Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

implement the SSDS and illustrate the findings when usingthis survey pre- and post- course with students who participated in WPSI across threeuniversities during the Fall of 2014. Results from these components are triangulated withstudents’ end-of-semester written reflections and participating instructors’ course experiences.This qualitative component allowed us to consider how WPSI might be improved in future Page 26.508.3iterations, as well as broader implications of the SSDS and WPSI for engineering educationcourses and curriculum.For anonymity, throughout this paper we will refer to course offerings as Course 1, 2, and 3. Thisframing puts the

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

on a four-stage cycle shown in Figure 1 that, while it can beentered into at any stage, is explained as follows. Concrete Experience (Facts) Active Reflective Experimentation Observation (Futures) (Feelings) Abstract Conceptualization (Findings) FIGURE 1. KOLB’S CYCLE OF EXPERIENTIAL LEARNING.First

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

Design in Engineering Education

graduate skills highlight a number of deficiencies in the preparation ofstudents for professional careers. Among the most commonly noted gaps between expectations andactual skills are • the ability to understand software systems as different than single-user programs; 6,51 • the ability to visualize different perspectives or views on a software system; 10,11 • the ability to think critically and reflectively; 31,38 • systems analysis and design skills; 6,31,51 and • problem-solving and investigative skills. 6,10,11,31 As more and more of our world becomes dependent upon computer-based systems, futuresoftware developers and designers must develop effective decision-making skills and strategies inaddition to the technical knowledge they

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; William Joseph Rhoads, Virginia Tech; Siddhartha Roy, Virginia Tech; Erin Heaney, Clean Air: Organizing for Health and Justice; Glenn Andrew Ratajczak, Clean Air Coalition of Western New York; Jennifer Holly Ratajczak, Clean Air Coalition of Western New York

Tagged Divisions

Engineering Ethics

critiques, however, the choice of selected challenges is narrowlytechnological; reflects some of the committee members’ own research or institutionalinterests; and places little emphasis on simple, low-tech solutions and problems ofequity and social justice.21,22,23 Moreover, it does not seem to represent “people’s” ownviews on what engineering challenges compromise their ability to “thrive” and howengineers can help address these challenges.In her discussion of the Grand Challenges, Cech aptly evokes the “god trick,” a termcoined by science and technology studies scholar Donna Haraway.11 The “god trick”refers to the mythic ability of officially sanctioned technical experts to see “everythingfrom nowhere” – that is, from a position of complete

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

examination.Research questionAs presented in the literature review, the use of alternative assessment is limited because it isdifficult to design and implement an instrument that will ensure that the results of the assessmentwill reflect in an objective way what the students know about the assessed topic. It is commonknowledge that written exams prepared following the protocols are valid and reliable. In thisresearch, a procedure to produce a self-directed final project assessment will be tested and thegrade of the projects produced following the procedure will be compared with the products ofother conventional assessment tools used previously in this course. These tools have beendesigned following the scope and sequence of the course and tested by external

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Nathan Delson, eGrove Education; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Minju Kim, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego

Tagged Divisions

First-Year Programs Division (FYP)

classesAbstractIn this evidence-based practice paper, we report on peer oral exams, a cross between oral examsand peer assessment, as implemented in a high-enrollment undergraduate computerprogramming course for engineers. The idea was to leverage the educational andimplementational advantages of both evidence-based approaches simultaneously. Oral exams,for instance, have been argued to promote conceptual understanding, self-reflection,communication competency, and professional identity formation in students – but theirdeployment in large classes is resource-demanding and nontrivial, stifling their broader adoption.Peer assessment, on the other hand, is highly scalable and affords students many potentialeducational benefits of its own, including the

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew B. James, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Jenny L Lo, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

participated in the aforementionedsummer program are granted a degree of autonomy in how they approach teamwork in theircourses and chose to implement the equitable teaming tools from the Summer 2022 workshop tovarious degrees in their classes in the Fall 2022 semester. The full list of available teaming toolsincluded: 1) pre-readings related to the importance of diversity on teams, 2) individual assetmaps encouraging students to explore how their own backgrounds could be valuable and appliedin the course, 3) team asset charts designed to facilitate a breakdown of work for teamassignments in a way that draws upon the diverse backgrounds of all team members, and 4) teamprocessing documents guiding students through reflective questions regarding their

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

teammembers’ expertise as well as their high level of social perceptiveness, resulting in an increase ofparticipation and a decrease in biases amongst team members [4]. Women working in teams alsodemonstrate higher interactive and co-operative work styles that improve a team’s overallprocesses and management skills. Garcia et al. [5]and Ostergaard et al. [6] found an increase indiverse knowledge and perspectives that originated from different career paths due to thecomposition of gender-diverse teams.Some studies also consider that diversity could create discomfort in teams because social identitypredicts that the difference in knowledge, and experience can make communication difficult andincrease competitiveness [6]. This may be reflected in

