Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

reviewTeams were asked to identify aspects of their draft that were better than those they read, as wellas describe modifications that they would make to their report based upon what they saw fromtheir classmates. The complete instructions of the team portion of the exercise are Part 2 of theassignment in the appendix. The reflection was turned in, along with the feedback they providedto their classmates. Credit for both parts of the assignment was essentially effort-based. Teamsthen received the peer feedback and began working on the subsequent first-half draft of thereport. This draft included the two sections that were the subject of the peer review, plus a few

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

engineering calculus course taught via synchronous broadcast at a mid-size,Western, public university. The instructional innovation required first year calculus students toparticipate in an asynchronous, online discussion forum for graded credit. Data, consisting ofwritten reflections and transcribed interviews, were gathered from three STEM faculty memberswho each played a different role in the change process: a mathematics instructor implementingthe online forum within his course; an engineering faculty peer-mentor assisting with theimplementation of the online forum; and a STEM education faculty member evaluating theimplementation and observing the process of change. Situated within the interpretive researchparadigm, this study uses exploratory

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

children’s motivation, interest, and awareness inSTEM.IntroductionWith the need to prepare students for the 21st century workforce a university with a very diversestudent population strives to address one of the critically important issues facing society:increasing the number of underrepresented students pursuing and completing degrees in science,technology, engineering, and mathematics (STEM) fields. Evidence within the Department ofLabor reflects that fifteen of the twenty fastest growing jobs projected for 2014 requiresignificant preparation in mathematics and science with the numbers of STEM professionsexpected to grow at a faster rate than those non-STEM professions[1]. Although careers in STEMprovide paths out of poverty, make significant

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

design decisions and project costs. Projectsrange a wide variety of engineering majors including civil, mechanical, electrical, bio andcomputer. Through the use of student reflections, this paper attempts to identify the influence ofworking with civic regulatory bodies on student learning and student perception of their chosencareer path. As one group noted, the regulations impacting their project resulted in unforeseencosts but the entities who established these regulations were both purposeful and necessary toprotect the environment.IntroductionSanta Clara University is committed to providing educational opportunities aimed to instill theknowledge, habits of thought and action, and orientation to society that the university believeswill best

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Bill Jay Brooks, Oregon State University; Milo Koretsky, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

Tagged Divisions

Materials

principles, which include the following. For moreeffective learning, instructors need to: 1) elicit students' prior knowledge to help informinstruction; 2) engage students to promote conceptual change so they can construct deepknowledge organized in a conceptual framework; and 3) encourage metacognition to build habitsof expert learners who define their learning goals and monitor their own progress. The pedagogyuses two-way formative feedback in which students reflect on their learning in a class with class-end Muddiest Point feedback and instructors respond to student misconceptions and learningissues by adjusting instruction and providing next class feedback to the students. The two-wayfeedback process promotes self reflection not only on the part

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia

Tagged Topics

NSF Grantees Poster Session

Paper ID #12991Building capacity and social capital around interpretive research qualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is the director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology, and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering

Conference Session

Visualization Within Engineering Design Graphics Education Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monika Herrmann, University of Wisconsin, Stout

Tagged Divisions

Engineering Design Graphics

scores, schools payless attention to non-tested academic subjects2. As Diane Ravitch (2010) points out in her book“The Death and Life of the Great American School System” even the National Academy ofEducation worries we are apt to measure what we can, and eventually come to value what ismeasured over what is left unmeasured (p.167)3. In response to an educational background thatinforms the study habits of many students, this study is exploring teaching methods that focus ondeveloping students’ confidence in their actual abilities of visualization and graphic expressionthrough classroom experience and reflection. The experience in the classroom can either confirmstudents’ perception or broaden their framework. As Mezirow (1991) pointed out in his

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Gajdzik, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

, record, and use their own data design challenge mathematics to an authentic engineering• Solve a problem with a fictional • Observe, measure, and record their own design challenge character while actively participating in data • Observe, measure, record, and analyze the story • Solve a problem with a fictional friend their own data• Collaborate and reflect on their solution while actively participating in the story • Solve a problem for a fictional business • Collaborate in a team using real-world trade-offs

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Tony James Bailey; Leigh Anna Folger, University of Cincinnati; Rachel Schwind, Mechanical Engineering, University of Cincinnati; Gabrielle Anne Notorgiacomo, University of Cincinnati Honors Program; Jacob Daniel Wells

