Collection

1998 Annual Conference

Authors

J.P. Agrawal; Omer Farook; Chandra R. Sekhar

2 hoursScheduling 4 hoursComponent procurement and project inventory techniques 4 hoursDesign review and reliability analysis 2 hoursValue engineering and ergonomic issues 2 hoursCosting 4 hoursProject ethics 2 hoursTotal quality control 4 hours Page 3.540.3Report writing 2

Conference Session

Aerospace Division (AERO) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Kennesaw State University

Tagged Divisions

Aerospace Division (AERO)

themodeling and analyses at the university research lab. Also, since she was not officially enrolled atthe university, she had to be given special access to the engineering lab and university computers.All these accommodations were made to give this student an opportunity to learn well beyondwhat her peers learned at her school.Advantages:Despite all the challenges, the student performed well. She was able to complete the design andanalysis of ALICE over the span of two semesters. As a result of getting involved in research andworking on this project, she learned how to perform research starting with literature review. Shelearned how to review and critique other research papers. She learned how to look up, review andanalyze the COTS components

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering Division (ChED)

are encouraged to draw out the situation when problemsolving rather than hold all the details mentally or in writing. Additionally, having applied theknowledge students learned during lectures and independent study, their observed self-efficacywill be set appropriately. This refers to an individual’s belief in their ability to learn or perform aspecific task and is an important indicator of motivation. Students with higher self-efficacy aremore willing to engage in learning actively, and thus have a higher chance of success. As for the latter point, according to Bandura’s social cognitive theory, learning happensbest as a social activity where information is more readily retained with other individualspresent.3,4 The reason for this is

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

different. Without showing these documents, we then asked faculty to work ingroups of three or four to write down answers to the following prompt: “Without reference tothose documents, what are the main things in your own professional code of conduct governingteaching and/advising?” We encouraged them to frame their own codes in positive terms, that is,what they would do, rather than what they would not do. They wrote these down on post-its forlater reference, and we collected these at the end of the session.Before reporting out on their own codes, we discussed faculty responsibilities as given in • The AAUP Statement on Professional Ethics (www.aaup.org/report/statement- professional-ethics), • Our own university’s 53 page Faculty

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

present study, we explore the self-reportedsubjective experiences of four of the students (Table 1, one student declined to be interviewed),including how each saw their own contributions in the group discussion and the uncertainties thatthey wrestled with. Data sources include video of the in-class discussion and stimulated recallinterviews in which the students were shown clips of the video and asked questions like whatstood out to them about their group’s work on the task, to what extent they agreed with theirteammates’ ideas, and how comfortable and engaged they felt.Data analysis procedures included interaction analysis (Jordan & Henderson, 1995) of therecorded discussion, with memo writing and discussion of the tentative findings in

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W Schmueser, Altair Engineering Inc.; Charbel Philippe Saleh, Altair Engineering Inc.; Prakash C. Shrivastava, Oakland University; Lori Lin Crose, Oakland University

Tagged Divisions

Cooperative & Experiential Education

- secondary programs, she has also had responsibility for writing and administrating educationally oriented grants at the K-12, secondary, and post-secondary levels. Previously she worked extensively in the health care industry, including work as a senior microbiologist for Pharmacia Upjohn and as a laboratory research assistant at a Southern Illinois University School of Medicine. She earned a Master’s degree in Public Administration in 2002 from Oakland University and a Bachelor’s degree from Illinois College in 1981. She is a current member of the Oakland County’s Workforce Development Business Round table and serves

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

New Engineering Educators

school, receiving encouragement andsupport, work and career satisfaction, learning perspective and alternative solutions to theirproblems, less work and non-work conflict, and gaining individual recognition, confidence andself esteem. The mentor’s role is to listen, refer, advise, help the mentee gain perspective, and toserve as a role model. Mentors and mentees discuss problems and recurring themes. The peermentoring program is voluntary. Mentees who begin the peer mentoring program can opt out atany time. When the teacher quality improves, the students’ achievements also improve8. Mentorsfeel an even greater commitment to engineering and enjoy the experience of helping others.ObjectivesThe objectives of this study are to (1) provide new

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Wayne W. Walter P.E., Rochester Institute of Technology; William Emerson Spath, Rochester Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

team demonstrates their working robot to the class, writes afinal written report on it, and makes an oral presentation to the class on the design, fabrication,and performance of their robot. A video of their working system is submitted with their finalreport and shown at their final presentation. Page 22.674.3Multidisciplinary Engineering Focus Prerequisite skills needed for the Robotics course are rather minimal. Students are required tohave fourth or fifth year status in order to register for the course. They should have experiencewith DC circuits and circuit troubleshooting using a multimeter. Mechanical engineeringstudents will have taken

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles J. Coronella, University of Nevada, Reno; Victor R. Vasquez, University of Nevada, Reno