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, I feel it is valuable to disclose my position as an author, including the identities I hold,the privileges I am afforded, and the perspective I bring to understanding engineering researchculture. I am a Black, cisgender man, and a Ph.D. student studying engineering education. I amalso a recipient of a stipend from the National Science Foundation (NSF), so I am a directbeneficiary of the engineering research “culture,” or system as it stands. This work-in-progresspaper is directly tied to my own experience and the experiences of colleagues that are alsoengaging in engineering research culture. Through rich conversations and reflection about thespaces in which engineering researchers operate, I began to question the underlying valuesystems

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Rob Twardock, College of Lake County

Tagged Divisions

Engineering Design Graphics Division (EDGD)

that welcomes any studentto use it for project work, studying, collaborating, or meeting with fellow students. It is staffedmostly by student interns; between 8 and 12 students each semester get experience in a workatmosphere that resembles a small prototype shop. They maintain and troubleshoot equipment,work with “clients”, enforce safety, run workshops, develop equipment expertise, and assist withthe long-term development of the lab mission and goal fulfillment.Need for Change in Engineering Design GraphicsEngineering Design Graphics has many concepts that can be dry and discourage freshmanengineering students from persisting when taught with a theoretical focus. This is reflected inthe historically high attrition rate observed for this

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Warren Plugge, Central Washington University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

arevaluable resource, it is seldom that more than a fraction of the existing knowledge in a field isput into writing” (p. 141). Hence, this research will attempt seek information about what studentsare learning as it relates to the SLOs and attempt to categorize the perspectives of what studentsare learning during an internship within Bloom’s taxonomy.Students were asked within the student learning management system to reflect on several guidedquestions as they relate to the SLOs. The following list of questions were used to identify thedata as it related to the SLOs as identified within eight different modules. Each of the specificquestions are specific to Bloom’s taxonomy and follow a sequence of deeper learning as thestudents progress through

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Divisions

Educational Research and Methods Division (ERM)

instructional decision making in a middle school informalengineering summer program; this research is intended to highlight ways in which middle schooleducators in informal science institutions and classroom settings might facilitate engineeringknowledge, skills, and practices. This is in response to recent advances in precollege science,technology, engineering, and mathematics (STEM) education. The evolving engineeringeducation landscape has necessitated new ways of teaching and learning that reflect rapidtechnological advances in the global economy. The Next Generation Science Standards (NGSS)have ushered in an era of STEM integration in K-12 science in the U.S. [1]. These standards,based upon A Framework for K-12 Science Education [2], proposed a

Conference Session

International Division Technical Session 1: Looking at Study Abroad through an enhanced lens

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University

of the lesson’s content structure were found to clarify the topic? - What aspects of the lesson needed improvement to bolster learners’ understanding? - The overall assessment of the asynchronous instruction in the video lesson? Step 3: All reviewers individually reflected on the effectiveness of the designed video lesson, provided feedback in the form of a voice thread, and posted comments. Step 4: All reviewers had an open discussion about the components of an effective instructional lesson. Step 5: One reviewer from the reviewers' team was assigned to recap feedback to all classroom students.Table 2Demographic identity of reviewer teams -- graduate students No

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Corey Schimpf, University at Buffalo, The State University of New York

, discuss thecomponents of a design object created by the model, and highlight assumptions the model carriesfor design objects. Next, we compare the models, their assumptions, and their components.Finally, we explore implications from this comparison for teaching, selecting models to guideinstructional design, and learning in the form of reflective questions for instructors.Model 1: Engineering DesignFor the “traditional” engineering design lens, we draw upon the influential engineering designmodel from Dym (see, [9]). Objects designed through this model are intended to meet severalcriteria within the scope of a set of constraints. Object are intended to perform some functionswithin this space, addressing both criteria and constraints. These

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Araoluwa Adaramola, Purdue University at West Lafayette (PPI); Allison Godwin, Purdue University at West Lafayette (COE)

their prior knowledge,motivate themselves, plan, and set learning goals (forethought, planning, and activation phase).Then they continuously monitor their progress towards their goals (monitoring phase) and adapttheir learning strategies to meet these goals (control phase). At the end of the specified task,learners evaluate their performance and consider how to approach a similar task in the future(reflection and reaction phase). The phases of SLR can be applied to four areas of regulation:cognition/metacognition, motivation/affect, behavior, and the learning context in which studentsare situated. Error! Reference source not found. organizes this framework into four stages andareas of regulation. SRL is relevant in the MEB context where

