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

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

strategies, monitoring and fix-upstrategies, and criteria). From the analysis, the findings suggest that the level of understanding ofthe task was clearly reflected in students‟ plans with particular emphasis on getting a goodoverview of the design task at the early stage of the project. Students were found to be lacking inthe areas of planning the methods used and anticipating the time required to solve the design taskat the early stage of the project. Overall, students excelled in monitoring and regulating thedesign process and task management, although lower scores were found on several activities,such as seeking alternative approaches to investigating the problem, design solution, timeplanning, and the effective use of resources and materials

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

lessons in ethics were lacking in the classroom.Involvement Influenced Students’ Abilities to Articulate Ethical Development The students who attended the engaged institutions often articulated their ethicaldevelopment by demonstrating how they process various scenarios. As students reflected onethical decision-making, common elements emerged: acknowledging an ethical dilemma,processing how to respond, and finally, identifying where they are in the decision makingprocess. One senior at Charlie University offered a reflection on the ethical decision-makingprocess: I feel like I‟m often surprised at our school. Like I think they teach us to be very ethical engineers but I‟m often surprised by how unethical some people‟s behavior

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Art Duval, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder; Alexandria Nicole Ogrey; Kien H. Lim, University of Texas, El Paso; Catherine Tabor, El Paso Independent School District; Rebeca Q. Gonzalez, UTEP-Graduate Student and EPISD-Teacher; Alan Siegel, New York University

Tagged Divisions

Electrical and Computer

Thinking, which fairly reflects our ambitions – that engagementwith graphical programming will propel students towards exploration of computational thinking.While iMPaCT-STEM is a work-in-progress, there is sufficient teaching material and evidence of itseffectiveness to motivate further efforts to replicate, extend and more deeply examine its pedagogy.Figure 1 is a prerequisite graph of iMPaCT learning modules, most of which are being incrementallytranslated to use the programming environment provided by the TI 83/84 calculators that are alreadypresent in many high-school and college classrooms,This paper relates iMPaCT’s pedagogy to long-standing challenges in math education, recent educationalreform objectives, and describes efforts to

Conference Session

Techniques to Enhance Environmental Engineering Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Environmental Engineering

). The students were junior level, Civil Engineering majorsand there were no other majors enrolled in the course. The class demographics consisted of 56%minority groups (i.e. African American, African, and Hispanic). Students were asked to completethe Felder and Soloman “Index of Learning Styles Survey (ILSS assessment,http://www.ncsu.edu/felder-public/ILSpage.html). This survey instrument is a 40 questionassessment instrument tool which categorizes the student’s learning into several groups. Theselearning styles are: Active Learners versus Reflective learners, Sensing Learners versus IntuitiveLearners, Visual Learners versus Verbal Learners, and Sequential Learners versus GlobalLearners. The PI provided a discussion about learning styles which

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiannong Meng, Bucknell University; Song Xing, California State University, Los Angeles

Tagged Divisions

Computing & Information Technology

cultivate the attitudes, skills, and knowledge necessary for students to benefit maximally from a Bucknell University education and to negotiate the complexities of the modern world. The seminars stress the following: active, independent learning; collaborative learning; development of students’ capacity for analysis, reflection, judgment, and creativity; multiple perspectives; and development of skills students need in order to engage in intellectual endeavors at Bucknell and beyond. These courses address foundation skills in reading, writing, listening, and speaking and also develop students’ ability to use the library effectively and to use computers (e.g. word processing, simulations, use of

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

become „Junior Colleagues‟ who considerthemselves as fellow faculty and become concerned with the impact they may have on studentlearning and engagement. Most studies on teacher concerns have employed survey methods andmost surveys were developed based on Fuller‟s[23] model. Researchers often revised andextended survey items to reflect unique needs and characteristics of diverse teacher populationsand teaching contexts. Mok[26] proposed that teacher concerns are context-specific and thereforedifferent teacher populations in varying educational contexts may express different teachingconcerns, which should be considered to address teaching concerns appropriately within GTAdevelopment programs.An important first step in addressing this issue for

