Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

program’s learning strategies course employed a three-pronged approach towardsusing the LASSI. First, students took the assessment online at the beginning and end of thesemester. Second, students were prompted to reflect on their pre-intervention scores throughstructured reflection assignments at three points throughout the semester. Third, students weresupported by several campus resources in interpreting and improving their performance acrossthe ten LASSI dimensions. The following paragraphs detail these interconnected approaches ingreater depth.Students completed the 3rd Edition of the LASSI [6] once at the outset of the semester and oncemore at its conclusion. Students took the LASSI online, with the first administration due at theend of the

Collection

2011 North Midwest Section

Authors

Derek Wissmiller

when anindividual reflects on that experience relative to their prior knowledge (reflective observation), Proceedings of the 2011 North Midwest Section Conferencedevelops a conceptualization to explain the experience (abstract conceptualization), and thentests their conceptualization (active experimentation). The results observed after testing one sconceptualization represent yet another concrete experience which can be reflected upon todevelop further conceptualizations to be tested and so on. Figure 1: Kolb cycle of learning.7 The types of questions/problems commonly found in engineering textbooks may fail toengage learners in deep levels of reflective observation as they may

Collection

2021 First-Year Engineering Experience

Authors

Anoop Singh Grewal, Arizona State University

online or on-sitecourses, in an exploratory way. Even though there are numerous resources available forintroducing EM, the TY4YS activity approach is very interactive and most importantly, insteadof teaching (or reinforcing) the entrepreneurial concepts first and then engaging in relatedactivities, the students first play, make mistakes, reflect and learn. When the concepts aresubsequently presented (or reinforced), they are more relatable and better retained.The activity starts with a military veteran describing veterans’ issues. The player's objective is tocreate an end-product to mitigate some of the challenging issues and showcase that end-productat an upcoming veterans conference. The players (students) will make a series of decisionsduring

Conference Session

T2B: GIFTS - Session B

Collection

2019 FYEE Conference

Authors

Kurt M Degoede, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College

Tagged Topics

Diversity, FYEE Conference - Paper Submission

detached from such a situation. We intentionally developed activities thatchallenge students’ thoughts and beliefs, so they connect their actions as students to their lives asworking professionals.We first examine ethics on a global scale by considering engineers’ roles in promoting globalhealth and wellbeing through sustainability. Students learn about green design andmanufacturing strategies through assigned readings, a video on cradle-to-cradle design, andgameplay. Students play the In the Loop ® board game, which teaches players about the finiteresources necessary for devices such as LCD screens, MRI machines, and wind turbines [1].Throughout the game, players develop strategies to manage limited resources using circulareconomies. A reflective

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Susan M Bitetti, Tufts Center for Engineering Education and Outreach; Ethan E Danahy, Tufts University

Tagged Topics

FYEE Conference Sessions

employers suggests a greater emphasis onattributes including flexibility, conscientiousness, integrity, problem solving, communication,and organizational skills [1]. ​ABET reflects these demands, outlining the desired skill-set ofengineering graduates to include: ● an ability to apply knowledge of mathematics, science, and engineering ● an ability to communicate effectively with a range of audiences ● an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors ● an ability to function on multidisciplinary teams and ● an ability to identify, formulate, and solve

Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech; Peter Orono, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Design in Engineering Education

design. In literature theyhave been shown to be an essential tool for (1) reflection, (2) documentation of the designprocess, (3) historical archive, (4) course grade, (5) incidental writing tool, and (6) instantassessment of course for instructor. The use of design notebooks as indicators of studentparticipation in team activities has been investigated.1 It was demonstrated that design notebooksare a good indicator of teamwork practices. Design notebooks have also been used to trackstudents’ cognitive patterns in engineering design.2 Well formulated design notebooks have been shown to have pedagogical and cognitivebenefits 3. To reap these benefits however, it is very important to teach the students how tocomplete an effective design

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Lawrence Genalo, Iowa State University; Jamie Gilchrist, Iowa State University

Tagged Divisions

K-12 & Pre-College Engineering

and problem solving concepts.This paper will describe the twelve week experience of a home schooled group engaged in theTWT program. Home schooling is a growing trend in the United States and it is estimated thattwo million American children are home schooled each year with this number increasing by 15-20% per year1. The students’ progress in this program was measured through specific reflectionquestions, as well as observations and reflections by the TWT facilitators and the cooperatinghome school representative and the parents of the home schooled students.The Toying With TechnologySM ProgramThe Toying With TechnologySM Program at Iowa State University has been reported on manytimes in the literature2-7. This program includes an

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division

currently leads up a team of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning c American Society for Engineering Education, 2016 The Engineering Design Log: A Digital Design Journal Facilitating Learning and Assessment (RTP)AbstractStudents engaging in design and engineering processes are frequently encouraged to keep anotebook, journal, or log containing their drawings, reflections, decisions, and justifications. Inthe professional world, such a notebook is primarily for the benefit of the designer, to keep trackof important ideas

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Steve E. Watkins, Missouri University of Science & Technology

Tagged Divisions

Pre-College Engineering Education Division

componentadditions. Tailoring activities for pre-college pedagogy and grade-level appropriateness can bereadily done3. Also, an introduction to this IC facilitates understanding of related onlinehobbyists resources and can be a good transition to other IC hardware.Modular Resources Six modular activities were developed for a two-day outreach experience – four involvingcircuit manipulation and two involving reflection. The activities are modular so that they can bedone separately, expanded or contracted (time), or tailored to available components or studentability. For example, advanced students can engage in extra challenges that involve exploringdeeper relationships. Students work in pairs during circuit manipulation activities. Two of thecircuit