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Brianna McIntyre, Purdue University at West Lafayette (PPI); Nicole Jefferson, Virginia Polytechnic Institute and State University

participation in engineering have almostexclusively focused on the barriers Black and Brown students face in engineering education [3],[4]. Similarly, other research efforts have primarily focused on instructors’ evidence-basedteaching strategies at Predominately White Institutions (PWI). Some of the change strategiesinclude diffusing and implementing curriculum and pedagogy; creating faculty learningcommunities that promote reflection among instructors; and developing an organizational culturethat supports new knowledge [5]. While these change strategies are instrumental, within theircontext, there is a need to understand how to institutionalize change wherein equity is at thecenter and results in disrupting the status quo regarding who gets to be an

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dira Delpech, The Ohio State University; Emily Dringenberg, The Ohio State University

theoretically by Thinking as Argument (TaA)[5]. The third interview will explore their personal narrative, and the fourth interview (or sometype of interaction) will be designed based on how the project evolves and what we learnbetween now and then. As of the 2021-2022 academic year, we are in Year 2 of the study, andthis paper describes our emerging insights based on completing data collection for the first twointerviews, consistent reflection and discussion within the research team, and some preliminaryanalysis.MethodsRecruitment and SelectionWe recruited the participants for this study primarily using a crowd sourcing approach. We sentan email to the listservs for campus affinity groups with concentrations of students with identitiesthat are

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Okerlund, University of North Carolina at Charlotte; David Wilson, University of North Carolina at Charlotte; Celine Latulipe, University of Manitoba

with reading and writing HCD research papers.Our research goals were to identify challenges of integrating aspects of HCD in STEM educationand identify HCD-related learning opportunities afforded by the project topic of 3D printedprosthetics. We reflect on this capstone in order to understand best practices for integrating HCDtopics with STEM education, particularly for engineering and computer science students. Weanalyzed data collected while running the course to understand which HCD topics lendthemselves well to the project topic, the extent to which students drew on prior HCD knowledgefrom previous courses, and what kind of guidance was most effective.The contributions of this paper are 1) the design of a semi-structured capstone course

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hillary Merzdorf, Purdue University at West Lafayette (COE); Donna Jaison, Texas A&M University; Morgan Weaver, Georgia Institute of Technology; Kerrie Douglas, Purdue University at West Lafayette (COE); Julie Linsey, Georgia Institute of Technology; Tracy Hammond, Texas A&M University

. Carlson Award, the 2020 TEES Faculty Fellows Award, and the 2011 Charles H. Barclay, Jr. '45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, reflected in her publications,research, teaching, service, and mentoring. She has also been recently appointed as the Speaker-Elect of the FacultySenate. More at http://srl.tamu.edu and http://ieei.tamu.edu. © American Society for Engineering Education, 2022 Powered by www.slayte.com Assessing Engineering Sketching Skills on Object Assembly Tasks

Conference Session

DEED Technical Session 3 Capstone Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wilhelm Friess, University of Maine; Justin Lapp, University of Maine; Andrew Goupee

represent the culminating experience for engineering students, and as such takeon a central role in every engineering curriculum. In addition to introducing a range of learningobjectives that vary from institution to institution, they very often constitute a core element of theABET accreditation effort [1]. They also offer an important bridge to industry, with implicationsranging from student hiring, to strengthening departmental bonds with participating industry [2],[3]. Capstone courses are also becoming increasingly multidisciplinary to reflect the nature ofthe profession, however this progression remains difficult due to differing timing and assessmentand evaluation requirements of the different disciplines [4].The typical learning objectives

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Caitlin Wylie, University of Virginia; Natalie Evans, University of Virginia; Jamie Jirout, University of Virginia; Jessica Scoville, University of Virginia; Elizabeth Opila, University of Virginia

experiencing uncertainty, described either explicitly or indirectly. Lack of uncertainty Certainty; Explanations or displaying certainty or the desire for certainty through words or actions. Affect related to uncertainty Emotions or connotations expressed relating to uncertainty. Changes and/or reflection about own curiosity Personal examples of curiosity and/or the change in their curiosity.“Present a little bit and I'll try to pursue it further”: Causes of

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yi Cao; Jennifer Case, Virginia Polytechnic Institute and State University; Jingshen Wu; Bingzhuo Liang

students' weekly reflective submissions duringthe project and involves instructors' evaluation of students' knowledge and motivation,communication, practical skills, thinking skills, responsibility, and project execution. This paperreports a qualitative interview-based case study investigating student and faculty perceptions ofthe new assessment system. We interviewed ten students (out of a class of 33) and six faculty (allPjBL instructors) about their perceptions of the assessment system. The analysis of the studentinterviews showed their concerns about the turnaround time of weekly assessments and thequality and objectivity of the feedback. The study of the faculty interviews captured the debateabout the weighting of the items in the assessment

