Conference Session

Innovative Graduate Programs & Methods

Collection

2004 Annual Conference

Authors

Linda Katehi; Kamyar Haghighi; Heidi Diefes-Dux; Katherine Banks; John Gaunt; Robert Montgomery; William Oakes; P.K. Imbrie; Deborah Follman; Phillip Wankat

master’s degrees will be advised by a graduate committee consistingof three engineering faculty members, at least one of which is from the School of EngineeringEducation.Ph.D. in Engineering EducationTo obtain a Ph.D. in engineering education, students must i) complete 36-48 course credit hoursbeyond those achieved for the bachelor’s degree, ii) pass a cumulative exam in a traditionalengineering content area, iii) write and defend an original proposal for research in engineeringeducation, and iv) conduct research for, write, and defend a Ph.D. dissertation on an engineeringeducation topic. A master’s degree is not required as part of the Ph.D. program, although creditsearned in master’s programs will often count towards the Ph.D. requirements.This

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Peter Mente; Marian McCord; Joni Spurlin; H. Troy Nagle; Susan Blanchard

State.During this process, input was also sought from one group of constituents, juniors who arecurrently in the program. They were given the task of working in teams to brainstorm what therevised BME curriculum would look like given the following design constraints: 1. The NC Legislature has mandated that 4-year programs cannot exceed 128 hours of credit. 2. The curriculum must include fifty-one credit hours of courses mandated by the University and College of Engineering. These include 21 hours of humanities and social sciences courses, and a 4-hour writing course. ENG 111 and ENG 112 (Figure 8), two 3-hour courses, are to be replaced by a new 4-hour course, ENG 101, beginning in fall 2003. Other requirements include a 3

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Surya Mallapragada; Maureen Griffin; Mary Huba; Jacqueline Shanks; Kevin Saunders; Charles Glatz

Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationbiocompatibility, and understand bioethical issues associated with the use of biomaterials.Results: Problem-solving student accomplishments Each of the three modules shared common problem-solving course learning outcomes.Through these courses, students develop problem solutions using information from severalinformation sources, function effectively on multidisciplinary teams, express ideas effectivelyorally and in writing, plan and monitor progress, improve self-knowledge of how they learn, andself-assess their role in developing an effective solution. Rubric development and implementation. The term

Conference Session

Women in Engineering: New Research

Collection

2003 Annual Conference

Authors

Donna Riley

after ties to ethnic or women’s studies have been severed, the helpfulaspects of the reforms for students of color and white women are often lost.* The name bell hooks is a writing voice the scholar, whose real name is Gloria Watkins, uses in order to remindreaders that she is a holistic self who embodies more than just her words. She does not capitalize the name (Bell Page 8.918.1Hooks is actually her great-grandmother’s name) in order to emphasize the importance of what she says over whosaid it. For the sake of accuracy and out of respect, bell hooks is not capitalized here.Proceedings of the 2003 American Society for

Collection

2000 Annual Conference

Authors

James A. Ozment; Alison N. Smith; Wendy Newstetter

that “student population in such a course has tremendous variation inbackground, motivation, expectations, and analytical skills”, Singhania7 proposes somesolutions for improving the situation. He recommends warning students against “thinking on-line”, and instead teaching them to write the programs at their desks, only testing when satisfiedwith the result. He also identifies several suggestions for group techniques: allowing students toread and check each other’s programs, group review of a program, and other forms of teaminteraction. Fienup2 also supports group work. He writes (in reference to his object-orientedCS-2 course), “team projects avoided overwhelming students with large projects by decreasingthe amount of work that each student

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

arrive at general consensus ofwhat appears to be widely accepted definitions, and to shed light on how common terms areused.Active learning is generally defined as any instructional method that engages students in thelearning process. It is widely accepted that active learning requires students to take part in “pre-planned” learning-related activities, believed to spark and stimulate their learning, while in theclassroom 5, 6 .These activities would include: reading, writing, solving problems, answeringquestions, participating in a discussion, etc.; and most important, students must be engaged inthinking tasks while actively involved. It is generally understood that during active learning, lessemphasis is placed on transmission of information

Conference Session

Expanding Access and Opportunities for M/30

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy

Tagged Divisions

Civil Engineering

finalhomework assignment was a reflective essay on whether or not the student planned to remain acivil engineering major and why/why not, and what strengths/weaknesses did they have when itcomes to the skills/attributes outlined by the BOK2 and ABET.The freshmen thought that the five most important skills were communication, ethics, teamwork,creativity, and design. Although the small number of female and minority students madeidentifying statistically significant differences difficult, at the conclusion of the Introduction toCivil Engineering course, reportedly a greater percentage of females (20%) had lost interest incivil engineering compared to their white male peers (10%). Out of 134 students, 11 lost interestin being a civil engineering major, yet

