Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Aaron Wood P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

for public education is “burning the buildings and hanging the professors”[15]. From its inception, ASEE has been advocating for the same basic teaching reforms of theRousseau/Dewey pedogeological ideology, yet “there is nothing new under the sun” [16]. Whenengineering educators are tempted to blame to K-12 education, in a confused exercise ofHegelian synthesis, more and more of ASEE’s policy recommendations reflect the failingpedagogical and sociological ideologies adopted by that same K-12 system [17].Perhaps, the educational reforms of the last century have inverted the problem. More and moreemphasis has been placed on the teaching innovation. Western culture since the world wars hasvalued Rousseau’s “noble savage” and Wordsworth’s “Idiot

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ronald P. Uhlig, National University; Shatha Jawad Jawad, National University; Bhaskar Sinha, National University; Pradip Peter Dey; Mohammad N. Amin, National University

Tagged Divisions

Engineering Ethics Division (ETHICS)

challenges if they are given freedom with appropriate responsibility.2. A Key issue is “how should we grade?” to accurately reflect student learning. When we asked the following question to Open AI’s ChatGPT it immediately generated the answer shown with the citation and references given below. Question: “How can a teacher grade an assignment, which is completed by a student using ChatGPT?” ChatGPT Answer: “ChatGPT is a chatbot that uses a variant of the GPT (Generative Pre- training Transformer) language model to generate text based on a given prompt. It is not designed to be used as a tool for completing assignments or for grading purposes. If a student has used ChatGPT to complete an assignment, it would not be an accurate

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

Tagged Divisions

Faculty Development Division (FDD)

at least one “micromoment activity” in their courses. To support faculty in theseactivities, we created a set of 25 micromoment activities [16] that faculty could use immediatelyand easily adapt to the content at hand. Not only would these activities help faculty to be moreconfident in their teaching, but they would support pedagogical change and encourage morefrequent implementations. Students would also have more opportunities for engaging in learningexperiences to develop an entrepreneurial mindset [16].After implementing each micromoment activity, faculty completed a reflection and submitted toan online forum on Engineering Unleashed [17] to discuss the activity, how it went, and howthey can improve. They were also asked how they felt

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Brown, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Daniel Janies; Samira Shaikh, University of North Carolina at Charlotte; Zhuo Cheng, University of North Carolina at Charlotte

, universityadministrators and faculty, industry partners, government officials, and other subject matterexperts. This diverse, expert audience gave the participants practice in communicating researchand receiving feedback from decision makers, which are important skills for future careers inSTEM and beyond.6 Evaluation ApproachTwo approaches were used to evaluate the program. First, participants were surveyed at thebeginning and end of the program. These pre- and post-surveys were identical, collecting bothscaled scores and open-ended responses. Second, anonymous qualitative reflections werecollected weekly from the participants to gauge specific areas of strength, challenge, andimprovement.6.1 Pre- and Post-surveysA questionnaire was developed to

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Beth (Ann Elizabeth) Wittig, City University of New York, City College of New York, Department of Civil Engineering

Tagged Divisions

Educational Research and Methods Division (ERM)

], [13].It is also a pre-cursor to motivation and engagement [14], [15], and sustained academicperformance [16], [17]. Therefore, it is critical, and especially for students who are the mostvulnerable to attrition such as URM, to develop a strong SOB early in a college career [18].Similarly, while retention models recognize the importance of academic success and intellectualgrowth to retention, they do not connect effective Self-Regulation of Learning (SRL) toretention. Zimmerman’s social-cognitive model of SRL [19] focuses on an individual’scognition, actions, and affect while learning. Effective SRL occurs when learners are activelyengaged in the task (or performance in SRL-speak) and bookend each task with forethought andself-reflection. The

Collection

2022 ASEE - North Central Section Conference

Authors

Emad Y Tanbour, Eastern Michigan University; Suleiman A. Ashur, Eastern Michigan University; Ann Blakeslee, Eastern Michigan University

typically follow the guidelines for a publication that is closely relatedto their project. Additionally, the professional advisors from industry with whom they work willsupport and enforce the writing conventions that are most appropriate to the design project.Outcome #6 - Cultivate a reflective mindset for analyzing writing processes and constructing plans for subsequent writing through assigned meaningful reflection on writing practices and experiences.The final outcome, focused on reflection, is intended to support learning transfer intoprofessional settings. At the end of the Capstone Sequence, students should have the ability todeliver, present, and communicate effectively an advanced ME design process. They should