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Inaddition, a subset of the students in the course present their own experiences with the course andhow their participation has affected their view of engineering and their future careers. Thesestudents first reflected on their own unique experiences with the course, specifically focusing onworking in a multidisciplinary and vertically-integrated team, the development of teamwork andtechnical skills, and the impact of the course on their view of engineering. After reflecting, eachstudent analyzed the reflections of the other participating students and the commonalities anddifferences in the experiences were identified and are presented, with implications for similarcourses/programs.Background:One of the significant issues facing engineering over the

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

processes when peers were willing and able to providesupport. Kolodner and colleagues4, 5 developed ritualized activity structures that facilitate peerinteraction. The purpose of the present mixed-methods study was to investigate how middle-school students’ respond to communication challenges during a set of design-reflect-designprocesses associated with collaborative engineering design. Two questions guided analysis: RQ1: What do learners’ written reflections reveal about their perceptions of their group’s communication patterns, and how do these perceptions shift across the two design challenges? RQ2: What are learners’ perceptions of the quality of their individual-level interactions, and how do these perceptions

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

considerations in our core courses. I reflect on lessons learned from twoassignments in two different core courses, each implemented in the larger context of engineeringat a liberal arts college. Here introducing a social justice dimension of sustainability was a smallpart of a larger effort to integrate liberal education into core courses.One module introduced students in a first year Mass and Energy Balances course to the tool ofLife Cycle Assessment (LCA) for developing and analyzing green products and processes, whilesimultaneously offering a critique of green consumerism which was incorporated into studentLCA projects. A key learning outcome was that students understood not only the promises of thetool but also its limitations and when it is and is

Conference Session

Issues in Engineering Technolgy Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anne M Lucietto, Purdue University; Nichole Ramirez, Purdue University

Tagged Divisions

Engineering Technology

something could be done to engage the students in a subject inwhich they have little or no familiarity that students would be more likely to learn more than thematerial presented in class.Assignment Options and DevelopmentConsidering assignments used previously and information provided by John Bean 21 in his text“Engaging Ideas,” the instructor modified a reflection assignment used in prior courses andcreated “The Big Question Reflection.” This assignment was intended to be open ended,accommodating student interest and development, using concepts derived from previous courses,and other research. 15,17,21,22 It was also designed with a reporting structure to assure progress

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Page 26.771.2moving their progress forward. However, there is no general consensus as to what specificattributes of feedback lead to improved learning, and multiple lines of research emphasize thatappropriate feedback is specific to the learning context of the student and/or task.6 Researchershave advocated that feedback works best when it directs student attention to appropriate goalsand actions,7 and encourages student reflection.8 Others believe that students are most receptiveto feedback when they are sure their answer is correct, only to learn later that it was wrong.9Additional factors include a student’s understanding of and agreement with the feedbackprovided, the motivation the feedback provides, and the limits on the student’s

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael G Mauk P.E., Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.)

Tagged Topics

NSF Grantees Poster Session

, device operation,defects, variability, and reliability. Laboratory projects using low-cost fluorescent cameras,visible and near-IR cameras, and laser scanning are used to characterize the grain structure,defects, surface roughness, reflectivity, and photovoltaic effects in common solar cell materials(e.g., monocrystalline and multicrystalline silicon wafers, thin film solar cells, commercialsilicon solar cells, and photovoltaic modules. Captured images can be imported into MATLABor other widely-available image processing software for analysis and interpretation. Topicallaboratory modules and projects can teach across engineering disciplines including materialsscience, optics, quality control, semiconductor devices, and renewable energy.1

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

participants andoften lacks evidence of validity. This paper examines the perceptions and use of engagedthinking, a term that encompasses critical and reflective thinking, by six students throughout a10-week Research Experience for Undergraduates summer program. An analysis of a series ofinterviews conducted with each student throughout their research experience presented themesrelated to prerequisites for engaged thinking (background knowledge, disposition, andtransitional circumstances) which could address some of the shortcomings that have previouslyprevented undergraduate research from reaching its full potential.IntroductionThe development of critical thinking skills represents one of the primary goals of undergraduateengineering education.1-3 In

