Collection

1999 Annual Conference

Authors

E. J. Mastascusa; Brian Holt

. Kolb found that the ways learners perceive new material was either by feeling(sensing) or by thinking (symbolically, conceptually). Kolb found that the ways learnersprocessed new material was either by watching and observing or by becoming activelyinvolved (doing). The modes of perception have now been named Concrete Experience(CE, for feeling/sensing) and Abstract Conceptualization (AC, for thinking). Similarly,modes of processing have been labelled Reflective Observation (RO, for watching) andActive Experimentation (AE, for doing). Additionally, looking at the four differentcombinations of perception and processing, names have been given to the four kinds oflearners thus defined.Concrete Experience/Reflective Observation

Collection

1999 Annual Conference

Authors

Said Shakerin; Daniel Jensen

testobjects made by stereolithography.Specific instructional objectives are to: (a) increase conceptual understanding of stressdistribution through photoelastic and finite element based visualization, (b) gainexperience with photoelasticity and its advantages/limitations, and (c) appreciate thesynergism between experimental and numerical methods of stress analysis.Through a National Scieence Foundation matching grant, one transmission polariscopeset, one reflection polariscope set, and accompanying accessories have been purchasedand installed for students’ use. The equipment has also been used for in-classdemonstrations and motivational presentations to K-12 students.All mechanical engineering students at the University of the Pacific have benefited

Collection

1999 Annual Conference

Authors

W.V. Wilding; J.N. Harb; Ronald E. Terry; W.C. Hecker

PlanFigure 1 represents the overall view of the educational plan that we are working to develop andimplement. The plan includes a systematic process, shown on the left side of the diagram, withfeedback at multiple levels. The process is used to define desired outcomes and to developmethods for helping students to achieve those outcomes. The methods are implemented on theproduct side of the diagram and the effectiveness of the plan is judged by evaluating studentperformance against the desired outcomes. It should be noted that the initial pass through theprocess requires some additional steps that are not reflected in the figure. These are associatedwith prioritizing and evaluating the specified outcomes, as discussed later in the paper, and

Collection

1999 Annual Conference

Authors

Timothy Anderson; Robert Serow; James Demery; Carl Zorowski; Catherine E. Brawner

resources on areas where there is a strategic fit with the college mission and goalswithin the framework of the SUCCEED curriculum model. CFTs provide support, often throughworkshops, to the campuses within their designated focus areas.Check - The A&E team provides both quantitative and qualitative evaluation of theimplementation of SUCCEED with respect to whether SUCCEED is making progress towardmeeting its goals.Act - Coalition-wide implementation plans as well as individual campus and focus team plansare modified to reflect the findings in the Check stage and become the new baseline. The cyclebegins again.This paper aims to show how a subsystem of the Check stage, namely the qualitative evaluationprocess, is used as part of the total quality

Collection

1999 Annual Conference

Authors

Nick J. Kok

programmes are regularly reviewed andevaluated in consultation with the industries and communities which it serves. The paper brieflyoutlines this review process with reference to various performance indicators and questionnairescompleted by freshmen, graduates, alumni and employer organisations and the assessment byquality assurance panels specially appointed for every programme offered. The paper focuses on the strategies followed to ensure continuous improvement of theteaching in the institution to promote student learning. These measures inter alia are the- selection of suitable faculty,- induction and development of faculty on an on-going basis,- proper curriculum design to reflect the specific and critical educational outcomes as required by

Collection

1997 Annual Conference

Authors

Scott J. Amos; James L. Otter

being teaching style,organization of materials, assignments and evaluation methods.Dr. Richard Felder, a recognized authority on effective teaching, suggests that traditionalteaching styles do not often match with preferred learning styles. In fact, his studies comparingengineering students’ learning style preference, and engineering and engineering technologyfaculty learning style preference, show that preferences vary considerably between the variousgroups. Dr. Felder's studies show that undergraduate engineering students prefer a learning stylewith an emphasis on sensing, visual, deductive and sequential teaching, with no distinctpreference between active and reflective teaching methods. In contrast, engineering faculty, ingeneral, prefer