Tagged Divisions

Chemical Engineering

higher destruction rate clearly results incontaminated food. The assignment requires a written report and an oral report, both completed by theentire group. Students are given a rubric (Figure 1) used to evaluate the oral presentations, andall students complete an evaluation of all presentations. This has the benefit of training studentsin evaluation, and forces them to note the distinctions between good and poor presentations. At Page 22.384.4the conclusion of the project, students complete a peer evaluation of each member of their owngroup (Figure 2). Knowing from the beginning that an anonymous peer evaluation will be donehas, in our

Collection

1998 Annual Conference

Authors

William R. McShane; Joanne Ingham

on long-term overallperformance standards rather than focusing on comparison to peer performance, assistingstudents in identifying strengths and unique accomplishments and providing opportunities forgroup support with others experiencing academic difficulty. In addition, it was recommendedthat opportunities be provided within programs that complement the individual’s preferredlearning styles (Marsh & Craven, 1997). A number of researchers have examined metacognitive approaches using awareness ofindividual student learning styles as the focus for increasing levels of academic achievement,retention and academic self-concept (Lenehan, Dunn, Ingham, Signer & Murray, 1994; Nelson,Dunn, Griggs, Primavera, Fitzpatrick & Miller

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Saeid Moslehpour, University of Hartford

Tagged Divisions

First-Year Programs

suggest that increasing interactions among students withphysical disabilities can considerably improve their peer interaction and social skills.In the rest of this paper we elaborate on our methodology and outcomes and look at howthe service-learning project improved communication and teamwork skills amongparticipating engineering students.2. BackgroundService-learning is defined as a credit-bearing educational experience in which studentsparticipate in an organized service activity in such a way that meets identified communityneeds 1. Studies suggest that service-learning can significantly impact various educationaloutcome measures, including academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leigh S McCue, Virginia Tech; Joseph A. Schetz, Virginia Tech

Tagged Divisions

Aerospace

program offerings.1.0 IntroductionVirginia Tech is relatively unique compared to peer institutions in that the Ocean Engineering(OE) program grew out of the Aerospace Engineering (AE) program. In planning thisdevelopment, we found that the Aeronautical Engineering program at MIT grew out of theirNaval Architecture program in 1912. Similarly, the Aeronautical Engineering program atMichigan grew from their Naval Architecture department. “An example of the pioneeringteamwork provided by Cooley and Sadler came in 1914 with the offering of aeronauticalengineering courses, following Sadler's organization of the UM Aero Club in 1911. By 1916 acomplete four-year aeronautical degree program was offered within the renamed department ofNaval Architecture

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I. Jaksic, Colorado State University, Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

First-Year Programs

). Engle and Tinto11 address various obstacles to college success for low-income students.They state that “After six years, only 11 percent of low-income, first-generation students hadearned bachelor‟s degrees compared to 55 percent of their more advantaged peers.” One of theirrecommendations includes cohort development. Furthermore, the learning community modelimproves the persistence of the low-income and the first generation students12.A learning community is an environment that encourages student-student, and faculty-studentinteraction. At Colorado State University - Pueblo, a pilot learning community was initiated inthe Department of Engineering in fall 2009. Two first-year courses were linked with shared

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

S. Zahra Atiq, Purdue University, West Lafayette; Xin Chen, Purdue University, West Lafayette; David Daniel Cox, Harvard University; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity, International Forum

fields 3. Weexamine “active learning” in this study by applying Chi’s ICAP framework4,5. This frameworkmakes a hierarchical distinction between levels of “active learning”: 1) Passive consumption ofinformation as a baseline, 2) Active learning, which involves manipulating instructionalmaterials or content (e.g., pausing and playing a video) and therefore demands focused attention(e.g., recording pause/play click behavior or recording eye-tracking in videos), 3) Constructive Page 19.23.2learning activities, which require users to generate content (e.g., writing on a blog, responding toan appropriately-vague hint), thereby requiring knowledge

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Elizabeth DeBartolo; Margaret Bailey

with their Caucasian male peers atRIT. In response to the relatively low number of women enrolled in the Kate Gleason College ofEngineering, and the desire to improve their retention, an Internal Advisory Board formed inearly 2004 as part of RIT’s Women Engineering (WE@RIT) Center. Active members of thisboard consist of engineering faculty, administrators, and students from three different collegeswithin RIT. In its first year of existence, the WE@RIT Internal Advisory Board created andapproved a mission, supporting objectives, and an in-depth strategic plan. The group hasdeveloped a comprehensive plan aimed at improving retention of current women engineeringstudents. In this paper, the authors provide an overview of the WE@RIT program, with a

