Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

building and fixing towards designing9.These instruments include qualitative and quantitative approaches to engineering knowledgeassessment. Researchers17, 22 have used open-ended instruments such as drawings, concept maps,and interviews to assess students’ outcomes after implementing EiE units in elementaryclassrooms. As a qualitative measurement, a group of researchers have designed a codingscheme that allows systematic quantification of students’ drawings about the work of anengineer22, 23. These researchers found that students’ preconceptions about engineering practicewere highly focused on fixing and manual labor; however, after receiving engineering instructionin the classroom their conceptions were shifting towards design10. Other

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

: Implications for scientific problem solving in the 21st century," Technology in Society, vol. 27, pp. 531-549, 2005.[8] M. J. Kirton, Adaption-Innovation in the Context of Diversity and Change. London, UK: Routledge, 2011.[9] K. W. Buffinton, K. W. Jablokow, and K. A. Martin, "Project team dynamics and cognitive style," Engineering Management Journal, vol. 14, pp. 25-33, 2002.[10] J. DeFranco, K. W. Jablokow, A. Gordon, and S. Bilen, "The impact of cognitive style on concept mapping: Visualizing variations in the structure of ideas," in ASEE 2012 International Conference on Engineering Education, San Antonio, TX, 2012.[11] P. Vercellone-Smith, K. W. Jablokow, and C. Friedel, "Characterizing communication networks in a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Kathryn Jablokow, Pennsylvania State University; Shanna R. Daly, University of Michigan; Eli M. Silk, University of Michigan; Meisha Nicole Berg, Iowa State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. J. Abernathy and J. M. Utterback, "Patterns of industrial innovation," Technology Review, vol. 80, pp. 40-47, 1978.[7] K. W. Jablokow, "The catalytic nature of science: Implications for scientific problem solving in the 21st century," Technology in Society, vol. 27, pp. 531-549, 2005.[8] M. J. Kirton, Adaption-Innovation in the Context of Diversity and Change. London, UK: Routledge, 2011.[9] K. W. Buffinton, K. W. Jablokow, and K. A. Martin, "Project team dynamics and cognitive style," Engineering Management Journal, vol. 14, pp. 25-33, 2002.[10] J. DeFranco, K. W. Jablokow, A. Gordon, and S. Bilen, "The impact of cognitive style on concept mapping: Visualizing variations in the structure of ideas," in

Conference Session

International Division Technical Session 9

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Levonisova, University of Southern California; Shaobo Huang, University of Southern California; Scott C Streiner, University of Pittsburgh; Sydnie Cunningham Cunningham, The University of Tulsa; Gisele Ragusa, University of Southern California; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Cheryl Matherly

Tagged Divisions

International

result of Rounds 2 and 3 (e.g., B.3.belongs to group B and is item 3 of the group).Key parts to a semantic map:  Outcomes and their groupings  Linking lines with arrows  Linking phrasesWith your team: 1. Start your concept map in the center of your paper with the label GLOBALLY COMPETENT ENGINEER in the middle. 2. Arranged the outcomes/groupings on the paper with the center being the most focal point of the semantic map. 3. Once you have arranged the outcomes/groupings, create links between the various outcomes/groupings as you see necessary. You will be linking outcomes/groupings with a line which has an arrow. 4. Above the link, try to write a phrase that describes the relationship between the two

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

incorrect/missing information. While each MEArequires students to employ different areas of subject knowledge, students are taught toapproach all three MEAs using critical thinking skills. For example, students are guidedto draw concept maps, question the credibility of information sources, incorporate a rangeof factors into their decision-making and consider the implications of their conclusions.These skills are what Paul calls “elements” of critical thinking – invaluable thinkingprocesses involved in any complex problem-solving activity24.The embedded MEAs are virtually indistinguishable to students, mitigating motivationand engagement issues. Submissions are graded by teaching assistants and coursepersonnel using the rubrics, with training and

