Conference Session

Student Learning and Teamwork

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Jyhwen Wang, Texas A&M University

Tagged Divisions

Engineering Technology

necessary input skills are shown with a “C”.Courses that are listed as an input skill requirement, but not a prerequisite according to thecatalogue are listed with an “F”.ResultsTable 1 shows the free responses from IAC members. All keywords that received two or morementions are shown. Four of the six professional skills cited by Shuman6 are well represented inthe results: teamwork, learning, ethics, and communication (engineering in a global context andknowledge of contempary issues were not in the results). Other skills identified by others with afocus on curriculum development are also represented. These include problem solving,teamwork and learning 3, 8, 9, 12.Table 2 shows the responses for skills that IAC members felt were critical. There was

Conference Session

Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald G. Kander, Philadelphia University

Tagged Divisions

Multidisciplinary Engineering

. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. An ability to function on multidisciplinary teams e. An ability to identify, formulate, and solve engineering problems f. An understanding of professional and ethical responsibility g. An ability to communicate effectively h. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context i. A recognition of the need for, and an ability to engage in life-long learning j. A knowledge of contemporary

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

B B B B E17. Public policy B B E18. Business and public administration B B E19. Globalization B B B E20. Leadership B B B E21. Teamwork B B B E22. Attitudes B B E23. Lifelong learning B B B E E24. Professional and ethical responsibility B B B B E E Key: B Portion of the BOK fulfilled

Conference Session

Robotics and Automation II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Guanghsu A. Chang, Western Carolina University

Tagged Divisions

Engineering Technology

Written Communication e,g 6 Project Management b,e 6,7 Visual Communication e,g 6 Math Skills b 3 Creative Problem Solving d 1,2 System Thinking d,e 4 Ethics and Professionalism a,i 8 Self-Learning h 5 Technology Skills a,f 1,2 Respect for diversity j 8

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

(3.24) (2.57) (2.73) Maintain a strong work ethic throughout 6.95 4.74 4.83 P 6.11 0>1=2 an engineering design project (3.41) (2.41) (2.66) Understand the impact of your engineering 6.76 3.61 4.28 design/solution in a societal and global P 9.44 0>1=2 (3.68) (2.55) (3.08) context Identify potential ethical issues and 6.74 3.39 4.67

Conference Session

Linking Engineering and Liberal Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

J. Ledlie Klosky, U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Steven D. Hart, U.S. Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

GraduatesABSTRACTThere is something universal about obtaining a degree from an accredited university; it is alicense to call oneself educated. In recognizing this certification of erudition, society setsrelatively simple standards that can be difficult to achieve. The graduate must be able to addressdifficult problems coherently, bringing to bear a mixture of knowledge, empathy, skills, andmoral and ethical standards. Within this framework, society allows for specialization. Lawyersare not asked to design airplanes nor doctors to write complex opinions on the meaning of recentacts of Congress. There is, however, an underlying expectation of core knowledge which isinescapable. Any college graduate, for example, should be able to read or write a paper on acomplex

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Annual Conference and Exposition; 26-29 June, 2011; Vancouver, BC. Page 25.1142.82. Vanasupa L, Slivovsky L, Chen KC. Global challenges as inspirtation: A classrom strategy to foster social responsibility. Science and Engineering Ethics. 2006;12:373-380.
 
 
3. Mihelcic JR, Fry LM, Myre EA, Phillips LD, Barkdoll BD. Field Guide to Environmental Engineering for Development Workers: Water, Sanitation, and Indoor Air. Reston, VA: American Society of Civil Engineers Press; 2009.4. Schneider J, Lucena J. Problem

Collection

2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

Analogy and Cross-FertilizationDeciding the Course of Action: The Kepner-Tregoe Analyses: Situation Analysis Problem Analysis Decision Analysis Potential Problem AnalysisImplementing the Solution: Seek approval Planning Carry Through Follow Up Experimental ProjectsEvaluation: Evaluation Checklist Ethics Checklist Page 6.884.7

Collection

2001 Annual Conference

Authors

Timothy J. Anderson; Sarah A. Rajala; Matthew Ohland

is based on the desired attrib-utes of graduates. These graduates should be technically competent, critical and creative think-ers, life-long learners, effective communicators, team players, and globally aware. They shouldunderstand process and systems design and integration, display high ethical standards, and ap-preciate the social context of engineering and industry business practices. The curriculum modelproposes to achieve these qualities in its graduates through specific changes in the curriculumcontent and structure and, importantly, the implementation of processes by which the curriculumis delivered and managed. The key change elements in the curriculum content and structure aresubject integration (knowledge structure and information