Conference Session

Technical Session 4 - Paper 2: Successful Practices for a Women in Engineering and Science Mentoring Program for First Year Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton; Lily Behnke, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

 for their major and minors, campus involvement, off‐campus interests, and description or personality in three words. The survey asked interested mentors to reflect on previous mentoring experiences and impacts of mentors on their life, and why they wanted to mentor a freshman. Forty‐seven (47) upper‐class women completed the survey, where approximately 50% were sophomores, with a wide range of majors, minors, involvements, and hobbies. Sophomores in the WISE program were selected to be mentors because they were closest to the freshmen experience of the women students that they would mentor, and they were still part of the WISE program.Only freshman in the WISE program were recruited for the mentoring program, though in the future all freshman

Conference Session

Technical Session 13 - Paper 1: Transformational Resistance and Identity Development: A Case Study of an Asexual Woman Engineer

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vivian Xian-Wei Chou, University of Texas at Austin; Jerry Austin Yang, Stanford University; Brandon Bakka, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University

Tagged Topics

CoNECD Paper Sessions, Diversity

of studentorganizations within engineering during the data analysis.FindingsThe dominant narrative that emerged from Kayla’s experience in engineering was her contrastingperspective on asexuality and gender identity. This dichotomy was then reflected in her patternsof activism in her marginalized identities. Kayla’s resulting acts of resistance for her genderidentity was external, and her resistance for her sexual identity was internal. In both cases, herresistances included a social critique and an interest in social justice, making them both forms oftransformational resistance. However, her patterns of resistance between her visible identity as awoman and her invisible asexual identity differed significantly.It is important to note that

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

Tagged Topics

Diversity, NSF Grantees Poster Session

same lab) worked together on the same mini project.After the boot camp, teachers joined their research group in pairs and spent the remaining fourweeks working on a research project with a mentoring team consisting of a computer sciencefaculty member and graduate students. Weekly social events were planned and attended by allparticipants and research group members. Weekly research seminars gave teacher participants achance to reflect on what they learned each week and to report their progress and next steps tothe entire cohort of teachers and research lab members. During the six-week experience, teachersalso worked regularly with a science education faculty member to develop student-centeredcurricular materials using a lesson plan

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcy Bloom Milhomme, Pennsylvania State University; Michael Alley, Pennsylvania State University; Lori B. Miraldi, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

of course scale-up from 6 sections in Spring 2014 to 10 sections in Spring2015 to 15 sections in Fall of 2018. In the decision to scale-up the course, key indicators ofsuccess were considered: (1) course enrollment numbers, (2) end-of-semester evaluations, and(3) students’ individual course reflections. When taken together, these key indicators were anespecially vital tool in the decision to scale-up the targeted course.Figure 2: A history of course section scale-up from Spring 2014 to Fall 2018.Sustained Enrollment Numbers Enrollment numbers for the targeted course have remained consistently high sinceimplementation. An analysis of enrollment data from Spring 2014 through Spring 2018 showed acourse enrollment average of 99% (see

Conference Session

Electrical and Computer Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saharnaz Baghdadchi, University of California, San Diego; Leah Klement, University of California, San Diego; Rachel Bristol, University of California, San Diego; Paul Andreas Hadjipieris, University of California, San Diego

Tagged Divisions

Electrical and Computer

own learning. A common misconception is that self-directedlearning can only occur in isolation from all other input from either the educator or fellowstudents. Students can work in a highly self-directed way while being a part of a larger team.Notably, a salient trend in the research suggests that students with highly developedself-directed learning skills connect and consult with a range of peers and leverage theirlearning network to make their choices about the direction of their learning [1].Foundational literature that examines the construction of a successful self-directed learningenvironment suggests that learning should reflect three distinct parts: The learner, the educator,and the learning resources [2]. Significant parts of this

