Collection

1997 Annual Conference

Authors

Ed Gohmann

backgrounds the course is geared to accepting the student skills asthey are and by careful interaction with the student, to bring them up to university level learningskills by the end of the semester without sacrificing the technical content of the course.Lab exercises are done to complement the lectures and to give the students first hand experiencein setting up equipment, recording data and writing reports.The content level of the course follows that of generally used text on materials technology.(appendix 3)OBJECTIVESThe objectives of the course are:1) Give students a firm background in metals, plastics and ceramics: properties, structure, types, heat treating, testing, applications and a basis for further study

Conference Session

Biomedical Engineering Division: Best of Works in Progress

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexander Carroll, Vanderbilt University; Joshua Borycz, Vanderbilt University; francisco.d.juarez@vanderbilt.edu Juarez, Vanderbilt University Library; Amanda Lowery, Vanderbilt University

literacytraining students may have experienced prior to their enrollment in the study (i.e., within a first-year composition course) or training they might receive simultaneously within other coursesoutside of their biomedical engineering curriculum. These students may possess higher baselineskills or show increased improvement over their peers, creating noise within our data.ConclusionsDespite these limitations, we believe this information literacy training program has the potentialto expand our understanding of whether integrating science process skills instruction intolaboratory courses over the course of several semesters can improve students’ ability to find,evaluate, select, and synthesize evidence for use in writing. We look forward to discussing

Conference Session

BME Curriculum Development

Collection

2006 Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Michele Follen, M.D. Anderson Cancer Center; Rebecca Richards-Kortum, Rice University

Tagged Divisions

Biomedical

. The students spend four days learning physicalexamination procedure through lectures and clinical sessions. During the second eight-weekperiod of the internship, students attend morning rotations in internal medicine, pediatrics,obstetrics and gynecology, surgery, intensive care, and the emergency room. Students areassigned to a clinical mentor, and observe their mentor interacting with patients, performingclinical procedures, analyzing test results, and developing treatment plans. Students keep aweekly journal in which they describe their experiences in the clinical rotations. Afternoons inthe latter eight weeks of the internship are spent working on independent research supervised bya faculty mentor. Students write a short proposal at the

Conference Session

BME Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Aura Gimm, Duke University

Tagged Divisions

Biomedical

nanomedicine, self-assembly, tribiology, and nanobiomaterialsto learn first-hand the engineering and design challenges. The course culminated with researchor design proposals and oral presentations that addressed specific engineering/design issuesfacing nanobiotechnology and/or nanomedicine. The assessment also included an exam (onlyfirst offering), laboratory write-ups, reading of research journal articles and analysis, and anessay on ethical/societal implications of nanotechnology, and summative questionnaire. Thecourse exposed students to cross-disciplinary intersections that occur between biomedicalengineering, materials science, chemistry, physics, and biology when working at the nanoscale.We will also discuss the lessons learned and changes made

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isaac Heizelman, University of North Dakota; McKenna Rose Matt

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

discussed using a very high level of active learning by thestudents. Thus students are actively involved in the learning process, giving them the ability tomaster the topic in a way that they can understand and apply it [2]. Students apply this newknowledge by presenting it to their peers. Once the students feel they understand the topic theymake evidence of their knowledge in whatever format best suits them, such as a short video ofthem explaining the topic with graphics or even making a detailed comic from scratch explainingthe topic. This proof of understanding is then uploaded to a token in an online proprietarylearning management system. As stated by professors who started an IBL program at NDSU,“To evaluate that token, peers provide blind

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students and develops aconceptual model focusing on STEM Identity for conducting further research. The College ofEngineering at an urban research university is acutely aware of the increased need for retentionprograms in engineering colleges across the US. To respond to this need, a unique mentorshipprogram, the LMP, was established as one of the main components of an Engineering LearningCommunity (ELC) for first-year engineering students. Students self-select into the ELC programand, upon being registered, are assigned a peer mentor. The peer mentors are sophomorethrough senior-level undergraduate engineering students in the college who hold looselystructured meetings with the mentee students. The peer mentors are in turn supported by

