Reflect and Evaluate 6

Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Scott Jiusto; David DiBiasio

to learn, creativity, futureorientation, and the ability to use basic study skills and problem-solving skills.” SDL isexemplified by attitudes like “curious/motivated, methodical/disciplined, logical/analytical,reflective/self-aware, flexible, interdependent/interpersonally competent, persistent/responsible,venturesome/creative, confident, independent/self-sufficient”; and skills like “highly developedinformation seeking and retrieval skills, have knowledge about and skill at the learning process,develop and use criteria for evaluating (critical thinking).”5Besterfield-Sacre and colleagues6 nicely explicated the ABET ability (recognition of the needfor, and an ability to engage in life-long learning) within a framework of Bloom’s

Conference Session

Integrating Materials and Manufacturing

Collection

2005 Annual Conference

Authors

Chrysanthe Demetry

Page 10.1077.2 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education Table 1: Examples of Learning Preferences Associated with Dimensions of MBTI Type* A person’s interest flows mainly to, or energy is derived from…the outer world of actions, objects, and persons the inner world of concepts and ideas• Talking, discussion • Reading, verbal reasoning• Action, psychomotor activity • Time for reflection and internal processing• Working with a group • Working individually Extraversion: E

Conference Session

Writing and Communication I

Collection

2004 Annual Conference

Authors

Roberta Harvey

to how students receive and processinformation: sensory vs. intuitive, visual vs. verbal, active vs. reflective, and sequential vs.global.1This approach was, from the beginning, extremely influential within engineering education.Numerous other methods and instruments have arisen, and research into the impact of learningstyles on student learning and the implications for teaching has burgeoned. (For an excellentoverview and comprehensive links to resources, see the University of Michigan College ofEngineering webpage on learning.2 See also Felder’s review of four commonly cited learningstyles theories.3 An overview of several approaches and an annotated list of online instrumentscan be found on the University of Guelph Learning Styles page.4

Conference Session

Entrepreneurism in BME

Collection

2004 Annual Conference

Authors

David Smith; John Troy; Penny Hirsch

American Society for Engineering Educationfunded alliance of educators, engineers, and industry partners developing curricula andtechnologies for tomorrow’s bioengineers. VaNTH is a cooperative effort among VanderbiltUniversity, Northwestern University, the University of Texas, and the Harvard University/MITdivision of Health Sciences and Technology (i.e., VaNTH.). Faculty teams of biomedicalengineers, learning scientists, and learning technologists work together and with industryrepresentatives to create challenge-based learning modules, or segments of courses, that can beplugged into new or existing BE or BME curricula. All modules reflect the theory and researchon effective teaching and learning compiled in How People Learn (HPL) (Bransford

Conference Session

Learning Enhancements for CHE Courses

Collection

2003 Annual Conference

Authors

Polly Piergiovanni; S. Scott Moor

Cycles)The concept of using experience in education is not a new one. John Dewey discusses the needsand nature for experiential learning in his still timely work Experience and Education.13 Manylearning cycles have been suggested. These learning cycles vary from two to five or six steps butessentially all include active and reflective components.Figure 1 depicts the four-step Kolb cycle of experiential learning, one of the most widelyconsidered in engineering education.14 This cycle consist of Concrete Experience, ReflectiveObservation, Abstract Conceptualization and Active Experimentation. While the cycle can beginat any step, it is generally begun with the concrete experience step.1 All four steps are requiredfor complete learning to occur

Conference Session

Trends in Biological & Agricultural Engineering

Collection

2003 Annual Conference

Authors

Saba Choudhary; Naz Azadi; Mike Ratino; Lauri Kreeb; Jason Congdon; Paul Schreuders

was used to manipulate the ant. Page 8.1158.4(See Appendix 1 for the program used to meet Challenge 1). It consisted of a series of timed “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ” 2003, American Society for Engineering Education”commands to activate the two driving motors in specific directions and powers, to activate thelight reflectance sensor, and to play music. The music was created using the piano player andwas activated by adding a subroutine to the loop. The program began with a short 4-second bit ofmusic, and then entered

Conference Session

Tricks of the Trade Outside of Class

Collection

2003 Annual Conference

Authors

William Jordan; Bill Elmore

examinedas part of this study.Understanding yourself and your universityOne basic step is for each of us to really understand who we are, and what we really want out oflife. Many engineers find this type of reflection difficult for it requires more philosophicalthinking than they are used to doing in their everyday engineering practice. However thisreflection is an absolutely crucial first step. For example both of the authors have their families,community service and church activities as priorities in their lives. We want to make sure thatwe do not achieve professional success at the expense of these. The first author is a facultyadvisor to one student group. He is also interested in photography and has been involved inpolitics at a significant