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mahmoud T. Khasawneh, Texas A&M International University; Rafic Bachnak, Penn State Harrisburg; Rohitha Goonatilake, Texas A&M International University ; Runchang Lin, Texas A&M International University; Pablo Biswas, Texas A&M International University; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Minorities in Engineering

process student might use to complete more involved writing assignments, including prewriting, drafting, reviewing and revising, and copyediting. Prewriting: Strategies for prewriting, including the use of graphic organizers like clustering and concept maps. Reviewing and revising: Strategies for encouraging students to review and revise their writing in process, including responding in writing and through rubrics, face-to-face conferencing, and peer review. STEM and the first-year experience: Ways in which STEM faculty can play a role in the community that supports the learning of first-year students. The STEM topics that lend themselves well to first-year seminars and ways in which first-year mentors can assist

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Imelda Olague-Caballero, New Mexico State University; Delia J. Valles-Rosales, New Mexico State University

Tagged Divisions

Industrial Engineering

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, Virginia Tech; Michael J. Prince, Bucknell University; Christopher Evan Nellis, Virginia Tech; Prateek Shekhar, Virginia Tech; Cindy Waters, North Carolina A&T State University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

Engineering Education. 2010;99(2):121–134.56. Felder RM, Brent R. Navigating the bumpy road to student-centered instruction. College Teaching. 1996;44(2):43-47.57. Michael J. Faculty perceptions about barriers to active learning. College Teaching. 2007;54(1):42-47.58. Van Barneveld A, Strobel J. Reports from teaching practice: experiences and management of tensions encountered with PBL implementations in the early years of undergraduate engineering education. Research in Engineering Education Symposium; 2011; Madrid, Spain.59. Bentley FJB, Kennedy S, Semsar K. How not to lose your students with concept maps. Journal of College Science Teaching. 2011;41(1):61-68.60. Donohue S, Richards L. Factors affecting student

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Hannah McQuade, The Center for Engineering Education Research; Andrew League, Michigan State University; Chris John Bush, The Center for Engineering Education Research; Michael Cavanaugh, Michigan State University, Center for Engineering Education Research

Tagged Divisions

Educational Research and Methods

computational competencies throughout the engineeringcurricula by integrating problems of disciplinary engineering practice.CPACE Project Overview Page 24.1268.2 The CPACE project is divided in two phases, CPACE I and II. During CPACE I we: a)identified the computational competencies needed in the engineering workplace; b) developed a‘data-to-computer science (CS)-concept map’ to translate our research findings into fundamentalCS concepts that can be used in curricular implementation. Our results are consistent with otherresearch on engineering education13, 14 and details of the process and findings from CPACE I arepresented elsewhere15, 16.CPACE I

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

Conference Session

Nanotechnology

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

, to five cognitive processes: generalization, discrimination, logical proportionalreasoning, numerical proportional reasoning, and mathematical reasoning. These concepts weretested with five assessment tasks to identify understandings and difficulties exhibited by 224first-year undergraduate students. The paper identified some difficulties that students had withsize and scale concepts, including greater difficulties in understanding sub-macroscopic objectsand differentiating bigger gaps between objects. Although the FS2C is an established frameworkfor size and scale concepts mapped to Gagne’s taxonomy of learning outcomes,15 the validity of

Conference Session

Materials Division Technical Session 1

Collection

2014 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 PhD, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; Sean Maass; Candace K. Chan, Arizona State University

Tagged Divisions

Materials

result of informing student of the value of MPs as a self-regulation learning tool.8. In-class YouTube videos – High rating of 89% indicates students highly value the videos for illustrating concepts and applications – will be expanding use of these to more classes.9. Class-start discussion of prior class Muddiest Point – Relatively high value of 82% shows strong support for formative process feedback for facilitating clarity and performance.10. Homework preview problem for preparing students for next class – moderate support of 69% which could possibly be increased with better resources for solving concept map quizzes.11. Undergraduate Teaching Assistant – High value of 97% demonstrates high regard for role of UGTA in class to