Conference Session

Ethical Roles: Admins, Government, Industry

Collection

2005 Annual Conference

Authors

June Marshall; John Marshall

ethics “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Educationeducation in an ongoing and proactive manner: “The active learning exercise should bechosen so that, over the course of their undergraduate career, students engage indeveloping a full range of ethical skills.Sample topics that should be considered for an engineering ethics curriculum includesappropriate behavior (Whitbeck, 2004) related to: recruitment; employment; termination;guidelines for raising ethical concerns; commission payment under a marketingagreement; gifts to foreign officials; and writing a letter of recommendation. Discussionson these types of

Conference Session

New Trends in Graduate Education

Collection

2005 Annual Conference

Authors

Robert Stiegler; Ernest McDuffie; Robert Kavetsky; Eugene Brown

finalized by a joint working group of NSF and ONR program officers and distributed in the late spring of 2004. Eleven proposals were received. These proposals were then peer viewed by another group of NSF and ONR program officers, scientists, and engineers

Conference Session

Student Learning and Research

Collection

2005 Annual Conference

Authors

Anthony Trippe

Loving Your Students – A Faculty Model for Today’s Classroom Anthony P. Trippe Rochester Institute of TechnologyAbstractThis paper reviews research related to four recent business management models of charismaticand inspirational leadership. It goes on to select the key traits and behaviors of these leadershipmodels for the workplace environment and use them as the foundation of a model for a lovingfaculty member. Like the business leader, the devoted, caring professor leads his engineeringstudents in their quest for knowledge, growth and learning. Based upon peer-reviewedleadership research which reports the value and benefits of a caring, mentoring and loving

Conference Session

The Computer, the Web, and the ChE

Collection

2002 Annual Conference

Authors

G.T. Lineberry; David Silverstein

whiteboard and overheadprojector, all images must be placed under the document camera and reduced to the resolution ofa compressed TV broadcast. Consequently, writing must be large to be readable, which does notallow much information to fit on a single “page.” Most instructors in the Paducah programprepare all “slides” ahead of time due to the restrictions of the document camera, whereas in af2f course, the whiteboard supplemented by slides would be the normal mode of instruction.The instructor has a view of the remote site at a distance from the “cage” (Figure 3). A largetelevision displays an image of the remote site at a wide view. It is virtually impossible to“read” student response to a lecture due to the size of the image. The television is

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Santhosh Thampuran

around the well-publicized court case on peer-to-peer audio exchange (i.e. MP3, Napster, etc.). Many students spoke up who had previously been silent during the more technical sections of the lectures. Some healthy controversies arose about ownership of artistic property. Finally, we discussed the implications of the technical aspects of digital media processing on the social and economic ramifications of their use. Other topics included laws about cars and cell-phones, the Microsoft monopoly case, and the Playstation2/Xbox rivalry.3. Student Evaluations: · Entry evaluation: On the first day of class a survey was passed out which provided us with data on student demographics, computing skills and

Conference Session

Assessment in Large and Small Programs

Collection

2002 Annual Conference

Authors

James Newell; Heidi Newell; Kevin Dahm

all students must be stated in terms that are measurable and demonstrable · A comprehensive plan must be developed to ensure that basic competencies are learned and reinforced throughout the time the students are enrolle d in the institution · Each discipline must specify learning outcomes congruent with the required competenciesLike many institutions (3), the Rowan University Chemical Engineering Departmentchose to use items that address multiple constituencies including alumni, industry, andthe students themselves. Assessment data from these groups were obtained throughalumni surveys, student peer-reviews, and employer surveys. These instruments werefairly straightforward to

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Sylvia Alexander

for planning, the generation of ideas and the resulting improved quality.In addition students have access to necessary support materials that define essentialinformation, emphasise principles and concepts and incorporate selected publications(including case studies of industrial applications and innovation in practice) which aidunderstanding.Students find the current system easy and efficient to use; they value the opportunity tocommunicate with peers, seek assistance with problems and share concerns. As allInformatics students are placed in IT environments any difficulties caused byaccessing such a system are minimal. One constraint however, is the limited ability ofstudents to write clearly, correctly and concisely. Students have welcomed

Conference Session

Managing and Funding Design Projects

Collection

2002 Annual Conference

Authors

Barry Davidson; Anthony Ingraffea; Alan Zehnder

performance metrics on the written and oral reports, aswell as peer evaluations to assist in the determination of each students’ individual contributions.In these peer evaluations, students answered questions such as: “Did the team member seek outtasks and responsibilities?”; “Of all the team, how effective was this member?”; “How valuablewas his/her contribution?”; or “If you were an employer, would you hire this individual for a Page 7.434.4design team?”.“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Mark Maughmer