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin Jobidon, University of Waterloo; Maria Barichello, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Mehrnaz Mostafapour, University of Waterloo; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo; Jason Grove P.E., University of Waterloo

Tagged Divisions

Design in Engineering Education

settings, the workshop provides studentswith an opportunity to learn about and practice giving and receiving feedback on peers’ projectplans, and chosen design methods and artifacts.In the remaining sections of this paper, we describe the contents of the workshop in detail andsummarize student feedback on each implementation. Further, we reflect on how the workshopcan be further developed to better meet its intended learning outcomes and suggest ways inwhich instructors can alter it to suit different student disciplines, academic levels and courseobjectives.Importance of FeedbackFeedback is reaction or opinion regarding a product, the performance of a task, etc., that is usedto support improvement or confirm success. The education literature

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia

Tagged Divisions

Faculty Development Division (FDD)

and Supportive – instructor invites students to set and reach their learning goals and supports student success through constructive feedback, mentoring, advising, and listening [10-11] • Structured and Intentional – instructor plans course well, describes course clearly, aligns learning objectives activities and assessments, instructor clearly communicates expectations and what students need to do to meet them [12-13]Multiple measures are needed to provide a clear view of effective and inclusive teaching[14]. For example, student feedback forms may provide insights form the learner but maynot provide a clear view of instructional quality. Similarly, peer feedback and self-reflection may not fully measure effective and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

who work cohesively towards the cohorts' success. A combination ofcurricular and co-curricular activities was selected according to evidence-based best practices [1-5] and implemented to support the academic development of CREATE scholars throughgraduation with an engineering degree. Curricular support includes tutoring, intrusive advising,regular progress reports from instructors, and peer and faculty mentoring. Co-curricular supportincludes community-building activities, a minimum of two mandatory theme seminars based onevidence-based best practices, and two required "choice" activities, including participation in joband internship information sessions, student clubs, engineer's week, K-12 outreach,undergraduate research, and study abroad

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Wayne Freeman P.E., Northwestern University; Ken Gentry, Northwestern University; Jenna Elyse Goldberg

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

 are advisers and peers. With this in mind, McCormick decided  to hire four advisers that also taught classes in the First­Year sequence. This decision was key in developing a Advising­as­Teaching Model. The advisers teach sections of Design, Thinking and Communications I and II, the Cornerstone Design classes, departmental service classes, or Engineering Problem Solving classes. The goal is to get the advisers in front of the students in either First­Year, Basic Engineering, or Departmental Core Classes. While it would have been easier to hire professional advisers, but the administration thought the advisers would have more credibility if students interacted with them as professors

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeff M. Citty , University of Florida; Angela S. Lindner, University of Florida

Tagged Divisions

First-Year Programs

courseequivalents of those taken during the summer residential component of the program. Additionalcourses may include general education classes, First Year Florida (a freshmen introductorycourse), courses to complete a minor, and other introductory courses offered by the College.Weekly peer mentor meetings with assigned students are scheduled at the beginning of eachsemester. All students must attend and participate in weekly meetings with their assigned peermentor. Through the weekly meetings, peer mentors write reports on all members of theirassigned students and report on their academic, personal and professional development. Reportsfrom the peer mentors are delivered to the program coordinator on a weekly basis. The reportsare read for thoroughness

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

Page 26.300.6on campus, and participated in workshops on topics such as effective writing and “survivingengineering.” These co-curricular activities were intended to introduce students to differentresources on campus that could be valuable to them, and to call attention to some of the commonchallenges that students face during their first year. Students also went on site visits to localengineering companies, in order to familiarize them with the local engineering community, andgive them an overview of the various career opportunities available within the field.Throughout their time in the program, participants stayed in a residence hall together and had thesupport of a peer mentor, a sophomore engineering student who provided assistance