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Mohalley-Snedeker, Georgia Institute of Technology; Benjamin Galfond, Georgia Institute of Technology

explicitly on their writing and communication skills,it will be possible to quantitatively examine improvements across four consecutive assignments.Replacing some reports with research posters introduces students to a new mode ofcommunication, presenting new constraints and options to further diversify how data may beanalyzed and conveyed to different types of audiences, which aligns with ABET Student Outcome3: an ability to communicate with a range of audiences. In addition to communication skills,students are also encouraged to develop their teamwork and leadership skills by (1) including aleadership role as part of the course both through lectures and in-class activities on leadershipstyles and (2) requiring students to write reflective

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines

of this paper, I propose three definitions aligned with engineeringresearch, and then later examine attributes of other possible definitions from the data collected inthe study.Macroethics and microethics were defined by Joseph Herkert in [8] in a paper that reflected onvarious viewpoints of engineering ethics: “Putting all these frameworks together, an interesting pattern emerges. Engineering ethics can be viewed from three frames of reference—individual, professional and social— which can be divided into ‘microethics’ concerned with ethical decision making by individual engineers and the engineering profession’s internal relationships, and ‘macroethics’ referring to the profession’s collective social

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

development can be developed to supportmore inclusive practices in engineering. According to Grayson [34], engineering education in the United States was founded inthe military to address a pressing need for surveying and construction skills. By World War II,engineering schools in the US enrolled a large number of men and trained them in technicalskills needed for the war. There were very few women or people of color enrolled in engineeringschools, particularly since the military was only composed of White men during this time period.These historical exclusionary roots contributed to the formation of an engineering culture thatwas reflected in its disciplinary norms. Tonso’s [35] work in engineering classrooms in the1990s revealed how

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lily R. Liang, University of the District of Columbia; Briana Lowe Wellman, University of the District of Columbia; Rui Kang, Georgia College & State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. • Campus life offered by the department is very stimulating. • If I am/were going to college next year, I would continue with this department. • There’s a real sense of community here. 2. Reflection Survey. Besides the above survey, we also created another open-ended anonymous survey with the following reflection questions to gain deeper insight into students’ experiences in the departmental learning community. • Do you find the presentations/workshops conducted by the ExCITE Program students helpful? Why or why not? If helpful, in what ways? If not, please explain why. • How did participating (or not participating) in the ACM and ACM-W club meetings/activities (including the take-apart

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Karin Jensen, University of Michigan; Jennifer Cromley, University of Illinois Urbana-Champaign; Sara Rose Vohra, University Of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

, business, and political science [2]. In EER, CIhas been used in this way to improve the design of measures of many topics, includingprofessional skills development [3], social capital resources [4], and student responses toinstructional strategies [5].Cognitive interviewing requires participants to think aloud while completing a task. Drawingfrom reviews of the method, we here define thinking aloud as “requesting participants toopenly reflect on their answers to survey questions and the processes by which they reachthose answers, with limited interviewer interaction.” [1], [6], [7]. CI interviewers need notnecessarily follow a uniform format; these researchers may choose to engage with participantsvia concurrent probing, where questions are asked

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Amirreza Mehrabi, Purdue University; Li Tan, Arizona State University; Matthew W. Ohland, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

members within the same team. Perhaps most of the time, the student teamsfunction just fine. Yet instructors might actively or passively notice the existence ofdysfunctional teams, where team dynamics were impaired, and team members developednegative attitudes towards one another [4-5]. Furthermore, in other situations, social loafingmight exist within student teams but sometimes hardly get instructors’ attention [6]. When suchsituations happen, the benefits of cooperative learning are compromised and at risk [7]. Scholars and practitioners have proposed ways of trainings to support student team success.Using Goal-Role-Process-Interpersonal-Relationship models, students wrote memos to reflect ontheir team dynamics and development [8]. Students

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Embry Riddle Aeronautical University; Harini Ramaprasad, University of North Carolina at Charlotte

Tagged Divisions

Computing and Information Technology Division (CIT)

’ understandingof the overall module to see whether they meet the module objectives and a survey withopen-ended questions to help students reflect on their learning and experiences with the module,the second of which we discuss in more detail in the next section. Below are example quizquestions, with the correct answer choice italicized, relating to each of our three learningobjectives. • Question related to Objective 1: One student gives work to another, knowing that the student is going to copy the work directly and submit it for credit. Who has committed an academic violation? Answer choices (choose one): (1) Both the student that copied and the student that provided the material. (2) The student that provided the material. (3

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert E. Curtis, Jr. P.E., Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

education that emphasizesculminating skills in lieu of a list of courses would provide a better alignment between professionalpractice skills and undergraduate education [9, 10]. Research also discusses the role of internalreflective conversations in creating effective designers. Literature has shown that accomplisheddesigners reflect on their design experiences to improve their future work and practicedengineering designers thoroughly engage in problem setting and reflective conversations [11-13].Conversation during engineering design is not only important in internal reflective conversationsbut also in external communications with colleagues and stakeholders to successfully advocate fora solution. Researchers have examined how engineering design