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University-Bloomington; Jungsun Kim, Indiana University Bloomington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

concept or how to proceed, students reflected thatEOEs stepped in to help them figure out how to move forward, providing encouragement andsupport throughout. Their comments suggested that the goal of the EOEs was to ensure thatstudents were successful on a project, even if they had failed attempts along the way. Studentsfelt supported by EOEs throughout the design challenges and perceived that EOEs worked tomake the experience as positive as possible for them.Table 5. Sample Student Statements Related to Fostering Student Agency, Understanding, andProject SuccessSub-theme Student StatementsStudent Agency They [EOE] didn't do it for me. They gave me some directions so then I could figure it out... not every

Conference Session

Software Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tamaike Brown, State University of New York at Oswego; Bastian Tenbergen, State University of New York at Oswego

Tagged Divisions

Software Engineering Division

categories,namely: ten learning journal entries to include reflections on the content learned in the lectures,ten lab journal entries to include reflections on the practical activities, three quizzes with multiplechoice/true-false questions, and two assignments to be completed in groups of up to three students.Evaluation was conducted on teaching components according to student participation and theirquantitative and qualitative feedback. The result of the study shows that students were appreciativeof the HyFlex mode delivered [6]. In another study conducted by Sowell et al., implemented HyFlex in a general electivenutritional course consisting of over 500 hundred students. The nutritional course provides abreadth of knowledge inScience &

Conference Session

Teaching Methodology & Assessment 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Nolan Sunberg, University of Colorado Boulder; Kathryn Anne Wingate, University of Colorado Boulder; Lara Buri, University of Colorado, Boulder

Tagged Divisions

Aerospace

2 for the fall 2019 (teams self-selected) and fall 2020 (teamsselected via optimization) semesters. For critical design review (CDR), teams give a detaileddesign presentation covering their project’s requirements, baseline design, and engineeringmodels. The presentation is given to a review board of 10 faculty members, with 30 minutes forthe presentation and 20 minutes questions. Faculty member grades are averaged into the finalteam CDR grade, shown above. Peer evaluations are conducted anonymously immediately afterCDR, where each team member evaluates all other team members on a scale of 1 to 5 on bothtechnical and professional contributions. The critical design review is conducted in mid-November and reflects the progress the team has

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

possible.(Table 1). Students were then 3. If you were to describe your cohort to someone that has no experiencesasked to reflect on their midpoint with your cohort, what would you say? Please be as specific as possible.written responses and provide any 4. Describe how your cohort functions on assignments related your undergraduate research project, such as the concrete mix design and labamendments to these responses report. Be as specific as possible.during an interview with the 5. How do you think others perceive you in the cohort? Be as specific as possible.researcher at the

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Divisions

New Engineering Educators

own words, what was done in the experimentand what the purpose of the experiment was for that lab section. This assignment was gradedsolely on completion, providing a low-stakes assessment for students to reflect on what theyhave learned. At the beginning of the following lecture, misconceptions identified in the post-labassessments were briefly addressed with the students, which was important in giving students theopportunity to identify their own misconceptions and areas for improvement [11], [12]. We alsorequired students to complete online readings using a collaborative e-reader, Perusall(www.perusall.com), which allows students to see and respond to each other’s questions andcomments directly on a shared PDF. For each reading, students

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Paper ID #32774Meaning to Succeed: Learning Strategies of First-Year EngineeringTransfer StudentsMrs. Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Uni- versity, where she teaches first year engineering design as a foundation course for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Fiegel, University of Iowa; Beth Rundlett, University of Iowa; A. Allen Bradley Jr., The University of Iowa; Katelyn Rose Murhammer, University of Iowa

Tagged Divisions

Engineering Ethics

understanding. N2-score = P-score – [3 × (average rating on preconventional issues – average rating (2) on postconventional issues) / standard deviation of pre- and postconventional issues]The N2-score equation uses the responses to the first ranking task (i.e., rate importance of all 12questions), with the most important given 4 points down to no importance given 0 points. Thefactor of 3 is used to weight the second component because the component has about one-thirdthe standard deviation of the P-scores [16]. The N2-score has a maximum score of 110 with thehigher score reflecting the participants prefer to base their reasoning on the post-conventionalschema over the pre-conventional schema [17].In accordance with Institutional Review

Conference Session

Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen J. Ressler P.E., United States Military Academy; Leslie Nolen CAE, American Society of Civil Engineers; Wayne R. Bergstrom, Bechtel Infrastructure