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International

a soccer game, the Afro- Brasileiro Museum, Pinacoteca Museum, a Sambalesson, a history lesson in Independence Park, Mercadão fruit market, Museu do Futebol,Capoeira instruction class, and a visit to the Latin American Museum. These excursions gave aninsight on some aspects of the Brazilian culture but lacked the importance of these activites onBrazilian history. An example of this lack of historical context was when the students were nottaught the history of Capoeira before learning how to practice it.In addition, the students were asked to keep a blog during their time on the dialogue. They wereprompted to answer questions to reflect on their experiences in Brazil and the digest what theysaw in Brazil and how that is different from the US

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

smaller private engineering department? Were thesurveys sufficient to capture a more fully informed picture of how students were developing asself-directed learners? Would we have a more complete understanding of how SDL is cultivated?Qualitative investigation was extended into the fourth year for the large public university cohort.Analysis of the transcribed focus groups produced some insights and many questions, includinghow self-direction could be defined in multiple ways and measured across time as an unstablecharacteristic, given to transient and episodic experiences of self-awareness and doubt, reflectionand quasi-reflection5. The ongoing processes of self-assessment and reflection provided repeatedopportunities to reveal how students

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

guided by learningmotivation, metacognition (thinking about one's thinking, and knowing one’s learning beliefsand strategies), and strategic action (planning, monitoring, evaluating progress, and taking properaction)” 1,2,3. Most educational researchers agree that the self-regulation process is a cyclical process andincludes three major phases: (1) planning, during which learners set goals, make strategic plans,and judge their self-efficacy; (2) execution, which involves learner's performance and control oftheir learning efforts, and use of learning management strategies and self-monitoring; and (3)self-reflection, which involves the self-evaluation of mastery, causal attributions, and reactions tothe learning task and performance after

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katheryn Kennedy, Stevens Institute of Technology, CIESE

Tagged Divisions

K-12 & Pre-College Engineering

for students to apply understanding of wavebehavior and patterns while designing a code and device to transmit location information torescue their classmates from “disaster”. Elementary students, in the role as Secret Agents, engagein NGSS wave transfer thinking while applying knowledge of light and/or sound waves.Designed codes and devices are presented to promote and demonstrate understanding of scienceand engineering.Context: Students are introduced to this design challenge after science exploration andinvestigations with the behavior and characteristics of light and sound. These explorationsintroduce the concepts of reflection, refraction, and also develop a model to represent wavecharacteristics using Slinkys and ropes. Students are

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Wayne Blanding; Scott Kiefer; Kala Meah; Tristan Ericson

Design Competition (FSAE).Growth in our class sizes has recently encouraged us to reflect on our senior design model: tohighlight its strengths and identify areas for improvement. Larger class sizes make our seniorprojects more difficult to manage. This is particularly true for projects with bigger teams (whichnow have even more students). The magnitude of our “large scale projects,” like FSAE, alsoseems to very stressful for students. Our work to review and propose updates to our seniordesign curriculum considers these concerns (as well as others), our strengths, and the models ofpeer institutions to recognize areas for improvement. Many of our conclusions, we believe,connect to best practices for general senior design curricula.

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Joe Tranquillo; Eric Santanen; Doug Allen

interviewed. Through several structured andunstructured exercises, which will be shared during the presentation, the facultydeveloped and revised a program vision statement. Work on this vision precipitatedseveral changes in pedagogy, including an integrated approach to reflection, the revisionof application questions, orientation and pre-assignments, and more focused instructorfeedback.The goal of our presentation is to disseminate two related models. First is to report out onthe success of ILTM and encourage other schools to implement a similar program.Second is to show a process by which other programs might develop their own vision andvalues that may guide future decisions.

Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Wenchiang Richard Chung, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

International

-unit course taught in collaboration with SJSU's Department ofHistory. All these changes culminated into making the program the success it is today.Due to these innovations and constant evolution, the 2014 cohort was unlike any other. SJSUstudents were given first-hand experience about technology's global role, entrepreneurship, andcross-cultural collaboration when they participated in the International Innovation &Entrepreneur Leadership Experience (IIELE) at Chung Yuan Christian University (CYCU) inJungli, Taiwan. Beginning with the 2014 cohort, we renamed the GTI program to reflect thechange in focus. The new name is the Global Technology Institute (GTI*). In three weeks,students created innovative business propositions, toured

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim L Borgford-Parnell, University of Washington