Collection

2001 Annual Conference

Authors

Thomas Harmon; Glenn Burks; Eva Baker; Gregory Chung

everyday event. 2 Proposition appropriate. Reflects scientific tracer test MEASURES understanding, but has limited explanatory power. ground water flow 3 Proposition is abstract and explanatory. Reflects most tracer test MEASURES highly principled, scientific understanding. dispersionIn addition, a subset of students’ posttest knowledge map, which we defined as “newpropositions,” was derived from the posttest knowledge map. To operationalize this map, weremoved all propositions from the posttest map that also existed in the pretest. This newproposition map was then scored using the expert criterion (content) method and the propositionquality rating method

Conference Session

Teaching Tools for Humanities and Ethics

Collection

2002 Annual Conference

Authors

Rosalyn Berne

human life. Therefore, their consideration is warranted in anengineering ethics curriculum. An extraordinary teaching experience withundergraduate students at the University of Virginia School of Engineering and AppliedScience (SEAS), suggests that intergenerational dialogue is one pedagogy that canenliven and enhance the undergraduate engineer’s ability to engage moral deliberationabout technology and the future. This paper recounts one such intergenerationalexperience, highlighting excerpts from dialogues which occurred, and from studentessays which reflect upon them, as documentation of the exceptional effectiveness of thisprofound teaching technique.Engineering Ethics and The Technological FutureNanotechnology, cryonics, cloning

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Denny C. Davis, Washington State University

Tagged Divisions

Mechanical Engineering

order to measure the enhanced learning resulting from the experimentalhomework approaches, samples of previous year’s exams are given to the students and theperformance of the study group is compared to that of the previous year’s classes. Furthermore,student reflections on those approaches compared to the traditional common homework style arecollected and analyzed by an independent evaluator to document the impacts of homeworkinnovations.IntroductionHomework is defined as instructor-initiated work to be completed by students outside theclassroom1, 2. It is well-known that homework has become a time-honored widespread learningtool used by instructors, at all educational levels, to improved student learning and achievement.Although homework was

Conference Session

Electrical and Computer Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James Graham, University of Louisville; Karla Conn Welch, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Shamus McNamara, University of Louisville

Tagged Divisions

Electrical and Computer

andoperationalizing critical thinking by defining eight elements of thought which capture howcritical thinking examines, analyzes, and reflects on intellectual work. These eight elements leadto eight categories of questions present, to some degree, in all critical thinking: (1) what is thepurpose? (2) what is the point of view? (3) what are the assumptions? (4) what are theimplications? (5) what information is needed? (6) what inferences are being made? (7) what isthe most fundamental concept?, and (8) what is the question that is being answered? Theintellectual standards describe the criteria used to evaluate the quality of the critical thinking. Forexample: the thinking has a clear purpose or makes relevant assumptions. The intellectual traitsare the

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa Guerra, NASA; David T. Allen, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Cheryl Farmer, UTeachEngineering

Tagged Divisions

Design in Engineering Education

specificfeedback on the Figure 1 engineering design process, the UTeachEngineering teamdecided to rethink the communication of this critical engineering practice.Figure 1 — Original Engineering Design Process Used for In-Service Teacher Page 25.118.4Professional Development.MethodologyRather than edit the existing engineering design process graphic or start with a cleansheet, the UTeachEngineering team initiated a benchmarking exercise. A selection ofeleven unique cross-disciplinary representations was selected to reflect the engineeringdesign process in professional, post-secondary and K-12 settings. Each representationconsisted of the specific steps in the process

Conference Session

Evaluation of Teaching Methods for Mechanics Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Virginia Tech; Robert Scott Pierce, Sweet Briar College; Christopher B. Williams, Virginia Tech

Tagged Divisions

Mechanics

concepts. Taken as a whole, theconcept map should represent the extent and the organization of knowledge that a personpossesses. Figure 1 A concept map about concept mapping [1] Page 25.1365.32.2 How Do Concept Maps Aid Learning?Concept maps can fill one of two instructional roles: (i) students can either be assigned to createa concept map of their knowledge as a reflective learning exercise after instruction, or (ii)students can be given an “expert-generated concept map” before instruction which serves as an“advance organizer” [2] – a type of scaffolding tool. In

Conference Session

Capstone Design I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sharad Vimal Oberoi, Carnegie Mellon University; Susan Finger, National Science Foundation

Tagged Divisions

Design in Engineering Education

the project progressed. He deduced from these findings that theexpansion was because student teams were exploring (brainstorming) a variety of design optionsin the research literature. The contraction, on the other hand, happened as the teams refined the Page 25.1369.6structure of the artifact and the approaches needed to formalize them, and started using sharedvocabulary. According to his study, if the number of distinct noun phrases used by teamscontracts as the project progresses, it reflects that the project is being executed successfully.ApproachThe project archive of discussion posts and attachments of the class were converted to text