Conference Session

Thermodynamics, Fluids, and Heat Transfer-Part I

Collection

2010 Annual Conference & Exposition

Authors

Simin Hall, College of Engineering at Virginia Tech; Catherine Amelink, Virginia Tech; Sam Conn, Virginia Tech

Tagged Divisions

Mechanical Engineering

motivation and achievement, are unwilling to do mindful work, such as executinghigher level cognitive processes. Learners in the collaborative problem solving process receivefeedback and comments from peers, and from the teacher on the steps of planning,implementing, and executing problem solving processes rather than only receiving feedbackfrom the teacher on their performance. Therefore, peer pressure, as a motivating factor, may pushstudents to perform higher level cognitive functions. In addition, social constructivism3 suggeststhat the exchange of critical feedback among peers as well as from the instructor can encouragestudents to modify their work. Research is needed that will provide insights for engineeringdepartments in design

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jasper L Steyn; Tobia Steyn

intended to enable them to assess their own writing as an engineer. Marking, grading and feedback are done by the lecturer and a language assessor but have proved to be very demanding tasks. During 2001 a "buddy system" was introduced whereby students worked in pairs and marked each other's writing assignments prior to submission for grading by the language assessor. This gave them the opportunity to scrutinize peer writing and it seemingly had a beneficial effect on improving their own writing.Student performanceIn order to ascertain the real value of the effect of the support in a developmental approach asdescribed above, the 2000 and 2001 students will have to be followed up and an analysis ofgraduation tendencies made. Comparing first

Collection

2001 Annual Conference

Authors

Teodora Shuman; Greg Mason

following criteria: a) the mechanism needs to assess the student experiences inthe light of course specific educational objectives, b) it needs to be easy to implement, since itwould be used several times a term, and c) it needs to guarantee student anonymity.The mechanism used consisted of three in class surveys and one in class peer review. The peerreview was an oral class evaluation conducted by an outside professor without the teachingprofessor present. A flow chart of the assessment mechanism is shown in Figure 1 and discussedbelow.Step one in the assessment process is to formalize the educational objectives for the course.Educational objectives include: a) learning objectives for the course, b) learning objectives forthe class projects, and c

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle C. Vigeant, Pennsylvania State University; Vikash Gayah, Pennsylvania State University; Andrea Paola Arguelles, Pennsylvania State University

Tagged Divisions

Graduate Studies Division (GSD)

.” • “Literally seeing this information at any point in time is amazing. Practice writing some of the statements was very good as well.” • “The written assignments along with the feedback from peers and teachers helped quite a lot. It was especially helpful to get feedback from the instructors as they have more of a sense as to what the application materials should contain. Guest lecturers were also helpful because they provided different perspectives from which we could learn.” • “Discussions, assignments targeted towards real-application material. Broadened understanding of job roles, responsibilities and how to apply as a graduate student to these jobs. Examples of application materials shared…helped to

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Student

head, craft an academic honesty contract as a class that all students sign together at the beginning of the course. • A workaround for requiring audio to be on is recommending that students turn their volume down, so the sounds of others aren’t distracting. • If you choose to assign a quarter-long project instead of regular exams, consider having intermediate turn-ins and peer review. • If employing timed tests on Canvas™, write different versions of questions (question banks) and/or use different numerical values. • Weight and keep grades up to date on Canvas™ so students are aware of their current grade in the course.ConclusionThrough this study, we have identified how emergency online learning

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

. Provide at least one change that the team could make to improve its performance moving forward. Free Write 6 10/29/20 Please submit a 5-minute free write entry in your journal. Set up a 5-minute timer on your phone/computer and write freely for the allotted time. Use the time to reflect on what you’re learning (and/or frustrated by) in this class, or other classes. Suggested Prompt: How do you feel that the Lerman Technique is working out for us? Free Write 7 11/12/20 How has participating in the in-class peer critique process