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

and stimulate their learning, while in theclassroom. (5, 6) These activities would include: reading, writing, solving problems, answeringquestions, participating in a discussion, etc.; and most important, students must be engaged inthinking tasks while actively involved. It is generally understood that during active learning, lessemphasis is placed on transmission of information and more on developing students’ skills.Additionally, during an active learning cycle, emphasis is placed on students’ exploration oftheir own abilities, including: their thinking process, their value system, their intellect, and theircourage to express themselves orally and in writing. Active learning is contrasted to thetraditional lecture where students passively

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto

Tagged Divisions

Electrical and Computer

with opportunities for peer instruction, individual and group problem-solving exercises, and discussion and consideration of experimental demonstrations.  During the exercises the instructor would circulate through the lecture hall with approximately 100 students.  After a period of time for these exercises the instructor would review or present a solution to the problem in collaboration with the students using a tablet PC.  The in-class time was also used to discuss additional applications and current areas of related research.  Approximately one-third to one-half of the class was spent with the instructor speaking at the front, but the presentation was not based on pre-planned notes, but rather

Conference Session

Computer Hardware and Simulation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krista M Hill, University of Hartford; Ying Yu, University of Hartford

Tagged Divisions

Computers in Education

verification, and teaching with new educational methods, which includes peer instruction, personal response systems, video games, and state-of-the-art CAD tools. Page 23.1288.1 c American Society for Engineering Education, 2013 Use of a CPLD in an Introductory Logic Circuits CourseAbstractIn the 2011 Fall semester we successfully adopted a complex programmable logic device(CPLD) for use in our introductory logic circuits course at the University of Hartford. Whilethe adoption of the corresponding CAD tools is an important element, we have been

Conference Session

Chemical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erick Vasquez, University of Dayton; Erick Ramos

performance. However, it was the second language for students inboth institutions. Students were tasked to write a blog and to provide constant feedback and editinguntil producing a final product. Constant feedback and interactions confirmed that the onlinelearning activity was beneficial from a linguistic and cross-cultural perspective. Ultimately,students developed autonomy, teamwork, and critical thinking skills. Note that this study showspossibilities for non-technical COIL activities with Engineering students, particularly those whohave a passion for learning new languages.Sustainability aspects and project-based learning (PBL) components can also be incorporated intoCOIL activities. For example, a virtual exchange (VE) was developed between

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gabriella Sallai, Pennsylvania State University; Johnathan Vicente, Pennsylvania State University; Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

Director of the online Master of Science in Mechanical Engineering Program at Penn State. Her research interests include graduate-and postdoctoral-level engineering education; attrition and persistence mechanisms, metrics, policy, and amelioration; engineering writing and communication; and methodological development for nontraditional data. Her NSF CAREER award studies master’s-level departure from the engineering doctorate as a mechanism of attrition. Catherine earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering from Purdue University, and Ph.D. in Engineering Education from Purdue University. © American Society for Engineering

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

title and abstract were carefully reviewed to find studies pertaining to theexperiences of racially minoritized populations in STEM entrepreneurship. For exclusioncriteria, all results were limited to peer-reviewed journals published in English if they fit all otherrequirements and studied underrepresented populations’ experiences or perceptions in STEMentrepreneurship. There was no time period specified in the exclusion criteria due to the limitedamount of literature published in STEM entrepreneurship so all research regardless of thepublication date was considered. Once all inclusion and exclusion criteria were applied to thisliterature review search and all duplicates were removed there were eight articles remaining to befurther explored

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

paper, asks students to put away their books, and writes amath problem on the blackboard, learners may expect that they are required to complete theproblem on their papers in silence and that they will be evaluated on their work. The gamelearners would assume themselves to be playing is the “test” game. By contrast, if an instructorintroduces a visitor from a nearby engineering firm and asks that visitor to present a dilemmafaced by her organization, learners may assume a very different kind of game – one in which thegoal is to solve a problem so that they can offer advice on how to overcome a real-life challenge.When novice elementary teachers are asked to complete an engineering design task, we mightexpect stability in an “engineering game

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin

Tagged Divisions

Biomedical Engineering

every five minutes, at the initiation of a given interval. First, the number of studentsexhibiting disengaged behavior were tabulated, which could include, but was not limited to,unrelated electronic device usage, off-topic discussion with peers, or physical disengagement.Second, the class activity was categorized according to the nature of the instructional activity(i.e. content-oriented lecture, storytelling, group work, challenge problem solving, studentpresentations, routine example solving, instructional transition) and any relevant teaching-toolsemployed (i.e. board writing, electronic media). Regression analysis of observation data,collected for the accelerated abroad course only, provided insight into the impact of in-classactivities