Conference Session

Design Cognition II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Texas A&M University; Nicole Elise Esposito; Julie S. Linsey, Texas A&M University

Tagged Divisions

Design in Engineering Education

engineering curriculum. They Page 25.1372.2argue for the “reflect-in-action” plan where students build their designs and understand the flawsin them, themselves7, 8. However, there are no clear guidelines available regarding the use ofphysical models and their cognitive implications in engineering education.This study addresses the cognitive effects of the use of various kinds of examples and physicalmodels on engineering students who design a stunt vehicle as a part of their class project. Thestudents are divided into three groups and given three different kinds of examples: a good one, apoor one and a poor one with warnings about its negative

Collection

2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

the Quality Improvement Systems Thinking heuristic has been used to improve industrialproduction by viewing the problem as part of a layer of a system, our First Year Initiative facultysaw greater value in three other Heuristics Page 6.884.5 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education ½ D.R. Woods -- McMaster Five-Point Strategy ½ Define, Explore, Plan, Act, Reflect C.H. Kepner & B.B. Tregoe -- The Rational Manager ½ Situation Analysis, Problem Analysis

Collection

2001 Annual Conference

Authors

Stephen McKnight; Gilead Tadmor; E Everbach; William E. Cole; Michael Ruane

language of continuing utility, but withoutthe complications of variable typing and declarations. Early laboratory experiences includeprogramming loops to cause stepper motors to move a flag, control through photocell feedback,and measuring acoustic velocity and distance by appropriately thresholding a reflected acousticsignal. As a final project, students write a program to control the movement of an ultrasonicsensor to image a metal target encased in an opaque gelatin package.1. IntroductionSince computation is ubiquitous in engineering practice, a freshman course in computation orcomputer programming is a feature of most engineering curricula. These courses are often lessthan satisfactory for both the students and the instructor. While contact

Collection

1998 Annual Conference

Authors

Zbigniew Prusak

. Isn’t educationprocess putting little too much emphasis on fashionable appearance and not enough on the content andoutcomes of activities? New revisions of ABET requirements [7] place greater emphasis onengineering problem solving and applicability of educational outcomes. Outcomes-oriented educationthat reflects industry demands is expected to replace presently dominant activities-oriented education.3. PERSPECTIVES OF YOUNG STUDENTS Some perspectives on the surrounding world displayed by young students are not in line with theway the surrounding world functions. The below listed problems pertain to behaviors and beliefs ofyoung students, as well as, technical aptitudes and were observed in 3 types of academic activities:- in-class lecture

Collection

1998 Annual Conference

Authors

Nancy Y. Amaya; Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman

thequestionnaire, monitoring and tracking freshman engineering attitudes over time becomes ofgreater importance. We want to know if continued improvements we make to our freshmanengineering program are reflected in positive student attitudinal changes. In addition, we wouldlike to know if ‘sudden’ year-to-year attitudinal variations reflect a substantial change in theprogram or just a random fluctuation for that particular year. Page 3.324.5ii Some of the ten schools currently using the instrument administer the “post” survey at the end of the first semesterrather than the end of the freshman year. Table 2. Student Attitude

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narangoo Tumur, Southern Illinois University, Edwardsville; Amardeep Kaur, Southern Illinois University, Edwardsville

Tagged Divisions

Student Division (STDT)

use the lab manuals and other written or verbal instruction etc. We believethis led to clear instruction and student satisfaction with the overall experience.Course Under ConsiderationEngineering Electromagnetics is an undergraduate-level course at our university intended forElectrical Engineering students with Junior or Senior standing. The content primarily includeselectromagnetic wave propagation, transmission line propagation, voltage and currentwaveforms with multi-boundary reflections, Smith chart analysis, and application of Maxwell’sequations. The course is offered once a year with enrollment in recent years ranging between 30and 40 students. Over the last three years, we have tried to transition the course from a traditionallecture

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isaac Heizelman, University of North Dakota; Nicholas M. Bittner, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Dan Ewert, University of North Dakota; Ryan Striker, University of North Dakota

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

. The self-assessment form can be found in Appendix A. In general, very few students are aware of ABETor of its student outcomes [11]. By having the students participate in the self-assessment processand reflect on their experiences, each student is able to identify outcomes which have not beenachieved and develop a plan to achieve all ABET outcomes prior to graduation. This proactiveself-assessment prompts students to identify weak points in their education and has the potentialto shape better student outcomes, filling all the ABET student outcomes and preparing studentsto be well-rounded engineers.[12]. The two senior semesters of IBL allow the students to directtheir learning and create their own learning experiences to address these