Collection

2001 Annual Conference

Authors

Jose Roesset; James Yao

curriculum that properly balances mathematics, natural sciencesand engineering with humanities and social and political sciences must be developed andimplemented. This new undergraduate curriculum should provide students with a basicknowledge of the following topics: (1) Mathematics, basic and engineering sciences; (2)Broad-based technical aspects of civil engineering; (3) Principles of uncertainty and riskanalysis; (4) Decision analysis and business principles; (4) Management principles; (5)Societal needs, ethics, public policy, and political science; and (6) Communication andleadership skills. These topics should be taught in an integrated manner, and reinforcedthroughout the curriculum repeating their applications in various classes. In addition

Collection

2001 Annual Conference

Authors

George DeLancey

Outcomes and Assessment Engineering programs must demonstrate that their graduates have (a) an ability to apply knowledge of mathematics, science and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate,, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context

Collection

2001 Annual Conference

Authors

Brian Huggins; Winfred K Anakwa; Gary Dempsey

problems(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of engineering solutions in a global andsocietal context(i) a recognition of the need for, and an ability to engage in life-long learning(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineeringpractice.The reader at this point should see that the mini-project covers items (a) through (k), although somestronger than others. The “strong” items (a), (c), (d), (e), and (g) are addressed in each of the sixlaboratory periods. Each mini-project requires interfacing with a transducer. Temperature, humidity

Collection

2001 Annual Conference

Authors

Rosalyn Hobson; Esther Hughes

project, atemperature control system, a PWM motor control system, and a DC motor control system. Thestudents were randomly assigned to teams for each laboratory assignment.Comparing the Fall 1999 and the Fall 2000 classes, there were more team conflicts when theteams were assigned. In some cases, when the teams were dysfunctional, the instructor allowedthe students to complete the assignments individually. Dysfunctional behavior included: teammembers not showing up for team meetings, two friends excluding the third team member fromproject assignments, one team member assuming the majority of the project load, and personalityand work ethic conflicts. When any of the dysfunctional behaviors were reported to the

Collection

2001 Annual Conference

Authors

Robert Anderson; Paul Duesing; Marty Zoerner; Kevin Schmaltz

teamwork, communication,project planning and management, creative problem solving, and ethics are given majoremphasis throughout the yearlong experience. Student teams are given instruction andcomplete exercises in all of these areas throughout the year. Faculty advisors coach andmentor their team’s soft skill development throughout the project.LSSU’s senior engineering design course sequence is organized as a two semester six-credit (three each semester) lecture/lab. Stated course outcomes are that students will: • be capable of giving an effective oral business presentation. • be capable of writing a clear, concise project proposal that flows from general to specific. • demonstrate effective writing of short business memos

Collection

2001 Annual Conference

Authors

Frederick Orthlieb

approaches to engineering education" are being well served by program assessment underEC2000. In particular, those faculty who strive to make engineering curricula more authentic by using open-endedproblems in classes and embedding inquiry-based learning in course labs and projects know that they are helpingstudents to develop knowledge and skills that variously include "(b) an ability to design and conduct experiments,as well as to analyze and interpret data; (d) an ability to function on multi-disciplinary teams; (f) anunderstanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societal context; (i) arecognition

Collection

1998 Annual Conference

Authors

Stephen R. Fleeman

worker’s overall employability andsuccess. This area includes work ethics and behavior, interpersonal relationships, and teamwork - in short,the SCANS recommendations.The area of technical skills includes general skills, dc circuits, ac circuits, discrete solid-state circuits,analog circuits, digital circuits, microprocessors, and microcomputers. The area of test equipment andtools concentrates on the worker’s ability to know and understand how the test equipment or tool worksand when, where, and how to use it.Basic and practical skills concern technical literacy, communicating on the job, solving problems andcritical thinking, proficiency in mathematics, and proficiency in physics. Additional skills include(electronic) communications

Collection

1998 Annual Conference

Authors

P. Hirsch; J.E. Colgate; J. Anderson; G. Olson; D. Kelso; B. Shwom

begins with an intense one-week assignment based on the Apollo 13 LiOH canisterproblem, involving teamwork and procedure writing. For the remainder of the quarter studentteams work on a sustained design project. They attend a large lecture each week and two smallworkshop sections. They also write weekly on-line journal assignments, communicate with eachother and their instructors via FirstClass (an electronic conferencing program), and complete anindependent software lab. During the second quarter, students work on a new project for a clientin the university, the community, or local industry. Most of the teaching is done through groupconferences, and students attend lectures on topics such as teamwork and ethics. Both quartersculminate in a