Collection

1997 Annual Conference

Authors

John T. Bell

ten students who have completed their work on this project provided comments for thepreparation of this paper. Their reflective opinions of the benefits and drawbacks of theirexperience are given below, some quoted exactly and some paraphrased slightly. All studentsquoted have reviewed this document prior to submission of the final copy.Student 1 was one of the first two students working on this project, and is now working as achemical engineer for Michelin Tire Company in Spartanburg, South Carolina. After completingtwo summer half-terms for credit, he continued to work on the project as an hourly paidemployee until his graduation the following spring, during which time he helped direct the workof newer students in addition to his other

Collection

1997 Annual Conference

Authors

Elizabeth A. Eschenbach

the team makes it clearthat the answer does not reflect the entire team. Each team submits its evaluation electronically,so that the team remains anonymous. This method of requiring the team to reach consensushelps precipitate the most widely perceived positive and negative aspects of the class and theinstructor. (This course evaluation method of using team consensus is similar to one used at thefirst year engineering course at the University of Colorado [6].) The instructor responds to themidterm feedback in the next classroom session. Examples of constructive criticism arehighlighted and the instructor models professional responses to the constructive criticism.Endterm EvaluationAt the end of the semester, each student is again required to

Collection

1998 Annual Conference

Authors

Richard Gilbert; Mark Maughmer; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

students to gage their own performance, without the recognition from eitherkudos or admonishments. Of course, these require student discipline, as the self-paced approachhas no intrinsic incentive unless the instructor intervenes with deadlines. Finally, assignedhomework problems are another example of strengthening the understanding of concepts. It is clear that the student’s progress through an engineering discipline’s subject materialis synchronized with that engineering curriculum’s course progression. It may not be obviousthat the lectures associated with that curriculum must also in a sense mature as the student movethrough those courses. This maturation does not necessarily reflect on a lecturer, the lecturer’slecturing ability, or

Conference Session

Engineering Technology Poster Session (1547)

Collection

1998 Annual Conference

Authors

Eric J. Addeo, DeVry Institute

, including themselves, as though they were all infront of a mirror.The experience of viewing one's self in a mirror is a very familiar one. One expects that whenone raises the right hand, that one's reflected image raises its "right" hand in a mirrored gesture. Page 3.102.10(Actually upon some reflection, it is the mirror image’s left hand that is raised.)In the mirror image, objects to one's actual right appear to be to the right of one's reflected image.It will be easy then for classmates to come to believe that other classmates are really to theirright, or to their left. To augment and reinforce this learned behavior, audio from students to the

Collection

1998 Annual Conference

Authors

Scott J. Amos

demonstrated societal, global, or Design situations community problems Reading textbooks Reflective analysis Extensive involvement Taking tests with the community Extensive use of performance taskswere in fact very comprehensive, and that the ten identified competencies are indeed importantto professional constructors. Three particular competencies, problem solving,estimating/budgeting, and project management, were found to be the

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Stephen Laguette, University of California-Santa Barbara

Tagged Divisions

Design in Engineering Education

team may be more likely to occur.This paper will address the experiences and the evolution of project team formation and thestudent selection process. It has now evolved to include an online process that allows the studentto identify individual preferred project selections. The process also includes the ability to captureindividual student academic and career interests as well as the expertise that may be offeredtowards the project and team.Typical class size is between 75 and 110 senior ME students resulting in 15 to 22 projects andteams each year. The Capstone projects include Industry Partnered, Research Partnered, StudentCompetitions, and Independently created projects. The Capstone projects reflect the technicalexpertise of the department

Conference Session

Design Education I

Collection

2010 Annual Conference & Exposition

Authors

Priya Manohar, Robert Morris University

Tagged Divisions

Manufacturing

% Class Scoring >= 80% 100 80 60 40 20 0 1 3 5 7 8 ABET Criterion Figure 13: Class performance with respect to ABET outcomes in Fall „08 term. (The current RMU-designated benchmark for class performance is 80%).Reflection:  It can be seen from Figure 13 that the class performance in this course is above the RMU-designated benchmark (at least 80% students in the class score >= 80%) in all of the applicable ABET outcomes.93.1