Tagged Divisions

Educational Research and Methods

taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive awareness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics. Page 26.80.1 c American Society for Engineering Education, 2015 Pedagogy of Larger Concerns: Grounding Engineering Faculty Development in Research on Teaching ConceptionsAbstract:This paper presents how the results of a study on teaching conceptions have come to exert both aphilosophical and

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University

Tagged Divisions

Educational Research and Methods

were interested ininteractive teaching strategies and were interested in continuous improvement of their teaching.In the second phase, the group leaders formed a teaching development group of their own for ayear before facilitating groups at their own institutions. Four teaching design groups, eachcomposed of 4-7 instructors, met regularly over the course of an academic year. The instructorswere primarily from engineering but some groups included other STEM instructors (includinggraduate students).Throughout the project, we collected meeting notes for each phone conference with the groupleaders. Later in the project, we collected group leader reflections and participant surveys inorder to document the design and implementation of the faculty

Conference Session

Statics and Finite Element Analysis

Collection

2015 ASEE Annual Conference & Exposition

Authors

Francesca G. Polo, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

, coaching, scaffolding, articulation, reflection,and exploration. Because the learning environment is context specific, its design may use onlysome of these teaching methods, or some more than others. Page 26.1687.4                         Content Types of knowledge required for expertise • Domain knowledge: subject matter specific concepts, facts

Collection

2015 EDI

Authors

William Oakes

, Michael, Pamela Turner and William Oakes, “Teaching Engineering In High School Using Service-Learning: The EpicsModel”, Proceedings of the 2008 ASEE Annual Conference, Pittsburgh, PA, June 2008Zoltowski, C., Oakes, W., and Cardella, M., “Students’ Ways of Experiencing Human-Centered Design”, Journal of EngineeringEducation, Vol. 101, No. 1, January 2012, pp. 1-32Zoltowski, C. B., and Oakes, W.C., “Learning by Doing: Reflections of the EPICS Program”, Special Issue: University EngineeringPrograms That Impact Communities: Critical Analyses and Reflection, International Journal for Service-Learning in Engineering, 2014,pp. 1-32

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University; Stephanie Luster-Teasley, North Carolina A&T State University; Willietta Gibson, Bennett College

Tagged Topics

NSF Grantees Poster Session

qualitative methods are assigned equal weighting in the interpretation offindings27.The Felder Index of Learning Styles Assessment (ILSA) is a 44-item questionnaire whichassesses students’ learning style preferences which are evaluated on four continua. Felder ILSAresults categorize all respondents’ learning styles in terms of being active/reflective (ACT_REF),sensing/intuitive (SEN_INT), visual/verbal (VIS_VRB), and sequential/global (SEQ_GLO).Each anchor of the continua is assigned a quantitative value of -11 or 11, respectively, and allrespondents are assigned individual values between these extremes. Respondents’ ratings on thevarious Felder ILSA continua served as the independent variables in this research.Dependent variables were a product of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Topics

NSF Grantees Poster Session

class Faculty  Reflection &  incorporate  Summary changes Review &  Final faculty  Comment by  reflection CTL Faculty review  Review &  video &  Comment by 2

Conference Session

Enviromental Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

Tagged Divisions

Environmental Engineering

earlierinterdisciplinary efforts. The EnGAGE project was used as an innovative way to promotecollaboration between the two classes while achieving traditional course goals in each. Studentswere involved in all aspects of the project, including site assessment, design, planning and willbe an integral part of construction of the garden. Participants completed short pre and postsurveys during various phases of the project, and will be resurveyed at the project conclusion aswell as asked to write reflections on their to gain qualitative and quantitative data regardingproject success.Introduction:Entry level engineering courses are beginning to emphasize production of a more well-roundedengineer through service and community involvement. Interest in outside of the

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.660.2unemployment rates, STEM jobs “are going unfilled simply for lack of people with the right skillsets.”2, further emphasizing the need to train a population of qualified STEM graduates.However, current trends in engineering enrollment reflect a decrease from 6.3 to 5.4 percent ofthe total degrees conferred.3 The 2012 President’s Council of Advisors on Science andTechnology (PCAST) report, “Engage to Excel: Producing One Million Additional CollegeGraduates with Degrees in Science, Technology, Engineering, and Mathematics,” indicates thatthe United States needs to prepare one million additional STEM professionals in the next decadeto maintain its dominance in science and technology.4 One important strategy for increasing thequalified