Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erika A. Mosyjowski, University of Michigan ; Shanna R. Daly, University of Michigan; Diane L Peters, University of Michigan; Steven J. Skerlos, University of Michigan

Tagged Divisions

Graduate Studies

think about the length of the survey?  Do you have any concerns about the survey design?Our advisory board did not find significant problems with the survey and made severalsuggestions for improvement. We revised our survey to reflect this feedback. See Table 2 forexamples:Table 2: Examples of advisory board feedback Original Version Suggestion Revised VersionStrategies used to reduce concerns Add question about advisor to this Added question about advisor as adid not include a mention of the section source of supportadvisor“Please estimate the average time Measure these based on work week “Please estimate the average timeyou spend on

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, College of Engineering Pune; Anil Dattatraya Sahasrabudhe, College of Engineering, Pune

Tagged Divisions

Liberal Education/Engineering & Society

learning may show the same behavior as retention.We have proposed some modifications to the learning pyramid as shown in figure 2. Various methods likequestioning, reflecting, and experimenting have been incorporated in the Wood’s pyramid. However, no attemptis made to give specific numbers for the effectiveness or retention of learning. The pyramid has the leasteffective method at the bottom which is just passively attending lectures and speeches. That is followed byactively attending lectures - ―actively‖ implying thinking on what is being said and asking questions based onthat. This is superseded by intensely reflecting or experimenting and writing notes. At the next level comessmartly linking the concepts learnt to other related concepts

Conference Session

Web Systems and Web Services

Collection

2003 Annual Conference

Authors

John Gallagher

used specifically as objects to bemanipulated by the robot via its gripper attachment.It is this particular environment that is simulated by our software. Due to the environment’ssimplicity, the task of developing sensor and actuator models was significantly reduced. Thecolor and reflective properties of the obstacles were specifically chosen so that sensor responsewould be similar at given distances from an obstacle regardless of its type. These propertiesalong with the constant lighting in our lab provided the basis for the accurate yet efficient modelseventually used within the simulator.3. Simulation Software RequirementsThe primary constraints on the features of our software were defined by both pedagogical andpractical concerns. An

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; John J. Duffy, University of Massachusetts Lowell; Olga Pierrakos, James Madison University; Nathan E. Canney, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

. The ideas shared were transcribed, andthen turned into the image below which reflects the frequency that different words were used(using www.wordle.net). Most of the faculty commented about the positive impacts of LTS onstudents – their learning, motivation, passion, excitement, leadership, and change to be betterengineers. Twenty-one of the 28 people shared an idea that included student impacts. Facultywere also excited about the potential for positive impacts on communities; 9 of the 28 ideasincluded this element at their core. From these initial comments it appeared that student-centered benefits were most prominent as a motivator for faculty members

Conference Session

Demonstration and Project Enhancements in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Allen Yang, Cornell University; Kathryn Dimiduk, Cornell University; Susan Daniel, Cornell University

Tagged Divisions

Chemical Engineering

lagged in integrating and reflecting thesemodern topics. Approximately 30% of students entering our Mass and Energy Balances class listinterests in biologically-related topics (pharmaceutical, biomedical, medical, environmental)versus about 10% each for industry, energy, research, and other, with 20 % undecided, and about10% non-respondents (mostly non-chemical engineering undergrads). This traditional gatewaycourse needs to continually evolve to develop student awareness of the current issues, excitetheir interest in finding solutions to challenges that face their generation, and engage them inlearning the required fundamental skills to find those solutions. Topics on biotechnology wereabsent in the course initially, and as we investigated ways

Conference Session

Frontiers in Engineering Management

Collection

2010 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

Engineering Management

difficult by not disclosing their real needsand wants and the perception of value can vary greatly from one customer to another.An organization’s greatest strength might well be its ability to rapidly transform new ideas,technologies, and processes into improved or totally new products. Time compression has threecritical aspects: “(1) shortened product life cycles; (2) shortened development times; and (3) …decreasing payback periods” (Narayanan21, 2001, p. 48). The product must also be designed tomeet or exceed the customers’ expectations in terms of application, performance, features, cost,safety, and dependability (Chang5, 2005). These characteristics reflect a dilemma betweenreducing cycle time for the organization and improving the product for

Conference Session

Chemical Engineering Education: Upperclass Years

Collection

2010 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University; David Ollis, North Carolina State University

Tagged Divisions

Chemical Engineering

Professional Development Buffet: From Banquet to À La CarteAbstractBoth ABET and industrial advisory boards encourage engineering departments to includeinstruction in “soft skills” that reflect the broader professional qualities necessary for studentsuccess in their careers. These include oral and written communication, ethics and professionalbehavior, resume and interviewing skills, electronic and professional etiquette, informationliteracy, and broader knowledge of engineering solutions in a global or societal context. Whilesome departments dedicate one or more instructional credits to accomplish this objective, othersmay integrate such topics into existing core courses. This paper presents a one-credit model fora junior-level course in professional