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

the liberal arts. A number of yearsago an abstract for a paper espousing the use of liberal experiences to further engineering studiesbegan with “Variety's the spice of life that gives it its flavor." These lines in "The Task, I" byWilliam Cowper (English poet 1731-1800) reflect an attitude that must he fostered in the mindsof engineers. No man is an island, and no field of study can divorce itself from the activities,interests. and positive reinforcement of divergent areas of instruction. Many activities in theDepartment of Mechanical Engineering at Michigan State University have been pursued to fosterliberal activities within engineering from poetry writing to novel production. It was thought andhas been shown to have a positive effect upon

Conference Session

Tricks of the Trade in Teaching II

Collection

2010 Annual Conference & Exposition

Authors

Walter Schilling, MSOE

Tagged Divisions

New Engineering Educators

were submitted electronically to the professor using a content management system.Assignments were graded using detailed rubrics and returned to student electronically as well.12FreshmanThe freshman class was the first area to be analyzed. In order for a student to be successful, it isvital that good study habits develop quickly. Otherwise, students may face significant struggles.Historical data also reflected that freshman classes also had the most problems with latesubmissions.The first analysis involved a comparison of late versus early submissions at the freshman level.In previous years, the instructor had taught courses at the freshman level twice. Class A andClass C were the same course material from two different years. Both courses were

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University; David Shernoff, Northern Illinois University

Tagged Divisions

Educational Research and Methods

mathematical models and computer simulations of the systems. Theydeveloped and implemented controllers for the systems. We required them to reflect and toexhibit other metacognitive traits.Recently, we began replacing many of the physical laboratory experiments and textbookexercises with a new type of learning experience. Students experimented on, and developedcontrollers for virtual dynamic systems within a virtual game-like simulated environment. Theywere learning dynamic systems and control by playing a video game. Page 15.157.2Our motivation for this unorthodox approach came from our experience of using a video game inteaching a different

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

Tagged Topics

NSF Grantees

completed so that we can devise effective methods for learning design and preserving knowledge that arises in the process. She has been actively teaching and reflecting upon engineering design issues for over 15 years. Dr. Schmidt was the 2008 recipient of the American Society of Engineering Education’s prestigious Fred Merryfield Design Award and is the co-author with George Dieter of the text ”Engineering Design, 4th edition”, published by McGraw Hill in 2008. Linda Schmidt has published over sixty refereed publications in the areas of mechanical design theory and methodology, mechanism design generation, graph isomorphism issues in generative design and effective student learning on engineering project design

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Pierce, Sweet Briar College; Hank Yochum, Sweet Briar College

internalization of the lessons of the case studies students met the targetratings. This would indicate that the readings, reading journal, and open discussions were aneffective pedagogical approach. We were somewhat dissatisfied with the students’ ability tocharacterize the properties of high-reliability organizations. This is a significant topic asdevelopment of such an organization requires a sound understanding of human and socialfactors. The readings for this topic came at the end of the semester and we were not able todevote the class discussion time to this topic that it deserves.Ratings of the outcomes intended to assess student work on the design project were somewhatbelow our targets. This reflects our dissatisfaction with the efforts of two of

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Thomas Curran, University College Dublin; Colleen Doyle, University College Dublin; Enda Cummins, University College Dublin; Kevin McDonnell, University College Dublin; Nicholas Holden, University College Dublin

Tagged Divisions

First-Year Programs

years ago to reflect the wide scope of research andacademic activity within the discipline and particularly its relationship with biology and lifesciences. The move was also compatible with international trends towards “bio” engineeringtitles, especially in North America. It was considered that the new title for the undergraduateprogram offered the opportunity to integrate engineering and biology in a more explicit manner.After the successful outcome of an initial design competition1,3 to coincide with the retitledprogram name, it was considered timely to introduce a new academic module with a similarformat called “Biosystems Engineering Design Challenge”. It was decided that the focus shouldbe on designing and building a working bench-scale