Tagged Divisions

Civil Engineering

Infrastructure and Power Corporation. American c Society for Engineering Education, 2021 Preparing the Future Civil Engineer: Review and Update of the ABET Civil Engineering Program CriteriaPurpose and ScopeThis paper summarizes the ongoing process by which the ABET Engineering AccreditationCommission (EAC) Civil Engineering Program Criteria (CEPC) are being considered forrevision to reflect the most recent edition of the American Society of Civil Engineers (ASCE)Civil Engineering Body of Knowledge.The scope of this paper includes: • an overview of the drivers for this process; • a description of the task committee that has been charged with performing the update

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Dell, Rochester Institute of Technology; Jeanne Christman, Rochester Institute of Technology; Jennifer A. O'Neil, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

mentor has the right attributes, which include: [34] a. An underlying helping, teaching-learning, reflective, and desire-to-mentor nature. b. Identity as a coach/sponsor/role model. c. Character that is respectful, tolerant, non-judgmental, and trustworthy. d. Ability to provide emotional and psychological support. e. Academic knowledge, which enables them to connect the mentee with resources on campus for academic success.Some characteristics that have been documented in the literature to lead to poor mentorship are:dissimilar personalities and habits, self-absorption, manipulative behavior, the delegation ofduty, intentional exclusion, self-promotion, incompetence, sabotage, general dysfunctionalityand deception

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Chris Carroll, Saint Louis University; Kelsey Z. Musa, Saint Louis University; Shannon M. Sipes, Indiana University, Bloomington; Scott A. Sell, Saint Louis University; Michelle B. Sabick, Saint Louis University

Tagged Divisions

Entrepreneurship & Engineering Innovation

reflection techniques are used. A widely used application of Kolb’s work is to use learningcycles where the students interact with content in both physical and abstract ways, successivelycompleting 1) a concrete experience, 2) reflective observation, 3) abstract conceptualization, and4) active experimentation [9]. One of the most common methods is to use an actual project,where students must produce a final artifact, regardless of whether it takes the form of somethingphysical or virtual. The advantages of physical artifacts are rooted in constructionism, whichsays that physically building something will trigger new thoughts and creativity, creating newknowledge that may otherwise lay dormant and unused [10].Project Significance This project

Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Chenette, Rose-Hulman Institute of Technology; Gregory T. Neumann, Rose-Hulman Institute of Technology; Daniel Anastasio, Rose-Hulman Institute of Technology

Tagged Divisions

Chemical Engineering Division (ChED)

student perceptions change over the duration of the first laboratory course? • To what extent do these experiences differ for students enrolled in the traditional course and the revised course?By providing thematic analysis of these responses, we hope to glean further insight into themerits and limitations of both modes of class operation. While the quantitative analysis wasuseful for observing general shifts in knowledge, skills, and attitude, there is value in readingstudents’ reflections that allow for context. Since student responses on Likert scale questions canbe subjective and personal, we anticipate that qualitative analysis of the open-ended responseswill expose the deeper thought processes of our students, allowing us to

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

studentswithin the classroom if multiple paths are made available to help master the content of thecourse. On the simplest level, this may take the form of asking students what content was unclearat the end of a lecture, and sharing responsibility for the learning of the material by spending afew minutes clarifying those concepts before the period ends. An examination of the function of content suggests that it is ethical to teach less contentin favor of spending a small portion of student energy on self-reflection, helping them to developas learners. When tangential conversations occur about the applications and implications ofcontent in a lecture, instructors recognize these conversations for the valuable learning momentsthat they are, while

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Christina Convertino; Heather Thiry

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

grant. The team met to document their reflections on their experiences. Large groupdiscussions were audio taped and transcribed.ResultsThe results sections are structured around the themes addressed in the theoretical framework. Weemphasize three in this Experience Based Research, specifically continuous improvement as amessaging and process strategy for departmental change towards equitable student success,human resources practices that support equitable student success, and departmental policies thatsupport equitable student success.Continuous improvementContinuous Improvement became an integral part of the messaging of change and the process ofchange in the RED grant implementation at University of Texas at El Paso. Initialcommunications

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Azzouni, Oregon State University; Jennifer Parham-Mocello, Oregon State University

