Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University

Tagged Topics

NSF Grantees Poster Session

appropriate.Expert problem solvers view a problem from a conceptual perspective and are able to identifypatterns of information in the problem that novices are unable. Experts have a great deal ofcontent knowledge and are capable of retrieving information from memory with little attentionaleffort. They organize the information based on core concepts and their thinking reflects a deepunderstanding of the subject. Experts also show a flexible approach to solving new problems [4].Contrarily, novice problem solvers tend to see problem solving as memorizing, recalling andmanipulating equations to find an answer. Novice problem solvers tend to observe problems interms of numbers and calculations, like a series of isolated information and equations relevant tothe

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Flor Angela Bravo, Pontificia Universidad Javeriana; Juan M Cruz, Rowan University; Jairo Alberto Hurtado JAH, Pontificia Universidad Javeriana

Tagged Divisions

Community Engagement Division

, community engagementIntroductionThe benefits of community engagement for the education of engineering students are widelyknown and described [1-3]. Typically, universities offer academic spaces for community servicein the curriculum of certain programs. In the case of the Electronic Engineering (EE) major of thePontificia Universidad Javeriana University in Colombia, there is a course called University SocialProject (Proyecto Social Universitario, PSU). During more than 30 years of different iterationsand changes, this course has promoted the commitment and responsibility of EE students withvulnerable populations and institutions that the university has built a partnership with [4]. Its goalis to generate in students an attitude of reflection and

Conference Session

Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Hasan Alp Tekalp; Elif Naz Tekalp; Berrak Seren Tekalp, Quinnipiac University

Tagged Divisions

Mathematics

research ([4]). Cooley, Trigueros and Baker reported results in 2007 ([5]) usingthematization of schema with the intent to expose those possible structures acquired at the most sophisticatedstages of schema development. Responses of research participants to a calculus graphing problem was analyzedin [2] by using APOS theory. The components of the APOS theory can be briefly explained as follows ([6]):  An action is a transformation of objects perceived by the as essentially external and as requiring, either individual explicitly or from memory, step-by-step instructions on how to perform the operation...  The individual reflects upon an action when the action is repeated and he or she can make an internal mental construction

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

skillimplementation.As the SI program’s effectiveness is assessed by aiming to reduce the DFWQ rates in first yearengineering courses and in turn retain more students to the ECE program, we provide a moreaccurate reflection of the effects of SI by comparing students’ grade outcomes using SAT scoresas a gauge of preparedness. Over the course of implementing the SI program in EE 306 and EE307E, we have endeavored to identify the components to emphasize that promote success whilemaintaining the authenticity of the SI model. This led us to explore the concept of explicitinstruction of metacognitive practices in SI sessions. The SI model implicitly involves taking thetheoretical underpinnings of metacognition and applying them in active and engaging SIstrategies [11

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Shawn Grimes; Stephanie Grimes; Adena Moulton, Digital Harbor Foundation; Andrew Coy, Digital Harbor Foundation

Tagged Topics

NSF Grantees Poster Session

experience delivering maker programs. In the current project, wedeveloped three variations of a maker educator training program based on a successful makercurriculum that has been developed and refined over 5 years. We deployed the program in threeparticipating sites where educators and administrators learned to set up a maker learning spaceand deliver the curriculum to youth. Through interviews, program observations and call-in focusgroups with the educators and administrators, we found participants preferred hybrid trainingmodels that combined in-person training and space setup with online resources that could beaccessed any time. The participants also enjoyed having a curriculum to start with and expressedinterest in customizing it to reflect

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William E. Howard, East Carolina University; Colleen Janeiro, East Carolina University

Tagged Divisions

Mechanics

 degrees 0 ‐0.05 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 Strain, % Figure 9 Stress-Strain Response of LaminatesOf course, the specimens were not fabricated with strict quality-control standards, and the testresults reflect that fact. For example, the students’ spreadsheet based on “typical” carbon-epoxyproperties would predict a modulus of 18.5 million psi for the modulus of the 0° specimens, andthe 700,000 psi published fiber strength would correlate to 420,000 psi tensile strength for a 0°specimen (assuming a 60% fiber content by volume). However, in the

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela L Dickrell, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