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships, Graduate Studies

-III, the final in the series. The student would report on the results of the action learning projectat that time, share what they had learned in their leadership of that project, and how they hasimpacted their organization through their leadership of the team. Finally, the students wereasked to continually update their plans to reflect new learning, new progress and newinformation about themselves, integrating new knowledge and lessons from experience.At that time, much remained to be done in order to know the overall impact of this innovativedesign. As we looked to the future, we had some hunches about overall outcomes. It was ourintention to continue to monitor the individual and collective outcomes as the students movedforward in their

Conference Session

Project-based Learning and Other Pedagogical Innovations

Collection

2010 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Technology

Tagged Divisions

Multidisciplinary Engineering

disciplines at VU had the lowest entrance of any university in Melbourne. Such poor intake often translated into high attrition rates combined with unacceptable graduation rates, which reflected poorly on the university as a whole. It was hoped that the adoption of a new educational paradigm would differentiate engineering education at VU from those at other universities and make it a more attractive alternative for senior secondary students in choosing as a course of study at a university; Page 15.453.2• Engage students with their course of study, and as a consequence reduce the prevailing high attrition rates; and

Conference Session

Opportunities and Challenges in Developing International Engineering Research

Collection

2010 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Technology

Tagged Divisions

International

engineering graduates is inadequate for replacing professionalengineers leaving the profession for other careers or due to retirement as well as meetingprojected demand. It is thus not surprising that the recent growth of domestic enrolment inengineering courses at Australian universities had a positive impact on engineering schools,and faculties, government agencies and industry bodies2. Yet, despite the optimism amongengineering educators, the reality is that the domestic enrolment in engineering representsonly 6.8 percent of the total commencing university enrolment in Australia. This enrolmentfigure does not reflect sudden interest in engineering and represents the middle of historicalfluctuations in engineering enrolment which have traditionally

Conference Session

Student Learning and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Ronald Goulet, University of Tennessee-Chattanooga

Tagged Divisions

Mechanical Engineering

ofindividualized assignments, the mandatory correction policy and the work of correcting andgrading, especially the surprising reduction of time required to grade, score and return theassignments. The paper also presents the author’s reflections regarding class delivery and studentbehaviors, and results of informal student and instructor surveys.BackgroundThis report pertains to the mechanics of materials, a required core course offered to allundergraduate engineering students of the College of Engineering and Computer Science at theUniversity of Tennessee at Chattanooga. The catalog description of ENGR 246 reads: UTC ENGR 246 Mechanics of Materials, 3 credit hour lecture: Stress-strain concepts and relations. Bending, shear, torsion, and

Conference Session

New Collaborations

Collection

2010 Annual Conference & Exposition

Authors

Megan Sapp Nelson, Purdue University; Michael Fosmire, Purdue University Libraries -- PHYS

Tagged Divisions

Engineering Libraries

information; demonstrate critical thinking skills; and reflect onone’s own understanding.’ This is in line with Knowles5, speaking specifically about self-directed learning, who posits that successful self-directed learners must be able to identify theirlearning need, determine a learning plan to acquire the skills or abilities to meet the need,actually implement the plan, and be able to determine whether they met their learning goals. TheAssociation of American Colleges and Universities have recently created a draft VALUE rubric,6that defines curiosity, initiative, independence, transfer and reflection as the key components oflifelong learning competencies.Information Literacy and Lifelong LearningWhile information literacy isn’t explicitly

Conference Session

Issues and Directions in Engineering Technology Education & Administration: Part I

Collection

2010 Annual Conference & Exposition

Authors

Gary Mullett, Springfield Technical Community College

Tagged Divisions

Engineering Technology

as time whenon. The paper also considered the oblique role of the faculty and the more than considerableinfluence of textbook publisher’s to a widespread resistance to change. Finally, the paper made a Page 15.819.2case for the need to teach electronics technology from a system’s viewpoint, but to this end, onlyoffered general comments about how this was to be accomplished.The author’s use of the date of 2010 in the paper’s title was symbolic in several ways. This date,five years in the future, was obviously the start of the next decade, a time when we humans tendto pause and reflect on the past decade and ponder the future events that the