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily A. Sarver, Virginia Tech; Rennie B. Kaunda , Colorado School of Mines

Tagged Divisions

Engineering Ethics

principles and practices for mineral and energy resource projects at the graduate and undergraduate levels.Rennie B. Kaunda , Colorado School of Mines Dr. Rennie Kaunda is an Assistant Professor in the Department of Mining Engineering at Colorado School of Mines, and a licensed Professional Engineer in the State of Colorado. Prior to joining academia, Dr. Kaunda spend 7 years in the mining industry where he worked on more than 50 global projects through- out Africa, Asia, South America and North America. Dr. Kaunda’s areas of expertise are surface and underground rock mechanics, geotechnical engineering, numerical modeling and artificial neural network modeling. He has published/coauthored more than 13 peer-reviewed

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quincy Brown, American Association for the Advancement of Science; Renetta G. Tull, University of Maryland, Baltimore County; Lourdes A. Medina, University of Puerto Rico at Mayaguez; Michelle Beadle Holder, University of Maryland, College Park; Yarazeth Medina, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

isn’t always easy. Female faculty in particular find that having fewwomen colleagues, unwelcoming search processes, and lack of development opportunities, to beinhibiting factors that influence the desire to pursue and enter tenure-track positions. Addressingthese issues calls for institutional transformation which requires senior administrative support, Page 26.756.4collaborative leadership, flexible vision, and visible action.3 External agencies, such as theNational Science Foundation (NSF), and a network of peer institutions can also influenceinstitutional transformation.3 Research suggests that females make career choices based upontheir

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Bill Jay Brooks, Oregon State University; Milo Koretsky, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

Tagged Divisions

Materials

formative feedback students’ needs and issuesare the defining framework of learning issues, impediments, and barriers that an instructor canaddress for more effective teaching. Thus, students are empowered to play a role in their learningwhen they provide input about their instruction. Instructors in the JTF project have created avariety of web-enabled tools and resources to address issues revealed by student feedbackacquired by using Concept Warehouse or Blackboard survey tools. One tool is "pencasts" inwhich a smart pen captures a person's writing and/or drawing on a notepad along with audioinput to make a "pencast" recording as an audio PDF. These tutorial problem pencasts have beenmade into videos for the YouTube on the channel MSEASUproblems

Conference Session

CEED Paper Session 2: Leveraging Internships and Experiential Learning in Higher Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Richard Martin, The Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean Joseph Creighton, SOCHE; Jeremy Paul Stringer, Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

studentcomments about feeling disconnected from their peers dropped significantly. 10Results and Findings: Faculty Advisor ResponsesThe faculty advisors’ responses to the student research experiences in the program are alsogenerally favorable each year. Faculty advisors write that the students were motivated and thattheir students produced results that will be published in journals and reports and that will bepresented at briefings and conferences. The faculty advisors reported that their studentsperformed a literature survey; collected data; operated hardware, performed data collection;performed data analysis; assisted graduate students; wrote code; learned how

Conference Session

Technical Session 9:Topics related to STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Tian Tian, University of Central Florida; Shadi Sheikhfaal, University of Central Florida; Wendy Howard, University of Central Florida

Tagged Divisions

Computers in Education

instructionaltechnologies with alternative modes of delivery embracing active learning [8] and otherpathways identified herein.At the other extreme, Massive Open Online Courses (MOOCs) exclusively utilize onlinedelivery methods with a high reliance on self-paced learning via an asynchronous deliverymechanism and often at the expense of reduced engagement [9]. Strengths of MOOCs includevery high instructor productivity, which can reach thousands of students and some peer-assessment is feasible albeit via asynchronous discussion mechanisms [10]. Challenges ofMOOCs for teaching STEM include reduced retention [11], few opportunities for activeengagement, and challenges with assessment arising from the lack of authentication whereinonline-only grading may be difficult

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

Tagged Topics

Diversity, NSF Grantees Poster Session

apparent from focus group data. First,holistic relationship-based learning was just as important to faculty as it was to students.However, faculty perspectives on student-faculty relationships were different than theperspectives of students, and limitations and qualifications to relationship-based learning werenoted. Faculty also noted the importance of peer relationships for STEM student success.Second, faculty were aware of and tried to accommodate and intentionally include students ofdiverse social identities, particularly low income and transfer students. Social identity was notnoted as a barrier to students’ success; rather as something to be taken into account in terms ofteaching and learning. Third, practical money-saving strategies were

Conference Session

ECE Pedagogy and Assessment

Collection

2006 Annual Conference & Exposition

Authors

Richard Freeman, Valparaiso University; Mani Mina, Iowa State University

Tagged Divisions

Electrical and Computer

ofquality. Lastly, students interact with this service, greatly affecting the quality of the servicethey receive.Given the above factors, it may be very hard to close some gaps. Gaps may exist simply because Page 11.105.12student perceptions and expectations of the Learning Communities, the faculty, the mentors,their peers, or perceptions given to them by their parents, friends or other students. The toolincludes, in the survey, places for students to write in their comments. Focus group sessions areused to verify student survey responses, and also provide opportunities to probe for theunderlying causes of the gaps.Faculty should create an action

Conference Session

What Makes Them Continue?

