AC 2007-2420: A SMALL, HIGH-FIDELITY REFLECTANCE PULSE OXIMETERDavid Thompson, Kansas State University David Thompson is a Fulbright Fellow currently studying in Japan. He received his B.S. in Electrical Engineering from Kansas State University University in May, 2006. His areas of research interest include biomedical sensors, neural prosthetics, embedded systems design, and analog & digital circuitry.Steve Warren, Kansas State University Steve Warren is an Associate Professor of Electrical & Computer Engineering at Kansas State University. He teaches courses in linear systems, computer graphics, biomedical instrumentation, and scientific computing. Dr. Warren manages the KSU Medical
AC 2007-1706: ASSESSING REFLECTIVE JUDGMENT THINKING INUNDERGRADUATE MULTIDISCIPLINARY TEAMSMichael Cama, Illinois Institute of TechnologyDaniel Ferguson, Illinois Institute of TechnologyMargaret Huyck, Illinois Institute of Technology Page 12.272.1© American Society for Engineering Education, 2007 Assessing Reflective Judgment Thinking in Undergraduate Multidisciplinary TeamsAbstract – Our University has a project-based interprofessional learning program (IPRO)designed to improve competencies in project management, teamwork, communications,and ethics among the undergraduate students. An emerging goal is to increase the level of“reflective judgment
AC 2008-1414: STIMULATING AND DEVELOPING REFLECTIVE THINKING INUNDERGRADUATE STUDENTSElizabeth Howard, Illinois Institute of Technology Elizabeth Howard is a second-year Ph.D. candidate in the Industrial/Organizational Psychology program at the Illinois Institute of Technology. She received her Bachelor of Science in Psychology from the University of Illinois at Urbana-Champaign in 2006. She is working with the IPRO program as a research associate.Daniel Ferguson, Illinois Institute of Technology Daniel M. Ferguson, MBA, MSIE, is a Senior Lecturer in the IIT Stuart School of Business, and Associate Director for Research and Operations of the Interprofessional (IPRO) program. He was
AC 2009-2409: PREPARATION AND REFLECTION: MAKING PROFESSIONALPRACTICE EXPLICITPrue Howard, Central Queensland University Dr Prue Howard is a senior lecturer and Convenor of the Future Engineering Education Directions (FEED) research and scholarship group at CQUniversity. She has BEng (Mech), ME in Dynamics and a Professional Doctorate in Transdiciplinary Studies. She moved to the higher education sector in 1990 after a career as a mechanical designer in industry. A love of teaching has kept her there since. Prue has received National Awards in the areas of Women in Engineering and Curriculum Innovation, as well as having received the University's Vice-Chancellor's Award for Quality Teaching
Paper ID #19621Promoting Career Reflection among Freshman BME StudentsDr. Emma K. Frow, Arizona State University Emma Frow is an Assistant Professor at Arizona State University, with a joint appointment in the School of Biological & Health Systems Engineering and the School for the Future of Innovation in Society. She has graduate training in both the natural and social sciences, with a PhD in biochemistry and an MSc in science & technology studies. Emma is interested in the engineering imagination, particularly in the emerging field of synthetic biology. Over the past 7 years, her curricular and extracurricular
2000. She received her M.S. in Electrical Engineering and Ph.D. (2007) in Computer Engineering from the Illinois Institute of Technology, Chicago, IL. Dr. Dave’s research interests lie in the field of High Speed Computer Arithmetic and Computer Architec- ture. Her research has been focused on the design high-speed multi-operand adders. In addition, she is also interested in performing research in VLSI implementation of signal processing algorithms, and low power integrated circuit design. Her teaching interests include Digital Logic Design, Computer Architecture, Computer Arithmetic, VLSI Design. c American Society for Engineering Education, 2017 Reflection and Metacognition
Paper ID #18261Exploring School-to-work Transitions through Reflective JournalingMr. Ben David Lutz, Virginia Tech Ben Lutz is a PhD student in the Department of Engineering Education at Virginia Tech. His research in- terests include innovative pedagogies in engineering design, exploring student experiences within design settings, school-to-work transitions for new engineers, and efforts for inclusion and diversity within en- gineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well
Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios and graduate student education and overall development.Dr. Raymundo Arroyave, Texas A&M University Dr. Arroyave is a Professor and Presidential Impact Fellow of the Department of Materials Science and Engineering. He also holds courtesy appointments in the Departments of Mechanical Engineering and Industrial and Systems Engineering at Texas A&M University. He is the Director of the NSF Research Traineeship program Data-Enabled Discovery and Design of Energy
Paper ID #26649Students’ Engagements with Reflection: Insights from UndergraduatesWendy Roldan, University of Washington Wendy is a second-year PhD student in Human Centered Design and Engineering at the University of Washington studying the development of equitable engineering education. Her work draws from the fields of engineering education, design, and learning sciences.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to
Paper ID #17149Assessing Student Understanding of Reflection in Engineering EducationDr. Kristine R. Csavina, Arizona State University Dr. Kristine Csavina is Clinical Assistant Professor in the The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University, where she is the Associate Director for Engineering Program Innovation. Currently she is the instructor for the senior capstone design experience and active in program improvement for the engineering programs. She is Co-PI on on the CPREE grant; both PIs are active in expanding the practice of reflection in classrooms across the