, the lecture also covers other, less obvious, but importantengineering skills. These instructions include basic and general aircraft -design principles,technical report writing, presentation methods, as well as professionalism and ethics. Besides theformal lecturing, the students skills and abilities in these subjects are constantly challengedthrough their design and fabrication activities.Design ActivitiesAbout four to six students make up a design group. In these groups, the students design andanalyze complete sailplanes or parts of them. The theoretical work includes performanceanalyses of modern high-performance gliders, their stability and control, as well as theirstructures. Other examples of that activity includes the design of testing

Conference Session

Retention: Keeping the Women Students

Collection

2002 Annual Conference

Authors

Shawna Fletcher; Dana Newell; Mary Anderson-Rowland

courses fail to motivatestudents and many potential engineers transfer out of their majors before they experience anyengineering3 . In either case, female students do not feel comfortable in their degree programsinitially and feel a lack of contact with their college.Therefore, it is necessary that retention efforts begin with programs that serve to integrate femalestudents into the college, peer groups, and support services available to them. These programsshould include both academic and community learning experie nces that help female students toconnect on a personal level with staff, faculty, and other female students in the college.II. WISE Retention ProgramsThe WISE Office at ASU has had several retention programs in place that have aided

Collection

2023 ASEE GSW

Authors

Eleazar Marquez; Samuel Garcia Jr.

perspective after his lecture (learn in an unconventional way).” “An extremally good friendly and funny environment. There hasn't been a moment in call where the environment has felt unwelcoming or toxic.” “He calls on every student making them feel part of the class with getting their attention.” “I like the interactive setting and that the Material is not overwhelming due to examples of real-life applications.” “He comes to class talking to us about his weekend or what he did, and it makes me feel more comfortable in class knowing he’s willing to share those details with us he just doesn’t come in and starts writing stuff on the board.” “I like that he talks loudly, many other

Collection

2024 South East Section Meeting

Authors

ISAAC DAMILARE DUNMOYE, University of Georgia; VINCENT OLUWASETO FAKIYESI, University of Georgia; Wayne Johnson, University of Georgia; Dominik May, University of Georgia

was a Professor of Mechanical Engineering at Georgia Southern University-Armstrong Campus, Savannah GA. He received his Ph.D. and M.S. in Mechanical Engineering from Georgia Institute of Technology and his B.S. in Mechanical Engineering (Cum Laude) from Louisiana State University. He has published 16 papers in peer-reviewed journals, 28 papers in peer-reviewed conference proceedings, and given 12 technical presentations on various topics including: additive manufacturing, mechatronics, biomechan- ics, and engineering education. He currently teaches the Engineered Systems In Society, Mechanical Engineering Professional Practice, and Capstone Design I and II courses.Dr. Dominik May, University of Georgia Dr. May

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tess Anne Hegedus, The University of North Carolina, Greensboro; Heidi B. Carlone, The University of North Carolina, Greensboro; Aundrea D. Carter, University of North Carolina, Greensboro

Tagged Divisions

K-12 & Pre-College Engineering

Fall 2013. The fourth-grade teachers chose theSolid as a Rock: Replicating an Artifact (see http://www.eie.org/content/rocks) unit with a focuson materials engineering. The fifth-grade teachers chose to implement Now You’re Cooking:Designing Solar Ovens (see http://www.eie.org/content/energy) with a focus on greenengineering. Teachers chose units because they best aligned with district pacing guides andrelevant content standards. During the professional development, teachers engaged in andplanned the EiE units with their grade-level peers and the research team. These collaborationscontinued after the summer session ended through use of a team blog, email collaboration, ateam meeting during the fall semester and a team meeting in Spring 2014

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

integration of students and development of student-faculty bonds. It is expectedthat eight seminars will be held per academic year. Potential seminar topics are: (1) The CSET-STEMProgram, (2) Applying for Graduate School and Financial Aid, (3) Finding a Mentor, (4) Ethics, (5)Public Speaking, (6) Understanding Group Dynamics, (7) Managing Intellectual Property, (8) TimeManagement, and (9) Technical Writing.(b)Graduate School and/or Employment Preparation -- Scholars will be urged to register with the SCState Career Center. This will ensure that they are prepared to connect with graduate schoolrepresentatives and employers.(c)Academic Mentors – Each scholar will choose an academic mentor from a list of available mentors.This list will include faculty

Conference Session

Two-Year College Division Transfer Topics Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Jerry O'Connor, San Antonio College

Tagged Divisions

Two Year College Division

,the MESA Program has made a substantial contribution to the success of our engineeringprogram.Once our MESA Center was established, it soon became apparent why this space was a criticalcomponent of the MESA Program. It has served as a focal point for student study groups and acentral location for promoting student scholarships, engineering design competitions, internships,and summer undergraduate research opportunities. The Center has been host to tutoring sessionsfor difficult courses, student success seminars, resume writing and job search workshops, as wellas meetings of several science and engineering oriented student organizations on our campus.The Center has also served as a forum for presentations by faculty and student researchers