; Pictures of Final Prototype; Flowchart; CommentedCode; Design Limitations; and Appendix. The required sections and structure of the final designproject deliverables aim to facilitate students in reporting and reflecting on the integrative,iterative nature of the design project in this course. Figure 2: Module 01: Course Introduction and Makerspace Safety Figure 3: Module 02: Human-Centered Engineering DesignFigure 4: Module 03: Teamwork, Memos, Ethics & Environment Figure 5: Module 04: Solid Modeling & 3D VisualizationFigure 6: Module 05: Additive Manufacturing & 3D PrintingFigure 7: Module 06: Sensors, Microcontroller, & Actuators Figure 8: Module 07: Programming & Flow DiagramsFigure 9: Module 08: Final

Collection

2017 Gulf Southwest Section Conference

Authors

Magdalena Grohman; Eun Ah Lee; Nicholas Gans; Marco Tacca; Matthew Brown

specifically on how they engaged inethical reflection as a team during the development of their design projects. We haveintentionally focused on teams, because they provide a more valid unit of analysis for Proceedings of the 2017 ASEE Gulf-Southwest Section Annual Conference Organized by The University of Texas at Dallas Copyright © 2017, American Society for Engineering Education 2017 ASEE Gulf-Southwest Section Annual Conferenceunderstanding and improving the role of ethics in actual engineering practice, than an analysis ofindividual behaviors do. To further emulate real-life engineering practice, we adapted theapproach of “team cognition”8, “distributed

Collection

2020 St.Lawrence Section Meeting

Authors

Kyle Trenshaw; Emily Weber; Rachel Monfredo

evolved over the semesters. The course was first offered in the F2015 semester fora total enrollment of 59 students; it included bi-weekly course meetings and most of thereflective assignments, team projects, guest speakers, and final oral presentations discussedabove. Unfortunately, many of the students taking CHE 150 in the F2015 semester were alsoenrolled in organic chemistry together, and this course conflicted with the academic successworkshop, so only 28 students attended the in-person component. The 31 students concurrentlyenrolled in organic chemistry wrote reflective essays instead to replace those in-personexperiences. In the F2016 semester, the academic success workshops moved to being offeredweekly, and students received additional

Collection

2020 St.Lawrence Section Meeting

Authors

Joel Abreu; Chris Cassidy; Jamie Kubeck; Jon Laos; Matthew McGarvey; Alexander Loui; Raymond Ptucha

of error. This device operates byutilizing a combination of magnetometers, accelerometers, and gyroscopes to independently calculate thelinear and rotational acceleration of an entity in relation to known heading. These positional changes arebest used when other sensors are incapacitated or deemed unreliable. The shortfall of solely using an IMUis that the calculated positional changes are only relative to its previous state at an earlier time. Withoutinformation relative to its environment, it is incapable of identifying changes occurring in the outsideenvironment.LiDAR: LiDAR is short for light detection and ranging. These sensor units function by emitting pulses oflight, in the form of lasers and measuring the return of the reflected

Collection

2019 ASEE Midwest Section Conference

Authors

Amardeep Kaur; Theresa Swift

reflect the change. Although the TAs made students aware of the changes, thattook away time and often led to confusion. As is good practice with any teaching tool, it wasobvious that there was a need to update the manuals to accurately reflect the equipment and toolsbeing used in the experiments.Survey resultsTwo surveys were designed, one to get feedback from current and past students as well as asecond for current and past TAs to understand the main points and determine the priorities of theredesign. The questionnaire used to survey the TAs is attached as Appendix A and thequestionnaire used to survey the students is attached as Appendix B. The survey questions listedin the appendices exclude the demographic type questions that were not related

Collection

2018 St.Lawrence Section Meeting

Authors

Jikai Du

Buffalo Undergraduate Summer Research Program BackgroundThe program supports eight weeks of full-time research, scholarly, and creative activities eachsummer. Program fellowships provide a student stipend and support for travel, supplies, and/orequipment if necessary. The program is designed for frequent face-to-face interactions betweenthe student and a faculty mentor. The student is expected to devote a minimum of eight weeks offull-time scholarly activity. The program starts in May (after spring semester) and ends in August (before the next fallsemester). Before research begins, each student completes a “Pre-Research Reflection” andforwards to an assigned mentor; the mentor will review the student’s response and meet with thestudent to

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rodriguez; Brian Le, Iowa State University ; Maria L Espino M.A, Iowa State University of Science and Technology

