Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Richard Vaz

peer reviews1 of theextensive written reports that document the process and product of each team project. DuringMQP reviews in the mid-1990s, the ECE Department faculty, while noting that most of theeducational goals for the MQP were being met, discerned a number of areas for improvement: • Many design projects did not appear to be framed in terms of user requirements and technical specifications derived from those requirements; • Many project reports did not reveal appropriate design synthesis; rather, students tended to address design challenges by choosing a single likely solution and “making it work”; • Little attention was given, in many cases, to such fundamental design considerations as cost

Conference Session

The Climate for Women In Engineering

Collection

2003 Annual Conference

Authors

Natela Ostrovskaya; Jan Rinehart; Susan Metz

) writing down a formal plan for studentresearch; and 5) giving students at least one teaching experience (strategies 4 and 5 were also tiedin the ranking)., “Why these experiences are so important,” respondents particularly put importance on technicalconferences by reporting: “Technical conferences let students practice skills, with some guidance and some backup,before they are expected to do them on their own. Prospective faculty members must be able toprovide their own motivation and feedback. Gives insight into academia.” “Technical conferences are the heart and soul of research in academia. An understandingof how they work, what is expected, the networking experience is invaluable.” “Students must understand expectations. Students

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Subrata Roy; Karim Nasr; K. Joel Berry

. In a recent study by Kettering University CoreEngineering Team (CET)[1], a survey of engineering curricula at other universities was carriedout. Reviewed universities included all of Kettering’s Association of Independent TechnologicalUniversities (AITU) peers, Michigan universities with major engineering programs, anduniversities participating in the Foundation Coalition. This review[2-6] found that manyuniversities, including Kettering, continue to offer relatively traditional core curricula. Non-traditional or innovative programs are in place at a number of universities, but relatively few ofthese have been implemented for all students. Most remain in an experimental stage and areoffered to only a subset of the students and taught only by

Conference Session

Student Learning and Research

Collection

2003 Annual Conference

Authors

Stanley Kieta; Christopher Decock; Gregory Dick; Jerry Samples

Session Number 2150 Students Teaching Students: a Pedagogical Experiment Gregory M. Dick, Stanley J. Kieta, Christopher A. Decock. Jerry W. Samples University of Pittsburgh at JohnstownAbstractHow do you fill a course and laboratory instructor vacancy on no notice? What happenswhen the Adjunct Professor cannot arrange a schedule for the laboratory portion of thecourse? Peer tutoring has been utilized for years in the sciences, math and humanities. Isit possible to use an upper-class student to assist in an engineering technology laboratorysetting

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

Paul Bishop; Gary Lewandowski; Joel Fried; Carla Purdy; Anant Kukreti

exportable modules which can be used as is or modified to fit the needs of otherinstitutions and which cover elementary teaching skills, advanced teaching skills, proposal writing,time management, and preparation for the job search process. There is also a mentored teachingcomponent, which is individually structured for each student. Requirements for participation areset by each department. The program prepares students for the full range of academic positions,at research-intensive or more teaching-oriented schools. It also offers a forum for faculty toupdate their teaching skills and for the discussion of issues of diversity, learning styles, anddifferences in culture between instructor and students. In addition, an associated yearly lecture

Collection

2001 Annual Conference

Authors

Allen Estes; Stephen Ressler

formally learning to teach and introduces a model instructional strategy that will be a road map for the ETWII Principles of Effective Teaching and Learning: Introduces Lowman’s4 two-dimensiona model of teaching and provides a compendium of learning principlesIII Teaching Assessment: Covers student, peer and self assessments and separates myth from fact regarding their usefulnessIV Introduction to Learning Styles: Examines Felder’s Learning Style Dimensions5 and examines how to accommodate all styles of learnersV Learning Objectives: Introduces Bloom’s taxonomy6 of educational objectives and show how to write appropriate and useful learning objectivesVI Planning a Class: Offers a structured