Conference Session

Rethinking Traditional Pedagogical Strategies

Collection

2010 Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Donnelly, Three Rivers Community College; Fenna Hanes, New England Board of Higher Education

Tagged Divisions

Two Year College Division

the problem. The instructor acts as afacilitator as students independently seek out the information and resources needed to fill in their Page 15.985.3knowledge gaps. Once the self-directed learning phase is complete, the group reconvenes tobrainstorm possible solutions and then devise a test plan to validate their solution. If the solutiondoes not adequately address the problem, the cycle is repeated. Student groups then present theirfinal solution for peer review and comment and reflect on their learning experience. Problem Analysis

Conference Session

Recruiting, Retention & Advising

Collection

2004 Annual Conference

Authors

Kay C. Dee; Glen Livesay

retention ofengineering students [2], sparked a complementary investigation into whether the retention offirst-year engineering students could be correlated to the learning styles of these students.MethodsIndex of Learning Styles The Index of Learning Styles (ILS) defines four major domains of learning styles; withineach domain are two descriptors. The ILS, well-described in the literature [3-5] and on the Web[6],essentially summarizes students’ self-reported preferences for receiving information visually orverbally, processing information actively or in a reflective manner, focusing on sensory orintuitive types of information, and understanding information in a sequential or a global fashion.The ILS can be used to identify an overall

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Taylor Robert Smith, Brigham Young University; Rollin H. Hotchkiss P.E.,D.WRE, F.ASCE, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

self-awareness are self-reflection (internal) andfeedback from others (external). Although introspection may provide some self-knowledge,relying too heavily on oneself can be problematic.5 Harris articulated this well when he stated: In order to know oneself, no amount of introspection or self-examination will suffice. You can analyze yourself for weeks, or meditate for months, and you will not get an inch further – any more than you can smell your own breath or laugh when you tickle yourself.6On the other hand, receiving feedback from others is the most effective way to attain self-awareness.1,2,3,5 This is because "others" make their observations from a more objective position,and likely have more factual insight

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

nearly 200 reports of STEM change, they found that the combination of emergentoutcomes and institutional focus (a category they call “Developing: Shared Vision”) was theleast described. This observation revealed a key question for the MACH development team: per-haps the absence of emerging systemic change in STEM education reflects pervasive error inchange agents’ chosen focus and intended outcome. Borrego et al. agree in part with this conclu-sion—they found that diffusion of innovation required “plans that promote transitions to stagesof adoption beyond awareness” (pg. 202)2 and a focus on stakeholders rather than on a specificactivity to be implemented. In designing our workshop, we decided to help faculty and adminis-trators develop shared

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e- portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

methods research, and innovative approaches to teaching. Currently, she teaches within the first-year engineering program at Ohio State while maintaining an active engineering education research program.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

may also travel abroad todeliver a designed product or solution.3 The projects undertaken by engineering students in thesecourses and programs are highly influenced by the context in which they are situated. Further,the success or failure of these projects relies in part on whether or not engineers substitute thetypical technical rationality approach to problem solving for one in which they continuouslyconduct a “reflective conversation with the situation” (p. 76).4However, engineering students and educators often lack the training and the support to approachthe sociocultural aspects of their design work5, and many projects fail, doing more harm thangood to partnering communities. Engineers Without Borders (EWB) Canada is one of the

Conference Session

ET Curriculum & Design Issues

Collection

2005 Annual Conference

Authors

Rafael Obregon; Kevin Hall

Accurately depict Accurately depictdepict color, accurately depict accurately depict accurately depict color, shading, color, shading,shading, or color, shading, color, shading, color, shading, and and reflectivity and reflectivityreflectivity and reflectivity and reflectivity reflectivity May requireExtensive time to Little generation Extensive time to Little generation

Conference Session

Assessing Where We Stand

Collection

2005 Annual Conference

Authors

Robert Pangborn; Renata Engel

informationgathering, synthesis and analysis in solving problems and critical thinking; engagement incollaborative learning and teamwork; application of intercultural and international competence;and dialogue pertaining to social behavior, community and scholarly conduct. It was this featureof the Penn State general education that opened the door for an assessment process that beginswith students’ reflection on their experiences related to core competencies or involving in- orout-of-class learning activities.II. Goals for General Education AssessmentThe Team for Assessing Student Learning was charged in February 2004 under the Teaching andLearning Consortium (TLC), an arm of the University’s Schreyer Institute for TeachingExcellence. The group’s formation