Conference Session

Sustainability, Service Learning, and Entreprenuership

Collection

2010 Annual Conference & Exposition

Authors

Shekar Viswanathan, National University, San Diego; Howard Evans, National University, San Diego

Tagged Divisions

Multidisciplinary Engineering

a Photovoltaic cell manufacturer • Energy consultant of a center focused on sustainable energy practicesIt is clear that to achieve the above mentioned PLOs, the curricula should be trans-disciplinary. It can be achieved through the integration of basic fundamental conceptsalong with application concepts. It was felt that such an appropriate mix of trans-disciplinary content can be accomplished by bringing together viewpoints fromexperienced academics and also from expert practitioners from outside academia. Thetrans-disciplinary result is reflected in the nature of the program courses listed below.SEM 601. Introduction to SustainabilitySEM 602. Enterprise ExcellenceSEM 603. Sustainable InnovationSEM 604. Life Cycle and Risk

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Educational Research and Methods

AC 2010-2028: SPECIAL SESSION: DEVELOPING INTERCULTURALENGINEERS THROUGH SERVICEKurt Paterson, Michigan Technological University Page 15.1083.1© American Society for Engineering Education, 2010 Developing Intercultural Engineers Through ServiceAbstractThis paper reports on recent efforts to understand the cultural awareness among engineeringstudents. A standard assessment program has been instituted across the various programs atMichigan Technological University with pre-, during-, and post-project phases. The mixed-methods assessment plan consists of surveys, reflection statements, journaling, a wellnessindicator, the Intercultural Development Inventory, and project

Conference Session

Educating Students for Professional Success

Collection

2010 Annual Conference & Exposition

Authors

Andrea Burrows, The University of Cincinnati; Anant Kukreti, The University of Cincinnati; Mike Borowczak, The University of Cincinnati; Amr Safwat, The University of Cincinnati

Tagged Divisions

Graduate Studies

analyze the impact of the program’srequired summer class, yearlong practicum classes, mentoring activities, and self-reflection onthe individual graduate students’ ability to effectively communicate their research and lessons tothe high school students.The paper will use data collected throughout the previous year, from the summer instructionalplanning class, weekly graduate student reflections, weekly practicum classes, self-reflectionnotes from bi-weekly meetings with the high school teachers, meetings with the faculty mentors,and most importantly from data collected after several key major lessons taught by each graduatestudent at their locally assigned high schools.Currently in its ninth year, program findings indicate that the experiences in

Conference Session

Automation Subjects in Manufacturing Education I

Collection

2010 Annual Conference & Exposition

Authors

Nebojsa Jaksic, Colorado State University, Pueblo

Tagged Divisions

Manufacturing

systemswhether controlling individual machines or entire processes. Thus, it is important that studentslearn to use these devices to be able to design automated equipment or processes. Furthermore,students should gain knowledge that can easily be applied to PLCs of different types andmanufacturers using different programming environments and different programming languages.Previous WorkIn 1976 and subsequently in 1984 Kolb1,2 presented a theory of learning styles and incorporatedthis theory into a theory of learning ,“Kolb’s Experiential Learning Cycle.” According to Kolb2,regardless of the learning style, people learn best if they follow this cycle consisting of four steps(axes): experiencing (concrete experience), watching (reflective observation

Conference Session

Track 1 - Session 2 - Student Development

Collection

2012 ASEE International Forum

Authors

Roman Taraban, Texas Tech University

Tagged Topics

Track 1 - Student Development

value.Shallow forward inferencing was credited to the student if the student selected a  Forces or Moment equation that could immediately yield a value for a variable in the problem (the firstcriterion above) but one or more of the other criteria was lacking.The following predictions were made for this study:  IIT-KGP students would show relatively strong evidence of deep forward inferencing  deep forward inferencing is a sufficient, but not necessary, marker of problem solving ability  deep forward inferencing would be associated with high ability, as reflected in cumulative grade-point averages (GPA).The reasoning for these predictions is as follows. The first prediction was made because thestringent admission standards