Collection

2003 Annual Conference

Authors

Connie Della-Piana

for all STEMstudents, a center for teaching and learning (faculty and student assistant professionaldevelopment), an academic support center for STEM students, research and peer teachingexperiences for STEM undergraduates, and support for evaluation and assessment of MIEproject activities.In this paper we describe the design of the model for entering students and the findings of thefive-year longitudinal evaluation study of student retention in STEM and at the university.Student and institutional outcomes are linked to project activities through the use of an input-activities-output-outcomes program logic map of the entering students program. First, webriefly describe the entering students program. Secondly, we describe how the program logic

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Mary Ayre; Julie Mills

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

experimental IM discussion sections. These TAs changed their teachingactivities and grading activities to focus on supporting students’ autonomy rather than any oneparticular learning outcome. Since these TAs also want to become faculty, this increasedresponsibility for the TAs created a secondary benefit of training these TAs to become agents ofchange in their future careers. To create an IM supportive environment for the TAs, the faculty gave the TAs greaterautonomy to choose the structure of their discussion sections and to choose grading procedures.This autonomy was supported by a weekly one-hour coaching and peer-support TA meeting.This meeting consisted of training in grading schemes, listening skills, team building skills, anddiscussions

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; Michael A Evans, Virginia Tech ; Tiffany Drape, Virginia Tech; Samantha Gwai Lan Won, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

five minutes they werestopped and summarized in writing. After completed, the transcripts were open coded by both aresearcher and a graduate student, and themes were noted. This observation procedure was usedto pick up fine details about the teachers’ implementation of the curriculum, the environmentaldifferences between the three sites, the behaviors of the youth and the general level ofengagement by the participants. Pre and post testsThe pre and post test, Heat Transfer Evaluation, was administered on the first and last days ofthe unit. This 12-item multiple choice instrument from Schnittka & Bell (2010) has demonstratedvalidity and reliability with the middle school aged population. It was designed to target commonalternative

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gerard P. Lennon, Lehigh University; John B. Ochs, Lehigh University; Derick G. Brown P.E., Lehigh University

Tagged Divisions

Educational Research and Methods

, constructive roles and methods of the the field over methods and of self and others; field to understand time; relationship Communication of modes of assembling, leading and solve problems; with related fields ideas with peers thought and

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katrina Marie Robertson; Hadi Ali, Embry-Riddle Aeronautical University; Jonathan M. Adams, Embry-Riddle Aeronautical University - Prescott; Elizabeth Ashley Rea, Embry-Riddle Aeronautical University - Prescott

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

is an assistant professor of rhetoric and composition and the writing program admin- istrator at Embry-Riddle Aeronautical University in Prescott, AZ. His research on rhetorical theory, in- frastructure, and communication pedagogy informs his teaching of courses in rhetoric, composition, and technical communication in engineering.Elizabeth Ashley Rea, Embry-Riddle Aeronautical University - Prescott ©American Society for Engineering Education, 2023 Fostering Educational Equity in EngineeringAbstract: This is a research paper. Students in introductory engineering courses face challengescommunicating and integrating their ideas in team projects. Often these challenges with

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Batrouny, Tufts University

curriculum that she designed and taught. Her current doctoral research at the Center for Engineering Education and Outreach focuses on decision-making strategies and the personal, interpersonal, and external influences on those strategies across engineering educational contexts. Outside of research, she is a teaching assistant at the university's machine shop, where she assists students with a wide range of digital fabrication tools and precision machinery. Outside of school, Nicole is interested in biking, yarn crafts, sci-fi and fantasy writing, sustainable living, social justice, and the intersections of all of these. © American Society for Engineering Education, 2022

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Mckenzie Landrum, University of Florida; Tara Ippolito, University of Florida; Austin Hayes

-ended problem. Typically, the instructorshould develop the problem to be solved by all students. If students are allowed to choose theirown topic, this would increase intrinsic motivation, but would make it difficult for the instructorto ensure consistent knowledge between all students [13]. When PBL was applied in an undergraduate electrical engineering course, it was found toresult in significantly higher conceptual understanding compared to the traditional lecture method[14]. To ensure individual student participation, fairness, and accountability, many studiesincorporated peer evaluations [15, 16]. PBL also has positive results on student perceptions. Forexample, when PBL was implemented on an Administration Theory course, students