Conference Session

Modern Teaching Strategies in Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoo Kim, LeTourneau University; Neil Rogers, United States Air Force Academy; George York, United States Air Force Academy; Paul R. Leiffer, LeTourneau University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

you understand those concepts very well you won’t have to waste more time relearning it.” “Review your Physics II before you start the class.” “Do well in University Physics 2” Needs for Visualization “Bringing more visualization would be helpful.” “I would have preferred more visual aids, specifically animations of the fields.”Conditions and Constraints in Class EnvironmentThe class environment plays a pivotal role in fostering effective learning and holds significantimportance in shaping the educational experience for students. It is useful to clarify the classenvironment for both universities along with the constraints so that it reflects better howvisualization tools and trials work. Both institutions adopt typical university classes and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

community workshop where members shareaccess to tools in order to produce physical goods” [5]. In a recent literature review, Mersanddefined a makerspace as “an area that provides materials and tools to encourage individuals orgroups to make things, to create new knowledge, or to solve problems” [6]. In educationalcontexts, makerspaces should provide access to defining elements of the Maker movement,including digital tools, community infrastructure, and “the maker mindset,” involving a positiveview of failure and focus on collaboration [7].While these definitions do not mention gender or race, they may reflect a bias of the predominantusers of makerspaces [8], as makerspaces have, at times, struggled to adequately serve a broadcommunity [9]. Rather

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

Tagged Topics

NSF Grantees Poster Session

as reflected in ENGR350 projects; and (3) promotion of diversity inthe regional technology workforce.4. Second Year ResultsRecruitment, Retention, and DemographicsThe program began the [inaugural] 2022-23 academic year with ten scholars enrolled. Onescholar left the program after the fall 2022 semester due to academic difficulties. Two scholarsleft the program after the spring 2023 semester to attend other institutions. The program retainedseven students to begin the 2023-24 academic year. As shown in Table 2, the program has acapacity of twenty-four participants in the second year. Thus, recruiting for fall 2023 aimed tofill seventeen available seats.The recruiting campaign began with an email solicitation to students who had been accepted

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut; Connie Syharat, University of Connecticut; Christa L. Taylor, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

for all students.Within the context of this project, the course redesign process is guided by a set of faculty-created standards for neuroinclusive teaching, known within the project as I-Standards; thesestandards have undergone multiple iterations to reflect the team’s understanding of current bestpractices. The standards were developed along with experts from the university’s Center forExcellence in Teaching and Learning and the School of Education. Anchored in a strengths-based approach to neurodiversity, the standards focus on three main areas: 1) building a cultureof inclusion, 2) instructional design and inclusive teaching practices, and 3) enhancingcommunication and supports for students [41]. The teaching and learning standards are

Conference Session

Aerospace Division (AERO) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glen Roderic Coates, Pennsylvania State University; Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

Aerospace Division (AERO)

and retooling stated learning outcomes.PBL approaches across engineeringPBL is an instructional approach that platforms a student-centered classroom dynamic, andrequires teamed students to propose solutions for open-ended, discipline-specific problems andprocesses. Students produce results that can be assessed with outcome-based standards. As afinal project phase, students are invited to reflect on their problem-solving posture, identifyingopportunities and gaps in their knowledge [16]. As supported by findings in cognitive science,true learning requires higher energy cost for the brain. Connecting old and new informationsupports deeper integration, learning, and memory retrieval, a consolidation process that isstrengthened by self-reflection

Conference Session

Engineering Libraries Division (ELD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara C. Kern, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

by instructional designers at thePennsylvania State University to help ADDIE support diversity, equity, and inclusion in theclassroom [11]. In a way, it combines ADDIE with UDL while maintaining the easy-to-followprocess of course design.In the following descriptions below, the individual developing the lesson or course is referred toas the designer. The designer may also be the instructor of that course.Breaking Down Each LetterAnalyze - The designer defines the problem and establishes learning outcomes. The designer alsoassesses the existing knowledge and skills of learners, as well as the learning environment. • Introspection - The designer reflects on their personal and professional identity and worldview, considers classroom

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cory Lam, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

courses are so rigorous that the cost of fully engaging intheir engineering courses is high.Consistent with existing literature that use multiple elements of value to investigate the nuancesin academic outcomes [28], [29], [32], this study uses items that both reflect intrinsic and utilityvalue. In addition to expectancy and value measures, several control variables are relevant to thisstudy of cognitive engagement. Specifically, we control for gender, race, ethnicity, familyincome, first generation status, and international student status in our regression models. We alsostudy the contribution of broad prior interests (to pursue engineering) as well as more specificintrinsic interests to self-efficacy, value, and ultimately to cognitive