Conference Session

Technology Entrepreneurship Education

Collection

2002 Annual Conference

Authors

Katherine Emery; John Feland

· Teaching via the case method · Designing for experiential learningIn addition, journal articles will be highlighted to support educators with how, and why, to usevarious technologies to design unique learning experiences in the entrepreneurship classroom.Such examples include: · Online collaboration tools · Creating a classroom community online · Real-time case writing through teleconferencing · Cross-university collaboration · E-mentors: Transcending geographical barriers to provide real-world contentd. The CommunityIndividual comments regarding the challenges faced by entrepreneurship educators indicated thatmany faculty lack the time to review resources, and miss having a peer group with whom toshare

Collection

2001 Annual Conference

Authors

Leo Smith; Hisham Alnajjar; Donald Leone; Mohammad Saleh Keshawarz; Ladimer Nagurney; Devdas Shetty

Learning Block Reading & Writing RLC 110 Page 6.612.2 Figure 1 – Freshman Year (First Semester)Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering EducationShared Outcomes of First Semester FIGThe faculty of ES141 and RLC110 worked as a team to identify the shared outcomes betweenthe two courses. Then, they worked on identifying the activities, the technology to support

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; William J Calvo, Chemical and Molecular Engineering Program, Stony Brook University (Stony Brook, NY)

Tagged Topics

NSF Grantees

University; the New Jersey Institute of Technology; and the University ofPuerto Rico, Mayagüez, and it is funded by the National Science Foundation. The goal of theCenter is to become a national focal point for developing structured organic particulate systemsused in pharmaceuticals and their manufacturing processes. XX University has partnered as anoutreach/education member institution to expand the impact of the Center through SMETeducation and outreach.This paper describes problem sets for introductory chemical engineering courses such as materialand energy balances. The problems emphasize concepts of unit conversions, engineeringcalculations, estimations, writing a process flow diagram, mass balances, safety, heat offormation, and looking up

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

projects include the blog STEMequity.com, and a study, with sociologist Mary Ebeling, of economic equity in nanotechnology training and employment. She is also writing on distributions of blame between workers and materials for failures in contemporary building technologies, as economies of scale and automation continue their long incursion on the labor of commercial construction. Page 22.1061.1 c American Society for Engineering Education, 2011 Metrics of Marginality: How Studies of Minority Self-Efficacy Hide Structural InequitiesAbstractIn ongoing

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric Constans, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

Mechanical Engineering

traction with a race and “sumo” competition at the end ofthe semester. Each team was required to perform a full motion analysis of one “foot” of theirwalker using the techniques developed in class. This proved to be more difficult than expectedfor some: many teams used an eight-bar linkage similar to the “Strandbeest” of Theo Jansen. Page 22.1603.5 Figure 3: Student team with winning walkerConclusions and Lessons LearnedFirst, it must be stated that, in terms of student learning and satisfaction, the course was asuccess. The first-year students performed nearly as well as their third-year peers onexaminations and homework

Conference Session

Build Diversity in Engineering Graduate Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carmen G. Villa, Texas A&M University; Felecia M. Nave, Prairie View A&M University; Sherri S. Frizell, Prairie View A&M University; Mary V. Alfred, Texas A&M University; Fred Arthur Bonner II, Texas A&M University

Tagged Divisions

Minorities in Engineering

method12.The dataobtained from faculty interviews and student focus groups were treated as independent groups.Therefore, for each institution, the faculty interviews were analyzed as one unit and the studentfocus groups were analyzed as a separate unit of data.The research team met as a group to analyze the data from the first two institutions. The teamfollowed this procedure to identify strong categories for the initial themes and to utilize peer Page 22.1499.3debriefing concurrently. The interviews for these particular institutions were transcribed andindividual units of data were placed on note cards. The note cards, particularly for the

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Thomas Allen Knotts IV, Brigham Young University; William G. Pitt, Brigham Young University; Morris D. Argyle, Brigham Young University