Conference Session

Sustainability in Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

-class survey on sustainability.Students also responded to in-class questions during the two sustainability lectures in real timeusing a Course Response System (clickers). The new assignment specifically on sustainabilityrequired the students to read the Royal Academy of Engineering’s “Engineering for SustainableDevelopment” report and part of the “Global Climate Change Impacts in the United States”document. The second new assignment required the students to assess and compare differentbiofuel options based on journal articles that had conducted life cycle assessments (LCA). Thisassignment proved particularly challenging for the students. The reflective essays that studentswrote in the final assignment of the semester indicated that the new

Conference Session

EM Program Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary A. Viola, School of Engineering, Tufts University

Tagged Divisions

Engineering Management

’ understanding of moral issues and their ability to assess these issues through ethical standards and analysis. • Enable moral analysis in a more systematic, coherent way. • Encourage reflection on students’ own moral values, rules or guidelines. • Facilitate development of students’ own definition of moral leadership and how it can be translated into action. • Elevate self-awareness and to expand students’ abilities in ‘perspective-taking’. • Develop reflection skills for professional and personal growth.Module Learning OutcomesAs a result of this module students will: • Understand how moral leadership is different from leadership in general. • Be able to recognize and analyze different types of

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

International

. Page 22.12.1 c American Society for Engineering Education, 2011 “It’s gonna be a long trip…but we’re gonna get it done.” A student’s experience with engineering abroad.AbstractThis paper uses a narrative to take the reader on a reflective journey of a student’s, the author’s,perspective of a water filtration project that was developed at Purdue and implemented inEldoret, Kenya. While involved in this global engineering project, I was placed in scenarios thatwere different from traditional classroom experiences, and my classmates and I had to overcomevarious obstacles. Engaging these obstacles provoked thoughts about the various learningexperiences presented to me. How will I

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

William J. Kelly, Villanova University

Tagged Divisions

Chemical Engineering

. Page 22.77.3The objective of this paper is to describe a new inter-college (Villanova College of Engineeringand Villanova School of Business) course at Villanova University : The Global PharmaceuticalIndustry. In this course, technical and business issues from the industry will be examined in aunique interdisciplinary environment, with students and faculty from both colleges involved. Theintended audience is multidisciplinary, reflecting the fabric and organization of the industry as itoperates today. The opportunity created by this course is unique in that engineering, science andbusiness students work together to understand and attempt to solve some of the complex issuesregarding an industry whose life-saving products create significant

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Bill Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

-choiceconceptual question to the class. Students answer individually at first and next are shown a ―poll‖of the class responses. They then form groups and discuss the problem with peers, and finallyanswer again individually. Peer instruction encourages students to reflect on the problem andthink through the arguments being developed and put them into their own words. Just asimportantly, it provides both student and instructor with feedback regarding studentunderstanding of the concept.This study uses the Web-based Interactive Science and Engineering (WISE) Learning Tool as aplatform to investigate the effectiveness of Peer Instruction on the explicit understanding ofundergraduate students in chemical engineering thermodynamics. WISE is designed to utilize

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Anna Lambert; Aaron Robinson; Charles Camp; Jeff Marchetta; Laura Lackey; Stephanie Ivey

related to learning, and these questions may be completed and self-scored by the learner/participant within a 15- 20 minute time period. • There are four discrete learning stages assessed by the 1985 version of the Kolb LSI. A learner will obtain a separate score in each of these categories: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). • The AE and RO scores represent assessment values of the learner’s active-reflective preferences, and they may be plotted on the x-axis of a graph included in the Kolb LSI Page 10.880.3

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Kevin Bower

to the group and present their findings. Thisprocess requires that all group members develop effective communication skills. At thecompletion of the teaching session, each student is evaluated by the others in the group, whichcan result in the identification of strengths and weaknesses. The instructor is available to providerecommendations on better communication practices. This peer-oriented review and evaluationprocess can result in improved communication skills.Criterion 3(h) focuses on a student’s ability to recognize the need for and to engage in life-longlearning. This ABET criterion is highly linked to the second major motivating factor whichresulted in the change in the course pedagogy. After the authors of this paper reflected on