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Larry G. Richards, University of Virginia

development and skill levels forstudents in those grades. Teams will report out on their experiences at the end of the workshop.• Concluding activities and discussionsParticipants will reflect on how these activities and materials can be used in their classes. Wewill review "engineering habits of mind" and 21st Century skills; how the engineering designprocess can integrate topics from science, math, history, and communication arts, and engagestudents via project-based learning.StandardsApplicable national standards for the selected ETKs appear at the end of this application as percommunication with Ms. Hurd. Please note that all of the ETKs are grounded in Virginia'sStandards of Learning in math and science; many also match to standards in other

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

links people and design. Discussions will include how to use this connection to motivate STEM learning and encourage pathways into engineering. The highly interactive workshop will use a varied instructional approach with brief presentations, large and small group discussions, building and testing prototypes and reflections included in the workshop. The facilitator has conducted over 100 presentations and workshops on STEM and engineering education. He is a professional engineering with industry experience in design and a faculty member in engineering education. Participants should be ready for active engagement to cover a lot of material in our brief session

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Patricia A. Sullivan, New Mexico State University; Delia Valles-Rosales, New Mexico State University; Marcelo Augusto Leal Alves, University of São Paulo; Brendan P. Sullivan, New Mexico State University

Tagged Topics

International Forum

to complete undergraduate degrees in STEM programs. Page 19.22.2The importance of a transferrable innovative learning system model that is focused on aninclusive, integrative, experiential, and dynamic STEM undergraduate degree training is greatlywarranted. Studies have demonstrated that learning is a lifetime process that supports a student’sacquisition of knowledge, skills, attitudes and behaviors towards success not just while employed(Gardner, 1994; Fink 2003). One way to address this learning process is through experientiallearning, which provides concrete experiences (i.e., laboratories, field works, problem sets),reflecting

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Lev Vadimovich Redin, Kazan National Research Technological University, Russia

Tagged Topics

Faculty Development

knowledge of its basic constitutingelements, the principle of disjunction, that consists in isolating and separating cognitivedifficulties from one another, leading to the separation between disciplines, which havebecome hermetic from each other, the principle of relativity. Dialectic: the law of the unity and conflict (interaction) of opposites (ancient Ionianphilosopher Heraclitus); the law of the passage of quantitative changes into qualitativechanges according to measure (Aristotle); the law of the negation of the negation (Hegel) (orauthor interpretation – the law of the reflection of the reflection of the reflection), principlesof historicity and futurism. Modern Physics: uncertainty principle, correspondence principle, principle

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Keith Willey, University of Technology Sydney; Anne P Gardner, University of Technology, Sydney

Tagged Topics

Invited - Curriculum Development

course. This simplistic view fails to consider how thesocial dimensions of work provide a rich context for professional learning. More specifically,some of these studies show that the work is not only a context, or backdrop, but isfundamentally implicated in learning 3, 4, 5. Hence, to prepare students for professionalpractice they require opportunities to practise, experience, reflect and improve their ability towork in collaborative /socially constructed learning environments.In an educational context, collaboration is generally described as an approach involving jointintellectual efforts between students, or between students and the instructor 6. Dana 7 reportsthat compared to traditional competitive or individualistic learning environments

Conference Session

NSF Funding for Educational Scholarship

Collection

2005 Annual Conference

Authors

Russ Pimmel

subject matter in depth and provideexamples, help students develop self-monitoring and reflection skills, and integrate thesepractices into the curriculum in a variety of subjects. In addition, the NRC report,Scientific Research in Education, 12 recommends that educational research projects posesignificant questions that can be investigated using direct empirical techniques, allow Page 10.542.3 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”replication and generalization across educational settings, and present