Tagged Divisions

Chemical Engineering, Minorities in Engineering

, where he has served since 1987. He is currently the Pope Professor of chemical engineering at BYU and an Adjunct Research Professor in the Bioengineering Department of the University of Utah. During his 24 years at BYU, his teaching has been in the areas of materials, polymers, and transport phenomena. His research has spanned many disciplines ranging from biomedical material surfaces and composite materials to his current work in controlled drug and gene delivery. With colleagues and students at BYU and other institutions, he has more than 110 peer-reviewed journal publications.Prof. Morris D. Argyle, Brigham Young University

Conference Session

Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yuan Liao, University of Kentucky; Lawrence Holloway, University of Kentucky; Paul A. Dolloff, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering

pricing calculation• Understand key technologies in distribution systems that enable smart grid• Understand key technologies in transmission systems that enable smart grid 2.3 Pedagogical methodThis course intends to be delivered through classroom lectures. Both traditional blackboardmethod and power point presentation methods are utilized. Students are required to present someof their project results in the class, from which students can also learn from their peers’ work.We utilize various software packages in the class including Matlab simpowersystem andoptimization toolboxes, and IBM ILOG optimization suite. Students will further enforce whatthey learned by independently completing assigned projects described in Section 3 utilizing theirown

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

typical first-yearcourse. Students encounter no exams, self- and peer-reflections (i.e., writing!) are assigned, andcollaborating with fellow classmates is expected. A problem-based learning (PBL), activeapproach is used to guide the learning experiences of these students. After the formation ofsemester-long teams, students take on challenging, open-ended projects in diverse topics such asassistive technology, Rube Goldberg, sustainable technology, science concept demonstrations,recreating existing devices and robotics challenges. Along the way, students must developsufficient proficiency in technical drawing, testing, machining, electronics, and/or

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Kean, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Mathew Bissonnette

Tagged Topics

NSF Grantees Poster Session

directly.Using Physical MEAs to Help with Self-AssessmentFor many MEAs, providing a means for students to “check” the validity of their models can bequite difficult. Strategies can include providing fictitious data from the client, referring studentsto peer-reviewed literature, and depending on student experiences to help them determine when asolution “seems” correct. We have found that one of the most powerful ways to provide self-assessment is in the form of actual laboratory or physical activities. Examples of this include theCatapult MEA and the Force Transducer MEA.Catapult MEAThe Petersborough Museum in England hosts a Medieval Exhibition each year, and plans to holda catapult launch competition. As part of the competition they want to award a

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse Ph.D., Georgia Institute of Technology; Essy Behravesh, Georgia Institute of Technology

Tagged Divisions

Biomedical

) Page 25.1105.4and suspension (HL-60) cell lines were selected based on available body of work in peer-reviewed literature, ease of culture, and flexibility in the type of projects for better studentengagement students.Facilitators in the revised lab course were encouraged to actively allow students to maketechnical but not strategic mistakes. For example, students were required to have proper positiveand negative controls in their experiments but allowed to err during a western blot as long astheir controls gave them clues about where the error might have occurred. Report discussiongrades were weighted heavily in the final grading to encourage a revisit of procedures andmethodologies that might have resulted in errors or limitations for the

Collection

2001 Annual Conference

Authors

Stanley Pisarski; Beverly Hunter; Kathy Bearden

department faculty. Use of a wide audience gives the students anopportunity to receive feedback from diverse viewpoints including their peers. The final defenseoccurs at the end of the semester. Students are required to write a detailed report and give aformal presentation to department faculty, students, sponsors and family. Juniors are encouragedto attend all presentations so that they can get a better idea of what will be expected of them.Where practical, support of senior project activities is embedded in senior level courses. Forexample, those that take Finite Element Analysis are required to do a final project for the courseand are encouraged to do a project related to their senior project activities.II. Recent Civil Engineering