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Deters, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

practice-based knowledge and writing knowledge andemphasized the importance of visualization tools in learning certain concepts.An Engineering Way of DoingAn engineering way of doing appeared most frequently across the interviews, and three relatedcodes emerged: being a student; hardness, rigor, and quality; and how classes should be taught.First, being a student captures participants’ beliefs about how engineering students should act,including approaches to classes, as well as reflections about their experiences being anengineering student during the pandemic. Each participant reflected on their approach to classesduring the pandemic. For example, participant 1001M described his work style as “get ahead,stay ahead” and did not feel his peers were

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

Page 26.742.7their possible selves5,19. In this way, the personal statement may serve to position and prepareparticipants to engage in self-regulated learning by setting a foundation for goal setting,establishing the standards for comparison, and providing the means for motivational andbehavioural monitoring5.Although the personal statement is to be written outside of the workshops, the workshopexercises were designed to support students in writing their personal statement by offering thetime and space for reflection, discussion, and peer feedback. The specific workshop exercisestarget elements of the personal statement to inspire participants with ideas and content forformulating their personal statement. We posit that participants’ personal

Conference Session

Investigating Fuel Cells and Alternative Fuels in the Classroom and Lab

Collection

2008 Annual Conference & Exposition

Authors

Cortney Martin, Virginia Polytechnic Institute and State University; Brandy Bratton, Virginia Polytechnic Institute and State University; David Dillard, Virginia Polytechnic Institute and State University; Michael Ellis, Virginia Polytechnic Institute and State University; Maggie Bump, Virginia Polytechnic Institute and State University

Tagged Divisions

Energy Conversion and Conservation

suggested other applications forthe study. Figure 3. Students participating in a lab tour.Throughout the phased, summer-long paper-writing process, the students posted drafts andpaired off to peer review one another’s papers. More difficult issues and questions were broughtto the lunches for discussion with peers and the research group facilitator. Students had varying Page 13.726.5levels of experience with technical writing and were able to help one another which reinforcedtheir own understanding. The facilitator met with student/graduate mentor pairs at least once todiscuss project and paper progress.Students suggested a

Collection

2001 Annual Conference

Authors

Keith Johnson; Mark Rajai

the work for the publication is already done. It is wiseto have publication commitments for papers during graduate school so that editorialcompletions can be done your first year as a faculty member. Writing manuscripts to besubmitted for publications in peer reviewed journals are also critical. The process of gettingmanuscripts published in journals usually takes longer than getting manuscripts published inconference proceedings. However, both options are great for junior faculty.There is an effort at many institutions of higher education to promote interdisciplinaryresearch. Interdisciplinary research involves the collaboration of faculty who are employed in

Conference Session

Tricks of the Trade for Research

Collection

2002 Annual Conference

Authors

Albert Lozano

totheir institutions.However, these faculty members account for only a small percentage of the authorship of scho larlypublications in their field. After informally talking with them, we can identify the main reasons thatlead them to withdraw themselves from publishing. First, some ET faculty members have only aMaster’s degree. ABET recognizes the Master’s degree as the appropriate terminal degree inengineering technology. Some of them are employed by their institutions through contractualprocesses, thus not being subjected to the extensive peer-review process that happens to facultymembers in tenure-track appointments. Second, the nature of the tenure-track appointment for mostof the ET faculty members tends to be mostly bi-partite (teaching and

Conference Session

Multi-disciplinary Design

Collection

2002 Annual Conference

Authors

Byron Newberry

for students to submit draft copies to their peers for review and editing.· Description Writing: Since design reports require detailed descriptions, prior to the first project formal instruction is given on writing a description of a device or syste m. Students are then required, individually, to write a detailed description of a simple device (a stapler, for example). As with the executive summaries, students are required to submit draft copies for peer editing.· Instruction Writing: The Phase 2 project typically requires a set of written instructions, or owner’s manual, for the finished device. Therefore, prior to the start of Phase 2, students are given formal instruction on instruction writing. They then are