Collection

1997 Annual Conference

Authors

Shane Henderson; Leslie A. Olsen; John Birge

subdisciplines such as engineering economics,operations research, inventory control, logistics, route planning, and location analysis. Instead ofsurveying a list of topics, the course provides some basic background on financial decisionmaking and then requires students to work in teams on public-policy oriented case studies. Thecase studies require students to apply technical tools in a "real-life" context, derived from actualconsulting experience; to deal with the ethical, social, political, and communication issuesinherent in real situations; and to communicate the results of their analyses to both managerialand technical audiences. The paper will describe the class, two cases, and the integration of thewriting component; provide a sample syllabus

Collection

1999 Annual Conference

Authors

Marilyn Dyrud

, Charles F. and Roger Ware. “Using Small Groups to Promote Active Learning and Student Satisfaction in a Required Engineering Ethics Course.” ASEE Annual Conference Proceedings (1998). Available: CD-ROM.57. Yost, Sandra A. “Reflections on Cooperative Learning: Look Before You Leap.” FIE Conference Proceedings, Vol. 3 (1997): 1491-5.58. Yost, Sandra A. and N. Mohankrishnan. “Adventures in Cooperative Learning: An Ongoing Experiment.” ASEE Annual Conference Proceedings (1998). Available: CD-ROM. Page 4.275.11MARILYN A. DYRUDMarilyn Dyrud is a full professor in the Communications Department at Oregon Institute of Technology

Collection

1998 Annual Conference

Authors

Cynthia A. Mitchell; Caroline Baillie

optimise natural structures and synthetic properties. The hoof work I have just completed has involved quite a complex microscopic analysis, but it has allowed for creativity. No-one has explored the structure of cow-hoof the way we have, and it could be any way we feel it might be. We have submitted a beautiful 3D drawing of what we think it looks like at a microscopic level. I have discovered the aesthetic beauty of my work and now I can own it.Cynthia now specialises in environmental management and decision making, cleantechnology, and the practicalities of low energy, resource recovery options for wastetreatment, incorporating the social and ethical dimensions of these issues. For me, the crux is about

Collection

1998 Annual Conference

Authors

Robert K. Tener; Vincent Drnevich

judgements, and time management; 3) a solid foundation in personal and interpersonal attributes and ethics, and 4) an involvement with engineering practice as the formal education evolves.Other significant forces influence educational objectives besides those cited above. Civilengineering departments, as they set their educational program objectives, in general feel directlythe influence, advice and opinions of their local industry advisory committees and of employersof the program graduates. These people are, in the view of most educators, our “customers.”Nonetheless, it may be correct to assume, from anecdotal and “grass-roots” communication, thatthe beliefs of local industry leaders and employers -- our customers -- are entirely

Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jason M. Keith, Mississippi State University; Amin Amirlatifi, Mississippi State University; Shahram Rahimi; Subash Neupane, Mississippi State University; Sudip Mittal

Tagged Divisions

Computers in Education Division (COED)

the ethical use of AI. Additionally, faculty hiring trends in STEMfields have brought in faculty who have access to and experience in using “toolboxes” such as AI,machine learning, data science and cybersecurity to enhance their research. Furthermore, to helpcontextualize academic research needs at comprehensive institutions, many university libraries areadding faculty positions with specific aims including data science, copyright / intellectual property;virtual / extended reality and AI / emerging technologies to support research in critical areas suchas autonomy, advanced materials, big data, cultural geography, linguistics, discovery and digitalhumanities.Aside from formulation of the algorithms behind LLM’s [1], a great deal of dialogue

Conference Session

Spotlight on Diverse Learners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Gransbury, North Carolina State University; Monica M. McGill, Institute for Advancing Computing Education; Leigh Ann DeLyser

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

1 2% 1 2% 1 3% 1 2% Funding 26 52% 21 46% 19 51% 19 46% Language 1 2% 1 2% 1 3% 2 5% Low Study Participation 8 16% 8 17% 8 22% 8 20% Publishing Challenges 6 12% 5 11% 4 11% 5 12% Research Ethics Approval 8 16% 8 17% 4 11% 6 15% Research Interest 7 14% 7 15% 4 11% 7 17% Lack of Admin Training in CER 12 24% 12 26% 11 30% 11 27% Social-Familial Influences 4 8% 3 7% 3 8