Collection

2001 Annual Conference

Authors

Katherine Carels; James Howard; Charles Bersbach; Debra Larson

& Exposition Copyright © 2001, American Society for Engineering Education Session 2630During the spring of 2000, the three graduate students from EGR 686 were vertically integratedas project managers into NAU’s junior-level multidisciplinary project-driven design class that iscalled EGR 386 Engineering Design III. This integration, the practicum component of EGR 686,was combined with traditional class time, reflective writings, and mentoring to provide a balanceof theory with structured practice and guided reflection.The vertical integration was accomplished by structuring EGR 386 as a lightweight matrixorganization that

Collection

2001 Annual Conference

Authors

William Jordan; Debbie Silver; Bill B. Elmore

secondary students were evaluated for appropriateness. Strengths andlimitations of a variety of teaching methods were considered. These methods and practices werethen modeled and assessed through the conduct of the course in classroom, laboratory, and in-service experiences. Methodologies included lecture, small group activities, whole groupactivities, individual participation, reflective writing, alternative assessments, cooperativelearning, demonstrations, and technology-based assignments.3. Course Objectives The objectives of our course included:• Discussing the importance of teaching problem solving in today’s elementary/secondary schools.• Enabling our students to display an increased capacity for solving problems

Collection

2001 Annual Conference

Authors

Fredrick Jones; Charlene Yauch

., reading, discussing, writing). • Greater emphasis is placed on students’ exploration of their own attitudes and values.Each of the strategies listed above is aimed at the motivation needs of students. While theseneeds are very important (and active learning is an approach that we fully believe in), thehygiene needs of students should not be ignored. Attention to both hygiene and motivationfactors will best serve the needs of the students and increase our chances of retaining them in Page 6.677.2engineering by decreasing their dissatisfaction and increasing their satisfaction.Proceedings of the 2001 American Society for Engineering Education

Collection

2000 Annual Conference

Authors

Rosa Betancourt de Perez; Rosa Buxeda; Moises Orengo; Lueny M. Morell; Jose R. Lopez

performance and attitude changes as a result of innovation. They are also required to write a short paper in order to disseminate their experiences. These will be also posted on the PR-LSAMP website.V. Specific Examples & Outcomes of Curricular Innovations A. Cooperative Learning. One of the most successful strategies to reduce the attrition rate in SMET courses across the Alliance has been cooperative learning5,6. Many faculty have participated over the years in workshops and seminars, and success stories in reducing student attrition rates have been documented. For example, Figure 2 shows a comparison of improvement in the grade

Collection

1998 Annual Conference

Authors

M. R. Foster; H. Öz

, in agreement with what the Provost of the university has suggested. Such a number is also consistent with the results of a survey of the numbers of hours to graduation for aerospace programs at peer universities.• No student should be enrolled in more than 4 courses total in any quarter.• The senior year should allow students to explore their own interests through a set of electives.III. The Structure of the New CurriculumUltimately, we came to the structure shown graphically in Figure 1, with a tabular listing ofcourses in Table 1. Much of the first year and part of the second are taken up with science andmathematics, with some specific engineering core material on statics, dynamics, materials andstrength of materials in the

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aref Majdara, Washington State University, Vancouver; Dave Kim, Washington State University, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

, Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineering and Computer Science at Washington State University Vancouver. His teaching and research have been in the areas of engineering materials, fracture mechanics, and manufacturing processes. In particular, he has been very active in pedagogical research in the area of writing pedagogy in engineering laboratory courses. Dr. Kim and his collaborators attracted close to $1M in research grants to study writing transfer of engineering undergraduates. For technical research, he has a long-standing involvement in research concerned with the manufacturing of advanced composite materials (CFRP/titanium stack, GFRP

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

online,and instructors have the option to utilize a series of handouts to supplement learning. The videocontent was primarily developed, filmed, and acted out by four, typical college-aged, engineeringstudents to ensure the story plots were amusing and would interest their peers. Once created, thevideos were reviewed by a number of other instructors and steel engineers to verify accuracy ofthe technical content.The paper provides instructors with more background on the process of creating engagingengineering videos, highlighting some of the difficulties in filming as well as editing the content.The theoretical basis for some of the videos will be discussed. In particular, the paper will focuson techniques used to intentionally attract students