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

David Anthony; C. Richard Helps; Barry Lunt

three key issues which affect any institution pursuing IT accreditation through theCAC of ABET. All three reflect significant new endeavors within the ABET system. Firstly IT isa new discipline. Accreditation criteria have not yet been approved for IT within CAC-ABET.Secondly outcomes-oriented accreditation is relatively new for all ABET Commissions; it wasformally introduced for the EAC in 2000, followed by the TAC in 2004 and is currently beingpiloted in CAC. This means that not all EAC programs have been accredited in this format, onlya few in TAC and only pilot programs in CAC. Thirdly CSAB only recently integrated withABET to form the CAC and many of those involved in CAC and CSAB have a quite differentbackground, standards and

Conference Session

Design Experiences in Energy Education

Collection

2005 Annual Conference

Authors

Patrick Tebbe

several in-classexercises. These activities were to be structured to provide more time for active learning duringclass time while promoting student interest in the field.A general definition for active learning is that it is “any instructional method that engagesstudents in the learning process.” 1. Numerous engineering educators have promoted theinclusion of active techniques to improve student retention and understanding 2,3. However, careshould be taken in the use of the term “active” which is used in the literature to imply either thatthe student is actively doing something, as opposed to passively sitting, or that the student learnsbest by doing rather than reflecting 4. While the first definition seems more applicable it will beshown that

Conference Session

CE Body of Knowledge

Collection

2004 Annual Conference

Authors

R. Knox; K. Muraleetharan; G. Miller; D. Sabatini; Randall Kolar

them to expand their knowledge beyond what is typicallyProceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education covered in a text. We also discuss this issue in the aforementioned CEES seminar class. In addition, some classes have started using “reflective writing” as another means of assessment, as well as a mechanism to have students look inwardly at their own learning and see if they are progressing toward their personal goals. Finally, the senior capstone project further exemplifies the need for life-long learning. 10. Contemporary issues - Level 2. Again, “real-world” Sooner City projects

Conference Session

International Engineering Education II

Collection

2004 Annual Conference

Authors

Roberto Montoya

rigorously scientific, academic andthoroughly committed to the advancement of science. The pillars upon which Humboldt basedthe structure of his model were Investigation and Teaching, and with them he intended to replacethe medieval university. This model is the epitome of the classic humanities and spiritualsciences university, where the main goal was pure and abstract investigation and the training ofhuman resources to that end. Its mission is to train investigators, using teaching methods tocreate spaces for analyzing and reflecting upon the mankind’s broadest issues, the great problemsof culture and human existence.The French Napoleonic University of 1806 had a clear objective of obtaining professionalquality by way of a high intellectual level

Conference Session

Innovative Graduate Programs & Methods

Collection

2004 Annual Conference

Authors

Jennifer Dockter; Carol Muller

.” MentorNet ProtégéIn addition, MentorNet has found benefits to participating mentors, including 57% of mentorsreporting that self-reflection about their own careers was a positive outcome of their MentorNetexperience, 18% reporting a renewed commitment to their field as a positive outcome, and 7%reporting improved supervisory skills 35. In addition, mentors find benefits in helping anotherperson and some, such as the male mentor quoted below, find MentorNet a means of workingtowards gender equality in science and engineering.“Through all my years since 1969, men have outnumbered women in engineering andscientific fields by a huge margin. It is clear that much more work is required to achievecomplete equality in the workplace. To make a contribution

Conference Session

Teaching Design

Collection

2003 Annual Conference

Authors

Andrew Kline

) recruiting an unbiased facilitatorversed in the methodology and familiar with the process area, (3) synthesizing a descriptivedefinition that accurately and completely describes the skill set being measured, (4) analyzingbehaviors of an expert who displays outstanding performance in all dimensions of the skill set, (5)selecting the top ten factors which account for variability in performance associated with the skillset, (6) proposing positively-phrased descriptors of the skill set at five performance levels rangingfrom “novice” to “expert”; (7) articulating and agreeing on five attributes associated with eachperformance level for the top ten factors, and (8) testing the classification and measurement schemeby reflecting on performance of

Conference Session

Innovation in Design Education

Collection

2003 Annual Conference

Authors

Patsy Brackin; Clark Merkel

of sheets of paper used, T isthe construction time in seconds, and Z is a weighting factor. For example, Z = 0 if theconstruction time is less than 5 minutes, Z = 3 if the construction time is between 3 and 10minutes, and Z = 15 if the construction time is greater than 10 minutes. The exercise isenthusiastically received by students and it gives teams a good chance to reflect on whatcan go wrong. Allow teams to reflect on their performance following the competition.Acknowledgement: Stephen Batill, University of Notre DameActivity 2: Paper Clip Design ChallengeMaterial Required: Lengths of Steel Wire, Long nosed pliers.Goal: to give students practice and insight into the function of even simple objects.Description: Provide each student with a