Paper ID #12583Humanizing Signals and Systems: A Reflective AccountProf. James L. Huff, Harding University James Huff is an assistant professor of engineering at Harding University, where he primarily teaches multidisciplinary engineering design and electrical engineering. His research interests are aligned with how engineering students develop in their career identity while also developing as whole persons. James received his Ph.D. in engineering education and his his M.S. in electrical and computer engineering, both from Purdue University. He received his bachelor’s in computer engineering at Harding University
presentation experiences.The presented work examines student-based evaluation and reflection as a route to increasingconstructive feedback. Students’ firsthand discovery of presentation weaknesses and negativespeaking habits increases their awareness of such behavior in subsequent experiences. Thepotential impact of this study is twofold. First, it provides students with a platform to analyzetheir own communication skill, take ownership of their findings, and make improvements theythemselves discover. Second, it seeks to minimize extraneous work for the instructor.The study investigates the efficacy of student-based evaluations. Student presentations arerecorded, including the post-presentation question and answer session, and made available
commentariesfocused on concepts like “research quality,” “rigor,” and “systematic research,” as well asaccompanying shifts in the various criteria used to evaluate funding proposals and peer reviewedpapers. The field’s topical foci are also something of a moving target given a long and episodichistory of efforts to reinvent the form and content of engineering curricula. As the methods anddesired outcomes of engineering instruction change, so does the engineering education researchagenda. Further worth noting are rising pressures to relate research to practice, as reflected inmandates to identify the “broader impacts” associated with scholarly work in the field.This paper speaks to these challenges through the lens of our team’s recent experiences workingon a
Paper ID #12165On an Upward Trend: Reflection in Engineering EducationMs. Lauren A. Sepp, University of Washington Lauren is a first year PhD student at the University of Washington, studying Human Centered Design & Engineering. As a research assistant in the Center for Engineering Learning & Teaching, her research interests focus on engineering education and the importance of tactile learning.Mania Orand, Human Centered Design and Engineering Mania Orand is a researcher in the field of Human Computer Interaction at the University of Washington. Her research interests are on using reflection in designing web and
opportunities for undergraduates to engage in K-12 education and outreach. At both Duke University and the University of Washington, Dr. Hendricks has developed and taught summer camp curricula for middle school and high school students.Dr. Ken Yasuhara, Center for Engineering Learning & Teaching (CELT) Ken Yasuhara is a research scientist at the Center for Engineering Learning & Teaching (CELT), a campus lead for the Consortium to Promote Reflection in Engineering Education (CPREE), and an instructional consultant in the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the Uni- versity of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer
Paper ID #16795Mirror Mirror: Reflection and the Building of MindsetsProf. Joe Tranquillo, Bucknell University Dr. Joseph (Joe) Tranquillo is an Associate Professor at Bucknell University in the Department of Biomed- ical Engineering, He is also co-director of the Institute for Leadership in Technology and Management, co-director of the KEEN Winter Interdisciplinary Design Program, and chair of the Biomedical Engineer- ing Division of ASEE. Tranquillo has published three undergraduate textbooks and numerous engineering education publications, and has presented internationally on engineering and education. His work has
Paper ID #17468Developing Engineering Leaders Using a Reflective Autobiographical Exer-cise ˜ Massachusetts Institute of TechnologyDr. David Nino, David Ni˜no, Ph.D., is a Senior Lecturer in the Bernard M. Gordon-MIT Engineering Leadership Program, where he has a strong commitment to the development of leadership among undergraduates and graduate students across MIT and among engineers, more broadly. In addition to MIT teaching, he is active in an international consortium of engineering leadership centers and a founding officer of the Engineering Leadership Development Division of the American Society of
Paper ID #19697A Reflective Analysis on Professional Codes of EthicsMr. Graeme W Troxell, Colorado State University Graeme will soon be completing his master’s degree in philosophy at Colorado State University, where he is a graduate research assistant working with engineers, ethicists, and entrepreneurs to address pressing questions in the ethics of engineering design. He is interested in emerging technologies and technolog- ical entrepreneurship, ethics, epistemology, and design theory. He is also a Venture Capital Analyst for Rockies Venture Club in Denver, Colorado.Dr. Wade O. Troxell, Department of Mechanical
Paper ID #9369A Personal Account on Implementing Reflective PracticesMr. Tiago R Forin, Purdue University, West Lafayette Tiago Forin is a PhD student in Purdue University’s School of Engineering Education. He is an active researcher in cross disciplinary practices in Dr. Robin Adams’ XRoads Research Group. He is also in charge of developing assessments for Purdue’s Global Engineering Program. His background is in Civil and Environmental Engineering where he received a BS from Florida State University and a MS from Purdue University