Tagged Divisions

Two-Year College

interviews conducted, and along with this, some students completed reflection journalentries every other month (bi-monthly). Within the interviews, the focus was understanding howthe community college that they were at, where there was an S-STEM program established, wasable to help them develop their science or engineering identity. In the reflection journal entries,the questions revolved around STEM recognition, interests, and performance/competence.Finally, the study triangulated findings from all forms of data (e.g. interviews, reflection journalsto understand the students’ STEM identity.Findings There were multiple themes that were formulated when looking at the findings from thestudy. Some of the themes that came from the study were

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt M. DeGoede, Elizabethtown College

Tagged Divisions

New Engineering Educators

, 11, 12, 13, 14]. Some reported improvement inrelated exam scores [9, 10, 11]. Others found the practice increased students’ perception of theirown learning [13, 14]. Other approaches similar approaches require post-grading HW and examreflections where students must analyze their errors, reflect on what when wrong, and proposeadjustments to their study moving forward [15].Current Proposal/MethodsThe following approach has been used in 3 courses, ranging from a first-semester mathematicalmethods for engineers course to a 400-level analytical mechanics and vibration analysis course.Consistent with others emphasizing quizzes and exams over HW for grading [3, 5], the transitionin HW paralleled switching to a mastery-based grading scheme. Grading

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University; Warren Waggenspack, Louisiana State University; David Bowles, Louisiana State University

anddeliberation upon the students’ entire college learning experience. Students must includewritten reflections on their experiences in building the portfolio and on their experiences incompleting communication assignments. CxC requires these reflections for assessment purposesonly, and does not require them to be made public; however, the students may include thesereflections in the public portion of their portfolio if they wish to do so. Ideally, students willwork on their portfolios throughout their college experiences so that the result is a cumulativefour-year project that serves as a means for reflection and assessment, as well as a supplement toresumes for prospective employers or applications for graduate programs. The first d-portfoliosand

Conference Session

Outstanding Contributions to ME Education

Collection

2008 Annual Conference & Exposition

Authors

Ashland Brown, University of the Pacific; Joseph Rencis; Daniel Jensen, U.S. Air Force Academy; Chuan-Chiang Chen, Tuskegee University; Essam Ibrahim, Tuskegee University; Vladimir Labay, Gonzaga University; Paul Schimpf, Eastern Washington University

Tagged Divisions

Mechanical Engineering

and optimized thepotential learning that the FE learning modules provide.The Kolb model shown in Figure 1 describes an entire cycle around which learning experiencesprogress Abstract Hypothesis and Conceptualization, Active Experimentation, ConcreteExperience, and Reflective Observation. Figure 1. Kolb learning cycle.The FE learning modules developed in this work are designed to span a spectrum of differentmanners in which students learn. Felder-Silverman Index of Learning Styles50 are composed offour dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global).Richard M. Felder and Linda K. Silverman formulated the index to assess the learning style of anindividual. ALPs are designed

Conference Session

Information and Network Security

Collection

2008 Annual Conference & Exposition

Authors

Richard Smith, U. of St. Thomas - St. Paul

Tagged Divisions

Information Systems

standard (omitting detailedpenetration analyses, as noted below). The course also covers roughly 80% of the core andelective learning outcomes of the Information Technology computing curriculum proposed in2005 by the Association for Computing Machinery2.2. Boundaries and FlowsThese two concepts were chosen as the organizing concepts or “themes” of the course.A boundary separates two elements of a system and may thereby provide a degree of protection.As stated in the US government’s Information Assurance Technical Framework (the IATF),“Information assets exist in physical and logical locations, and boundaries exist between theselocations”8. This statement reflects the fact that students must consider a system’s physical aswell as logical elements

Conference Session

DELOS Best Paper Nominations

Collection

2008 Annual Conference & Exposition

Authors

Euan Lindsay, Curtin University of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

equally difficult, or equallyvaluable. Some require significant understanding and reflection; others are straightforwardsimple tasks. By providing an indication to the students as to which milestones are which,the students have more information with which to plan their work.For instance, a ±10% error margin may be acceptable in the project specification, but a ±1%is preferable. If the accuracy milestones are rated for difficulty, students who find themselveswithin the 10% margin can then decide whether they wish to invest the time and effort toachieve the smaller tolerance, and thus the additional mark, or whether to focus their energieselsewhere.Four difficulty categories were chosen for the milestones: Easy, Standard, Hard andChallenging. The

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Ronan Dunbar, University of Limerick; Seamus Gordon, University of Limerick; Niall Seery, University of Limerick