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinfeng (Kevin) Quan, Westlake University; Chaoyi Wang, Zhejiang Normal University ; Chenhui Zhang, Self-employed

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

#6 / #10 (differentiating memorization from understanding), #9 / #125 Pseudonyms are used for privacy and ethical concerns.(metacognitive awareness), and #10 / #13 (course performance) reinforce the model’s role inpromoting an integrated learning experience. Specifically, the correlation between items #6 and #10in both pretest and posttest phases suggests that students’ self-perceived learning skills align withtheir ability to distinguish between rote memorization and genuine understanding—a central goalof the LHETM approach.The positive correlations between item pairs #6 / #13 ( = 0.579, p = 0.012) and #7 / #13 ( = 0.542,p = 0.020) in the pretest phase alone reveal an intriguing predictive relationship: students’ initialconfidence in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

Tagged Topics

NSF Grantees Poster Session

systems, components, or processes to meet practical or applied needs; (4)understanding computer hardware and systems; (5) working on a multidisciplinary team; and (6)making ethical decisions in engineering/research. These results are presented in Table 2 withstatistically significant results marked with a double asterisk (**).Table 2. Pre- and post-survey comparisons on knowledge/skills ratings (N = 10). Note: Eachitem was rated on a four-point scale (1 = no knowledge or skills; 2 = low knowledge or skills; 3= working knowledge or skills; 4 = advanced knowledge or skills). Item Pre-Test Pre-Test Post- Post- Z p Mean Range Test Test

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

in higher education: An application of the SWOT framework,” Review of Educational Research, p. 84,112-159, 2014.[19] P. C. Abrami, “Improving judgements about teaching effectiveness using teacher rating forms,” New Directions for Institutional Research, vol. 109, pp. 59–87, 2001.[20] R. A. Arreola, “Developing a comprehensive faculty evaluation system.” 2007.[21] R. J. Kreitzer and J. Sweet-Cushman, “Evaluating student evaluations of teaching: A review of measurement and equity bias in SETs and recommendations for ethical reform,” Journal of Academic Ethics. Advance online publication, 2021, doi: 10.1007/s10805-021-09400-w.[22] A. R. Linse, “Interpreting and using student ratings data: Guidance for faculty serving as

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

Additional industry engagement Resources for instructors for student guidance Teachers collaborating and learning from each other Encouragement for faculty to increase interaction with students A core set of learning outcomes with scope for faculty to add major specific materials From a Student Perspective:Community building and sharing activities/opportunitiesSupport of major explorationExposure to technical writing and professionalismMore design-based/problem-based learning activitiesTraining on life skills – economics, physical safetyAddition of DEI, Ethics, and sustainability topics Table 4. Non-Student Stakeholder Survey Qualitative Responses Regarding FYS Credit

Conference Session

To Boldly Go... Engineering Librarians Explore New Connections with Users

Collection

2011 ASEE Annual Conference & Exposition

Authors

Qing Li, IEEE

Tagged Divisions

Engineering Libraries

barriers to successful implementation of a liaison effort are related to personalities andeducational backgrounds of Chinese librarians. Zeng [8] summarizes the qualities required to bea liaison librarian as information literacy skills, solid background in one or more disciplines,marketing and public relations skills, ethics and life-time learning capabilities. Many Chineselibrarians chose this job because they expected to mainly handle books instead of people. Astheir personalities generally tend to be quiet, outreach- as a main requirement for a liaisonlibrarian- can be very challenging. Educational background is another issue in China. Differentfrom the United States, China offers Library and Information Science (LIS) degrees at

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Architectural

ethics study(including preparation of a code of ethics by students), and preparation of a complete project reportthat contains all design drawings and calculations. This course also involve leadership and oral andwriting components as part of their learning objectives.The student performance in courses involving laboratory also includes evaluation of laboratory reportsrequired from students. Grading of laboratory reports is rigorous and involves evaluation of technicalcontents, clarity and coherence of presented materials, and writing skills.Most of the architectural engineering senior level courses also involve projects. In addition to homeworkproblems, exams, etc. the student evaluation in these courses is also achieved through review of

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caroline R. Noyes, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Joe Ludlum, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

grades received for the firstattempt at a given course (A = 4, B = 3, C = 2, D = 1, F = 0), with Withdrawals treated asmissing data. Page 22.1428.6Table 2. ABET Program Outcomes Criteria ABET CriteriaHard Skills3a: an ability to apply knowledge of mathematics, science, and engineering3b: an ability to design and conduct experiments, as well as to analyze and interpret data3c: an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability3e: an