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Bruce Thompson

-twenties. It seemslikely that the lack of greater success reflects both organizational and programmatic causes. From an organizational viewpoint, as joint ventures, the programs appear to beinstitutional orphans with neither school heavily invested in their success. It was even difficult toidentify who was in charge of them. The web biography of the business co-director at the seconduniversity, for example, lists many interests, but not the MSEM. At this same university,students may have to take engineering courses during the day, discouraging workingprofessionals. A second likely contributor to low enrollment in those two programs is that manypotential students may not desire a mix of engineering and management courses. In

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Juan Lucena; Elizabeth Bauer; David Munoz; Joan Gosink; Barbara Moskal

the survey developers and acquired theirconsent to use the CSAS in this investigation. The only alterations that were made to the CSASfor this investigation were with regard to demographic information. Different demographicinformation was collected from students than was collected from faculty. The remaining 46questions were that of the original CSAS instrument.The CSAS was developed based on Schwartz’s altruistic helping behavior model which consistsof four phases1. These phases are displayed in Table 1. The first phase reflects an individual’sacknowledgement or awareness of a need for community service. This is followed by a beliefthat oneself is morally obligated to act on such awareness— the second phase. The third phase isan individual’s

Conference Session

Teaching Innovations in Arch. Engineering

Collection

2002 Annual Conference

Authors

Murali Paranandi

survey form.14 Through a descriptive reflective essay.15 Conducted during Fall 2000, is based on author’s four years of experiences in teaching design studios focused on using digital media. Page 7.180.416 Hanna and Barber [2001: p 258] describe how these processes were at work in Alvar Aalto’s design methodology and that for him major ideas emergedafter restraining the rational. They also concede that the choice of ‘which’ mode of thinking to suppress depends on the architect himself and his designapproach (functional/aesthetic). Proceedings of the 2002 American

Conference Session

Using Technology to Improve IE Education

Collection

2002 Annual Conference

Authors

Liezl Van Dyk

semester of 2001 (Figure 2c).Figure 2d represents the average time allocation reflected by seventeen WebCT facilitatorsinterviewed at the University of Pretoria. Traditional contact time is reduced and flexibility oftime and location is increased when a WebCT learning environment is introduced. Theskewness of this figure towards non-contact time may be attributed to the fact thatpostgraduate courses (which consists normally of fewer contact hours) take precedence whenWebCT is introduced. Whether contact teaching is considered or whether non-contactteaching is considered, WebCT influences flexibility in terms of communication.3.2 Flexibility in communicationsCollis20 solely refers to communication with the facilitator (“instructor”), when she

Collection

2024 South East Section Meeting

Authors

Ruba Alamad, Kennesaw State University; Garima Banerjee, Kennesaw State University

knowledge to elicit performance (Gagne’s Event #6). This is done by applying problem-solving tasks and group projects that require students to apply their abilities in a hands-on manner. The discussion questions and case studies in the course encourage collaboration, experimentation, and creativity and encourage students to solve real-world problems in simulated environments. • The course instructor has a clear plan to offer constructive feedback (Gagne’s Event #7) during discussions and project milestones and after students have submitted assignments. This emphasizes the importance of self-assessment and encourages reflective thinking in students about the concepts they have learned during

Collection

2024 ASEE PSW Conference

Authors

Jill Davishahl, Western Washington University; John Misasi PhD, Western Washington University

Tagged Topics

Diversity

change.Impact of the Work on the SELs: It was my first time doing any ADEI work, and I have learned from this experience that it is a very hard thing to navigate. I have learned that I am very passionate about efforts like this, especially ones that I am involved in such as my department, so I have learned that professionally this is something that I want to continue with doing in relation to my career. -KAThe faculty members of the ECO group asked each of the SELs to reflect upon their experiencewith the culture related work. The purpose of the reflection was to better understand theexperience of the students leading the work to help determine what supports they might needgoing forward and the overall impact of the work