Tagged Divisions

Computing and Information Technology

GRAM model to continuously improve faculty pedagogyin their own discipline by integrating their own expertise into the institution’s pedagogical goals[28]. Another proposal is for teachers to simply reflect on their experience in the class andidentify areas for improvement [33]. Zahraee et al. adds more structure to this approach byasking faculty members to set their own goals and then reflect on their performance meetingthose goals over the last year [6].Three more situation-specific professional development aspects of faculty CI are also addressed:accreditation, quality management, and curriculum design [24]. Faculty’s training to effectivelyperform and complete accreditation-related tasks and activities is relevant for those programsthat

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; Moses Ling, Pennsylvania State University; Lisa D. Iulo; David Eric Goldberg, Pennsylvania State University; Sez Atamturktur Ph.D., Pennsylvania State University

Tagged Divisions

Architectural Engineering

traditional design studio consists of ateacher telling students what to do and student doing what they are told, other formats have student takingthe lead with the critique being the main feedback mechanism for what to further explore (Hassanpour etal. 2010). Part of this reflection comes from classical training of architects and the experience imparted tostudents by their design instructors. Rarely are these instructors are experts on educational theories. Theexperience of the faculty may or may not align with the projects and thus, a disconnect exists (Goldschmidtet al. 2010). Hence, a need has been recognized for moving beyond a trial-and-error approach to design byadapting to more systematic iterations (Wang 2010). There have been educational

Conference Session

Project-based and Experiential Learning in Civil Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Ronaldo Luna, Saint Louis University; J. Chris Carroll, Saint Louis University; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Alec Colin Derks, Saint Louis University

Tagged Divisions

Civil Engineering

orientation of the foundation throughout the test and visual displacement ofthe soil. The foundation was exhumed and the soil beneath the foundation disturbed to get itback to the pre-test condition. The foundation was then re-set into the box and the test was runagain with a different embedment condition. Photographs of the failed foundation condition areshown in Figure 8. (a) (b)Figure 8—Shallow foundation failure condition for (a) an embedded foundation at RHIT and (b) a non-embedded foundation at SLU. Following the second test, students were asked to reflect and then discuss the followingquestions: 1. Did your load-deflection curve accurately predict

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinlu Shen, Zhejiang University; Tuoyu Li, Zhejiang University

Tagged Divisions

Educational Research and Methods

engineeringeducation reform, and give suggestions for the construction of the second round ofnew engineering research and practice projects.2 BackgroundAt the end of 20th century, international engineering education reform was surging.Return to Engineering Practice, STEM Education, Engineering IntegrativeEducation, Engineering With a Big E, An Integrative & Holistic EngineeringEducation, CDIO, Holistic Engineering, Systematic Engineering, EngineeringEducation as a Complex System, Engineering Education Ecosystem, and otherconcepts have been proposed successively, all of which reflect the internationaldevelopment trend of innovative engineering education.[5] With the gradualtechnological breakthroughs in cutting-edge technologies such as

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cecilia La Place, Arizona State University; Shawn S. Jordan, Arizona State University

Tagged Divisions

Software Engineering Division

experience. Thoughit was not a requirement that they have graduated, the results of the sampling led to onlygraduated students being available for interviews. The use of graduated students provided theopportunity to have the participants reflect on their past experiences having completed theircapstones and hackathons. As a result of the selection criteria, some of the participants sharedeither a capstone experience or a hackathon experience with at most one other participant.Demographic data for these participants were not collected.Data CollectionParticipants were asked to bring two artifacts, their capstone project and a recent hackathonproject, and then participate in artifact elicitation interviews (Douglas et al., 2015). Artifactelicitation

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander Pagano, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Leon Liebenberg, University of Illinois at Urbana-Champaign

Tagged Divisions

Design in Engineering Education

memorizedand recited a definition provided in the training session, while the other reframed it in their ownwords. A short video was also used to familiarize students with some core activities of human-centered design, such as interviewing and ideating. Students then worked in dyads or triads tocomplete an activity aimed to simulate an HCD process while TAs facilitated discussions betweengroup members as needed. Students were instructed to interview each other about their experiencesrelated to staplers, staple removers and other paper fasteners. These interviews were repeated inseveral rounds to allow for reflection. Students often needed additional guidance from TAs to findnew questions and perspectives to better approach the problem. Students were