Styles Scale Active/Reflective Sensing/Intuitive Visual/Verbal Sequential/Global 1 27 17 22 11 8 8 20 18 2 24 1 30 7 20 1 24 5 3 15 4 16 1 30 0 16 3 4 5 0 5 0 19 0 7 0 5 0 0 1 0 7 0 0 0When grouped into specifics styles, figure 2 illustrates the overall preferential styles of thecohort. This shows a clear preference for the Active, Sensing, Visual and Sequential learningstyles

Conference Session

Introducing Active Learning into ME Courses

Collection

2006 Annual Conference & Exposition

Authors

Gul Kremer, Pennsylvania State University; Madara Ogot, Pennsylvania State University

Tagged Divisions

Mechanical Engineering

discoverquadrants.2.2.1 EnquireEngineering educators have long noted that lectures though efficient at delivering large amountsof analytical information, encourage passivity in students who come to expect the instructor toprovide all the required knowledge.10 Johnson et al.26 noted that: “lecturing at best tends to focuson the lower-level of cognition and learning. When the material is complex, detailed or abstract;when students need to analyze, synthesize, or integrate the knowledge being studied; or whenlong term retention is required, lecturing is not such a good idea.” Other researchers have foundthat lectures tend to alienate active and reflective learners – the active learners do not do

Conference Session

Curriculum Development & Assessment in Nuclear and Radiological Engineering

Collection

2006 Annual Conference & Exposition

Authors

Byron Thinger, Diablo Canyon Power Plant; Altaf Memon, Excelsior College; Li-Fang Shih, Excelsior College

Tagged Divisions

Nuclear and Radiological

interest. A faculty mentor evaluates the body of information in theportfolios and provides students with feedback throughout the process, and ultimately aqualitative grade.The ITA is a primary assessment tool with several important functions. The ITA processrequires the student to reflect on past academic and professional experiences and to usethe information gained from this reflective exercise to demonstrate they have met thedegree program Learning Objectives. [6] It completes the picture of students who theschool may know only from dialog at a distance to this point. It serves as quality checkon the student evaluations performed by the advisors. It also demonstrates to the facultyand staffs the efficacy of the student body’s achievement of the

Conference Session

Biology in Engineering

Collection

2006 Annual Conference & Exposition

Authors

Peter Coppinger, Rose-Hulman Institute of Technology; Shannon Sexton, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

. Active/reflective learning: Does the student prefer to learn something by actually “doing” it (active learner), or do they prefer to think about it quietly (reflective learner)? 2. Sensing/intuitive learning: Does the student prefer using facts and well- established methods for solving problems (sensing), or do they prefer learning abstractions and general concepts (intuitive)? 3. Visual/verbal learning: Does the student learn best using diagrams, pictures, charts, etc. (visual), or by reading the textbook and listening to lectures (verbal)? 4. Sequential/global learning: Does the student learn best when the information is

Conference Session

Integrating Research Into Undergraduate ECE Education

Collection

2006 Annual Conference & Exposition

Authors

David Daniel, Ohio State University; Ronald Reano, Ohio State University

Tagged Divisions

Electrical and Computer

engineering faculty/student partnership involved exposing theundergraduate to a small scale research project designed to reflect typical activities experiencedby graduate students. The student went through the entire cycle of design, simulation,fabrication, and test of a working device prototype. Through this approach, the studentexperienced a microcosm of graduate school while interacting with graduate students,experiencing the difference between laboratory and simulation work, and developing technicalwriting skills through the development of the electronic portfolio.IntroductionA program referred to as "Research on Research" has been developed to expose undergraduatestudents to academic research. The program is instituted through the Technology

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Sally Fincher, University of Kent at Canterbury; Josh Tenenberg, University of Washington-Tacoma

Tagged Divisions

Educational Research and Methods

term bootstrapping is short for “pulling oneself up by the bootstraps” and has a specificmeaning within computing. “In computers, this term refers to … processes whereby a complexsystem emerges by starting simply and, bit by bit, developing more complex capabilities on topof the simpler ones.” 9In naming our project, we used the metaphor in three distinct senses, reflecting our goals toimpact three distinct, though interacting, levels: • bootstrapping the novice CSEd researcher by providing entry points into the theory and methods of carrying out CSEd research; • bootstrapping a community of practice of CSEd research practitioners with similar skills, practices, and language for engaging in shared research endeavours; and