AC 2010-1014: REFLECTIVE PRACTICES OF ENGINEERING CAPSTONEDESIGN TEAMSRobert Gerlick, Washington State UniversityDenny Davis, Washington State UniversityShane Brown, Washington State UniversityMichael Trevisan, Washington State University Page 15.1025.1© American Society for Engineering Education, 2010 Reflective Practices of Engineering Capstone Design TeamsABSTRACTReflection is widely understood as a critical component of learning, especially learning fromexperience. Effective professionals learn from experiences and use this knowledge whenencountering similar or more complex problems. The engineering capstone design courseprovides an excellent opportunity for
A Gallery of CAD Generated Imagery: Pedagogical Reflections Michael P. Hennessey, Peter S. Rhode, and Allen C. Jaedike School of Engineering, University of St. Thomas 101 O’Shaughnessy Science Hall, 2115 Summit Avenue St. Paul, Minnesota 55105-1079 Email: mphennessey@stthomas.edu Abstract A gallery of imagery generated from many of the recent CAD (computer-aided-design, or graphics) projectsundertaken by St. Thomas undergraduates in mechanical engineering courses (Engineering Graphics in particular)are
Session 3661 Science, Technology and Society ... of Consumption A Reflection Renato Lucas Pacheco, Walter Antonio Bazzo, Renato Carlson, Lúcia Helena Martins-Pacheco Universidade Federal de Santa CatarinaIntroductionIn recent years, Science, Technology and Society (STS) studies have increased considerablyin Brazil, especially in engineering courses, through the publications of books and papers,and with the work of professionals who are interested in studying this subject. STS typicalapproach frequently puts together the social role of
Session The Reflection Technique: Increasing Classroom Involvement & Learning Mark L. Dean Purdue University School of TechnologyAbstractLecture-based teaching is the traditional didactic format. Some subject materials, for examplemathematics, may lend themselves particularly well to such a format. However, other subjectmatter may be best mastered in an environment of interactive discovery, where issues can bediscussed, debated, thought about, and struggled with in an open and relatively free flowingformat. This paper presents such an interactive technique, termed the method
AC 2004-17: EARLY REFLECTIONS ON ENGINEERING WEB-BASEDPORTFOLIOSKathy Schmidt, The University of Texas at AustinMatthew Campbell, University of Texas at Austin Page 9.490.1© American Society for Engineering Education, 2004 Session 1520 Early Reflections on Engineering Web-Based Portfolios Matthew I. Campbell, Kathy J. Schmidt College of Engineering The University of Texas at AustinAbstract During a four or five year undergraduate education, engineering students producea variety of materials that are
Session 3475 Teaching Reflective Skills in an Engineering Course David Socha†§, Valentin Razmov§, Elizabeth Davis † Center for Urban Simulation and Policy Analysis § Department of Computer Science & Engineering University of WashingtonAbstractOne of the most effective tools for lifelong learning is the ability to reflect and learn fromexperience. Reflection helps to clarify our understanding of the world and to create newdistinctions and possibilities for the future. It is a way of
AC 2012-3237: AN EXPERIENCE USING REFLECTION IN SOFTWAREENGINEERINGDr. Alexandra Martinez, University of Costa Rica Alexandra Martinez has been working since 2009 as an Invited Professor in the Department of Computer and Information Science at the University of Costa Rica (UCR). She has taught courses in databases, soft- ware testing, and bioinformatics, and done applied research in software testing at UCR’s Research Center on Information and Communication Technologies. Previously, she worked as a Software Design Engi- neer in Test at Microsoft Corporation in Redmond, Wash., and as a Software Engineer at ArtinSoft in San Jose, Costa Rica. She received her Ph.D. in computer engineering from the University of Florida
Paper ID #18789Self Authorship and Reflective Practice in an Innovation MinorChris Gewirtz, Virginia Polytechnic Institute and State University Chris Gewirtz is PhD student in Engineering Education at Virginia Tech. His research interests start with how culture, history and identity influence assumptions made by engineers in their practice, and how to change assumptions to form innovative and socially conscious engineers. He is particularly interested in humanitarian engineering, where American engineering assumptions tend to fall apart or reproduce injustice.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State
of Responsible Innovation across Bio-engineering Communities”,upon which this paper is based on. c American Society for Engineering Education, 2017 Ethics and responsible innovation in biotechnology communities: A pedagogy of engaged scholarshipIntroductionIssues surrounding genetic engineering, biotechnology, and synthetic biology are contentious,especially when applied to food, the environment, and industrial applications for which directhuman consent and medical benefits are not present. How researchers, developers, and policy-makers communicate about and reflect upon their work is of utmost importance to these fields.Increased understanding about how participants within and
analytical training at the expense of fostering important skills in creativethinking (e.g., questioning, observation, reflection) that are fundamental to developinginnovative solutions to these engineering challenges. To help address this gap, there is anincreasing number of studies exploring the pathways by which engineering students developinterest and skills in innovation (e.g. Yasuhara, Lande, Chen, Sheppard, & Atman, 2012; Davis& Amelink, 2016; Gilmartin et al., 2017). These studies aim to understand where students aregaining innovation interests and skills and are finding that extracurricular activities play anotable role. Within engineering classrooms, there is a push to increase student exposure todesign and to teach creative