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Mareham Essam Yacoub, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University

Tagged Divisions

First-Year Programs Division (FYP)

. B. Yancey, Reflection In The Writing Classroom. University Press of Colorado, 1998.[4] P. Groißböck, “E-portfolios in teacher education: ‘Teaching e-portfolios’ in mentoring processes or peer-learning in higher education,” 2012, doi: 10.1109/ICL.2012.6402153.[5] B. Eynon and L. M. Gambino, High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Taylor & Francis, 2023.[6] H. C. Barrett and N. Garrett, “Online personal learning environments: Structuring electronic portfolios for lifelong and life-wide learning,” Horiz., vol. 17, no. 2, pp. 142– 152, 2009, doi: 10.1108/10748120910965511.[7] S. Rubín and M. Rümler, “E-PORTFOLIO: A METACOGNITIVE ACTIVITY TO

Conference Session

Strategies for Building Engineering Education Research Capabilities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Cady, National Academies of Sciences, Engineering, and Medicine; Russell Korte, The George Washington University; Karl A Smith, University of Minnesota, Twin Cities

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

to be meritorious and significant by a rigorous peer review process.This list developed by Diamond is a good guide for faculty interested in preparing a paper forpublication in any engineering education research journal and especially for JEE. Anotherperspective on conducting research in education is the National Research Council (NRC) reportScientific Research in Education [3]. 1. Question—Pose significant questions that can be investigated empirically. 2. Theory—Link research to relevant theory. 3. Methods—Use methods that permit direct investigation of the question. 4. Reasoning—Provide a coherent, explicit chain of reasoning. 5. Replicate and generalize across studies. 6. Disclose research to encourage

Conference Session

Collaborations, Accreditation and Articulation Issues for International Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Elizabeth Leibach, Northern Kentucky University

Tagged Divisions

International

2010-2011 Not Transferred 3.00EGT 320 Robotic Systems and Material Handling 2010-2011 Not Transferred 3.00EGT 340 Applied Dynamics 2010-2011 Not Transferred 3.00ENGD080 Writing Lab 2010-2011 Not Transferred 1.00ENGD090 Writing Workshop 2010-2011 Not Transferred 3.00PHI 194 Global Ethical Viewpoints 2010-2011 Not Transferred 3.00AELP000 Non-Credit/American English Lang 2010-2011 Not Transferred 0.00CHE 120 General Chemistry I 2010-2011 D Transferred 3.00CHE 120L General Chemistry I Lab

Collection

1999 Annual Conference

Authors

Francisco Ruiz; Michael E. Gorman; Phil Weilerstein

seminar in thePsychology Department.A major objective of the course is for students to understand and adopt the cognitiveprocesses that guided the creation and interpretation of great inventors, in this caseusing a module based on the invention of the telephone7. Students try to improve onBell’s original telephone design and patent, using similar materials. The purpose of thismodule is to teach students how to invent: how to keep a notebook, conduct systematicexperiments, work in teams, draft a patent application and create a prototype thatdemonstrates proof-of-concept. As the course evolved, more-and-more scaffolding wasadded, in the form of additional materials on patents, on writing notebooks, and on otheraspects of the invention process. The

Collection

1999 Annual Conference

Authors

Richard B Cole; Charles V. Schaefer; Bernard Gallois; Keith Sheppard

includes:Engineering Graphics (2-credit laboratory), Engineering Seminar (1 credit), and Engineering De-sign Laboratory I (1-credit laboratory).The major goal of these activities in the first semester is to provide the students an early bondingwith engineering and its style and task orientation as distinguished from science. They are aimedat initiating development of competencies that will build through subsequent design experiences:1. Ability to design a system, component, or process to meet desired needs2. Ability to function effectively on multidisciplinary teams3. Ability to identify, formulate and assess alternative technical and economic solutions to en- gineering problems.4. Ability to communicate effectively and persuasively, both in writing and