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

John Chandler; dean fontenot

engineering curriculum andprofessionalism. Service learning is easily implemented in engineering communicationscourses because the nature of the courses lend themselves to written and oralpresentations to a professional audience, and, in the case of service learning, acommunity audience. In the IE Communications for Engineers course, students developprofessional written and oral communication skills by writing technical documents,giving oral presentations on those documents, and writing and delivering professionalemails. However, the team projects for the course are geared toward teaching studentsabout civic responsibility by having them design, develop, and deliver exercises geared topublic schools that demonstrate and teach elements of engineering

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Jenkins; John Kramlich

…………... - Faculty (course self evaluation, annual review, collegial evaluation) v) Participation in professional societies…………………………… - Students vi) Benchmarking w/ peer depts….. - Faculty v) Writing evaluation……………... - StudentsPaper Science and i) Coursework (homework, quizzes,Engineering exams, lab manuals, lab reports)…..- Students ii) Capstone design……………….. - Students

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

skills for our first-year engineering students. Although this skill can betaught and assessed, the results of past surveys show that engineering students are inadequatelyequipped to meet this need.This need is addressed by teaching and assessing the three pillars of engineering communication:written, oral and graphical through a series of lectures, activities and group assignments. Forinstance, a series of biweekly group assignments, designed to assess and improve the three pillarsof engineering communication are woven into the project-based curriculum, culminating with afinal project exhibition and written reflection. These assignments, not only assess thepresentation, graphical communication and writing skills of the teams but also their

Conference Session

Technical Capacity Bldg for Developing Countries & Service Learning

Collection

2008 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Glenn Blalock, Baylor University; Walter Bradley, Baylor University; Cynthia Fry, Baylor University; Anne Grinols, Baylor University; Brian Thomas, Baylor University

Tagged Divisions

International

AC 2008-1421: USING TECHNICAL ENTREPRENEURSHIP AND SERVICELEARNING TO PROMOTE AN INTERNATIONAL PERSPECTIVE IN ANUNDERGRADUATE ENGINEERING PROGRAMWilliam Jordan, Baylor University WILLIAM JORDAN is the Mechanical Engineering Department Chair at Baylor University. He has B.S. and M.S. degrees in Metallurgical Engineering from the Colorado School of Mines, an M.A. degree in Theology from Denver Seminary, and a Ph.D. in mechanics and materials from Texas A & M University. He teaches materials related courses and does research concerning appropriate technology in developing countries. He also writes and does research in the areas of engineering ethics and engineering education.Glenn Blalock

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Janelle Grant; Stephanie Masta, Purdue University at West Lafayette (PPI); Darryl Dickerson, Florida International University; Alice Pawley, Purdue University at West Lafayette (COE); Matthew Ohland, Purdue University at West Lafayette (COE)

transcribeddiary entries and interviews. Once transcripts were assembled, the research team began dataanalysis by first readings through the entirety of the artifacts. Then, the team reviewed all data,highlighting and writing down significant statements, quotes, and ideas that provided context toBlack and Brown student experiences of racial marginalization in teams. The researchers tookanalytic memos identifying how each participant described peers’ marginalizing behaviors. Weread for an overview of their teaming experiences with marginalization and instances ofmicroinsults, microassaults, and microinvalidations. We then began the coding process ofhighlighting for experiences of coded language, overt expressions of racism, invalidatingexperiences, back

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University

Tagged Divisions

Educational Research and Methods

normally implementedoutside of computing academic programs may not be enough to provide the “fail-fast”; fast-paced environment context for implementing SEL skills.Mentorship and having representative examples of persons succeeding in a field is importantto a computing student’s sense of belonging [5] – [6], self-confidence, and success ofundergraduate students as well as high school students. Mentorship by older generationssuch as professors, departmental leadership, or advisors helps college students avoid thepitfalls of repeating mistakes in undergraduate education. However, there are times whennear-peer mentorship, or mentorship from slightly older students, may be more helpful thanreceiving mentorship from older individuals [4]. These cases