Conference Session

Manufacturing Laboratory Experience

Collection

2004 Annual Conference

Authors

Can Saygin

, learners accept that they are legitimate sources of knowledge. They realize thatauthorities help but learners themselves are the active decision makers. The fourth level isCommitment with Relativism. At this level, students synthesize solutions to the consequences ofmaking the commitment, and they realize that the perfect or ultimate solution does not exist butthey are committed to struggle with the process and to continually improve.In the Kolb Learning Style Model, four learning modes exist: (1) Abstract Conceptualization(learning based on explaining concepts), (2) Reflective Observation (based on examining theevents, operations, etc. rather than actively participating), (3) Concrete Experience (based onactively experiencing with an event

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

Nancy Thompson; Eric Vilar; Beth Davidson; John Brader; Michael Matthews; Elisabeth Alford; Sirena Hargrove-Leak

(3 or 4 per group) Page 8.776.2Figure 1: RCS Studio Organizational Chart “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”The experiences and learning processes of the mentors are the focus of this paper. Theirobservations and reflections that follow as case studies show how the mentors supported thecognitive development of undergraduates and applied principles of learning theory in theirmentoring. Their collaborative writing of this paper was an integral part of their exposure to andreflection on

Conference Session

Mentoring Women and Minorities

Collection

2003 Annual Conference

Authors

Angela Linse; Rebecca Bates

content rather than on the content itself. Another ideal was toprovide a foundation for a habit of being reflective about their teaching, i.e., critiquing ratherthan criticizing. To this end, every class ended with five minutes spent answering the questions"What went well?" and "What could be better?" about the class (as feedback to the instructor)and also about their own participation in the class (as self-reflection). In a sense, all of theexplicit goals have this underlying agenda. Student feedback will be discussed further below.2. Student LearningAfter the concept of ABET (Accreditation Board for Engineering and Technology) learningoutcomes was presented, and connected with the idea of measurable course objectives, most ofthe class was a

Collection

2000 Annual Conference

Authors

William C. Beston; Sharon B. Fellows; Richard Culver

. Students do not havetime to reflect on what they are learning or to explore personal interests through elective courseswhile in college. The seeds of effective LLL must be sown at the beginning of the program if thecollege experience is going to support this type of development in engineering students. Thispaper describes activities being introduced in the DTeC course at Binghamton University (BU)and the engineering science program at Broome Community College (BCC) to start students onthe path toward becoming self-directed learners (SDL), the key to LLL.A successful program for teaching SDL must have two components. First, it must motivate thestudents to aspire to be self-directed learners. This is not easy. In the traditional program

Collection

2000 Annual Conference

Authors

Lisa A. Haston; James S. Fairweather; P. David Fisher; Diane Rover

educators have given the CFTmodel across the board. Educators have commented on its active learning qualities, andemployers, its relevance to real-world practices. Students, who complete self-assessment reportsat the end of the semester, have reflected on CFT and many have cited it as one of the keyexperiences in the course. Most students do not understand it at the beginning of the semester,but by the end, they recognize its benefits. One student wrote: "This class has been amazing.While the classroom puts an emphasis on the teaming aspect of learning, technical concepts fallinto place because the goal is to complete a tangible product by the semester's end. The mostvaluable lessons learned in ECE 482 are the benefits of relying on each other

Collection

2001 Annual Conference

Authors

Anna Phillips; Paul Palazolo; Scott Yost

second phase involved reviewing some of the more recent curricular modifications inengineering education, and in general, research data supported that idea that successfulmodifications include a variety of approaches designed to work together and reflect theindividual learning styles of the students. Randolph’s4 recent review of Kolb’s5 and Bloom’s6work regarding individual learning styles suggests that engineering educators should designcurricular methodologies that are more student-centered and less teacher-centered. At the sametime, Randolph4 proposes that writing can be used as a powerful tool for learning byincorporating more psychologically active writing activities to promote transfer from contentknowledge to application of content

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

William Jordan; Stan Napper; Melvin Corley

approved by the program faculty and posted onthe Mechanical Engineering Program web page http://www.latech.edu/tech/engr/meen/meugrd.htm.They were subsequently submitted to the ME/IE Industrial Advisory Council and endorsed at theirSpring, 1998 meeting.Many of the Program Chairs and other faculty attended EC2000 training sessions during 1998-2000.Often the advice regarding assessment processes and even regarding program outcomes wasconflicting. For example, the initial version of Mechanical Engineering Program Outcomes was identicalto ABET Criterion 3 a-k with the addition of two outcomes taken from the ABET Criteria 8 formechanical engineering. Upon further reflection we concluded that these outcomes may well representgood generic mechanical