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Martin Zhao, Mercer University; Laurie White, Mercer University

Tagged Divisions

Software Engineering Constituent Committee

integrate knowledge gained from the required core courses offered in afour-year period. According to CC2001 1, this course is supposed to cover software systemdesign, software processes, key activities in software development lifecycle, and software projectmanagement. The traditional approach to teaching a Software Engineering course, as reflected inclassical textbooks 11, 10, usually starts with an introduction to software process models, which isthen followed with discussions on highlevel activities in various phases of a generic softwarelifecycle template that can accommodate all possible programming paradigms. Although updatedmany times since their original editions, those texts are not well adapted to the latest paradigmchanges (such as object

Conference Session

Research in Minority Issues

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Angela Linse, Temple University; Tammy VanDeGrift, University of Portland; Matt Eliot, University of Washington; Jana Jones, Microsoft Corp.; Steve Lappenbusch, University of Washington

Tagged Divisions

Minorities in Engineering

andacademia. We begin with a brief description of the Engineering Teaching Portfolio Program(ETPP) and then discuss the structure and goals of the diversity component of the program.A. The Engineering Teaching Portfolio ProgramIn a teaching portfolio, an educator documents their teaching through statements about his/herteaching and annotated artifacts that provide evidence of the themes presented in the statements.The Engineering Teaching Portfolio Program provides participants with the opportunity toexamine, reflect, and revise their beliefs and goals as teachers through a series of eight portfoliodevelopment exercises, weekly meetings and peer review. The exercises included a programoverview, identification of portfolio design specifications

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Monica Cox, Purdue University; Alene Harris, Purdue University

from alternative data gathering methods(i.e., sample of real-time coding vs. videotaped class sessions). Finally, Study 5 examineswhether an index of “HPLness” discriminates between courses that are known to use HPL-basedversus traditional pedagogy.Validity Study DescriptionsStudy 1- Content Validity of the Classroom Interaction Observation Portion of the VOS Content validity examines “the extent to which a measurement reflects a certain intendeddomain of content.”8 The purpose of this study was to assess the extent to which eleven contentexperts familiar with the HPL framework agree with current classifications of the fourdimensions of the HPL framework (knowledge-centered [K], learner-centered [L], assessment-centered [A], and

Conference Session

Engineering Education & Capacity Building in Developing Countries

Collection

2006 Annual Conference & Exposition

Authors

Vinay Kumar Domal, UWA; James Trevelyan, UWA

Tagged Divisions

International

argues that professional education should be centred on enhancing thepractitioner’s ability for ‘reflection-in-action’ to create new knowledge (Schön 1983). It isthat process that allows us to reshape what we are working on, while we are working on it.Engineers are described as technology workers. The engineers that Schön describes are seenonly as inventors dealing with technology issues, and he may have overlooked most elementsof professional engineering work such as organization of people to produce useful productsand services.Zussman (1985) combines detailed observations of organizations both in advanced and oldindustrial settings with intensive interviews of American engineers within those organizations.He observed that engineers believe

Conference Session

Computer ET Projects and Applications

Collection

2006 Annual Conference & Exposition

Authors

Gary Steffen, Indiana University-Purdue University Fort Wayne

Tagged Divisions

Engineering Technology

into the CPET Local AreaNetworking course of the curriculum.Student PortfoliosCustomarily, portfolios have been used as a tool to showcase for artist’s accomplishments.Maintaining a portfolio in the classroom today has been found to have many uses both to theinstructor and student. A portfolio created either written or in electronic form contains astudent’s work from start to finish that allows the instructor as well as the student, to evaluate thestrengths and weaknesses of a project. The contents of such a document can be very diverse andcan reflect the students’ creativity. A well defined portfolio can demonstrate studentcomprehension of the student and serve as an excellent assessment tool.A student portfolio is a collection of evidence

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; Ye Sun, West Virginia University

generalizationof the familiar scalar operations, and finally array computations, presented as a generalization ofarray computations. The presentation of the material supports the application of constructivistlearning theory as evidenced in both object and process scaffolding pedagogy by leading thestudent, in small, distinctly defined steps, from the familiar “calculator-like” scalar operations ofMATLAB® to the more complex array operations. The text also presents the basic programmingconcepts within the context of solving a variety of technical problems and uses examples from awide range of engineering applications.Fifth, the way student achievement in the course is assessed reflects the collaborative andprocess-related goals of a constructivist learning