Collection

2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings

Authors

Emily Frazier; Rich Robles

that is considered active learning?Think: Take a moment and make a list of the activitiesyou are already doing that employ these characteristics:• Relevant• Learner centered• Participatory• Reflective• Intentional Proceedings of the 2018 Conference for Industry and Education Collaboration Copyright ©2018 American Society for Engineering Education Session CEED 412•• Proceedings of the 2018 Conference for Industry and Education Collaboration Copyright ©2018 American Society for Engineering EducationWhy Use Active Learning Techniques?• Research studies have shown that when instructors switch their teaching

Conference Session

Teaching Styles and Peer Review

Collection

2003 Annual Conference

Authors

Charles McIntyre

semester. Provide meaningful feedback to your peer related to his or her syllabus. Provide meaningful feedback to your peer related to classroom observations of his or her teaching strategies. Provide meaningful feedback to your peer related to the evidence of student learning that your peer collects from his or her students.Step 2.): Attend group meetings with your PRT leader. Page 8.103.3 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”Step 3.): Write three reflective

Conference Session

Computer Education Innovations II

Collection

2010 Annual Conference & Exposition

Authors

Jessica Kuczenski, University of Notre Dame; Joshua Enszer, University of Notre Dame; Mark McCready, University of Notre Dame; Jay Brockman, University of Notre Dame

Tagged Divisions

Computers in Education

to play a more direct role in their personaldevelopment, 2) enable students to link together diverse parts of their learning, including theformal and informal curriculum, and allow for reflection and awareness of learning strategies andneeds, 3) encourage students to create a professional portfolio of their achievements, both fromthe classroom and beyond, with the ability to publicize their achievements as evidence for futureemployers, etc. and 4) offer the academic department a meaningful mechanism for accessingand organizing evidence of student learning. The e-portfolio also serves as a tool to makecommunication between students and advisors more efficient. Figure 1 illustrates the proposedNDeP project. Figure 1

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

David Hata

A Low-Cost Approach to Teaching Transmission Line Fundamentals and Impedance Matching David M. Hata Portland Community CollegeAbstract:As part of a NSF-funded Project, Portland Community College has developed a series of low-cost experiments to teach transmission line fundamentals and impedance matching techniques.Using a MFJ-259B SWR Analyzer, experimental exercises to measure reflections coefficients,standing wave ratios, and input impedance have been developed and used in the teachinglaboratory. With the addition of a matching unit and simulated load, impedance matchingexercises can also be implemented. These laboratory exercises

Collection

2000 Annual Conference

Authors

Joan A. Burtner

exercises related to team roles, stages of teamdevelopment and typical team problems, 4) a team-readiness self-assessment essay, and 5)periodic team assessment reports.The design of the teamwork module encourages students to use a combination of cognition,reflection and experience to improve their teamwork skills. The Venn diagram below showshow the three relate. Cognition W Experience X Y Z Reflection Figure 1. The Teamwork ModuleThe section marked W represents a combination of cognition and experience. The W activitiesinclude jigsaw exercises

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

examines the student perception and experience of solving open-endedmodeling problems (OEMPs) through an autoethnographic account of the student-authors’personal reflections about an OEMP completed during an introductory level statics course.Currently, the student perspective is not represented in literature about engineering problemsolving. This is significant as the student perspective is integral to understanding how studentslearn and develop an engineering mindset. By incorporating the student voice throughautoethnographic techniques, this study can begin to fill this gap and provide meaningful insightsabout the student experience and perceived benefits surrounding an OEMP.Autoethnography is an approach to research and writing that

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jean M. Trusedell, Purdue University; Mindy Hart, EPICS

Tagged Divisions

K-12 & Pre-College Engineering

represents current projects in the EPICS Program.The teachers will read through the cards, discuss the information, sketch out a possible solution to the givenengineering problem and create a prototype.They will then get feedback from other participants and sketch a redesign to the prototype.The participants will then role play to get additional feedback to determine the best redesign possible for theprototype. After they have feedback information they will present their scenario and prototype solution to the teamfor feedback and review. Page 24.1214.2Reflection- Reflection is an essential part of the educational process not only

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lisa Lampe, University of Virginia; Esther Tian, University of Virginia

reflection and planning to take ideas back to their campus. Thepresentation will include advising standards, resources, and recommendations.Learning goals: Attendees will be able to name 2 best practices within Academic Advising thatare feasible to implement in their program.Content: We will review National Academic Advising (NACADA) definitions of academicadvising, advising values, and resources. We will also cover some terminology and most citedliterature on Advising Structures, and how academic advising should be seen as teaching [1]. Wewill also review the Academic Advising Handbook to help participants understand StudentLearning Outcomes (SLOs) and recommended assessment practices [2].Activities: The welcome will include a poll to hear more

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

better engage students in creatively solving real-worldproblems. Based on their learning preference questionnaires, students were placed in diverseteams of three to four with the intention of generating a sense of community and promotingcreative thinking. Each mini-project was comprised of both open-ended and well-defined non-trivial analytical questions that addressed contemporary energy-related challenges. Teams werealso expected to reflect on energy options for the future and interpret the United NationsSustainable Development Goals. To promote accountability and critical evaluation, teams peer-reviewed one another’s mini-projects. This study uses data from participant questionnaires (n = 77) to analyze the efficacy ofusing mini

Conference Session

Manufacturing Division Session - Virtual and Augmented Reality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Welsh, Massachusetts Institute of Technology; Dan Li, Massachusetts Institute of Technology; A. John Hart, Massachusetts Institute of Technology ; John Liu, Massachusetts Institute of Technology

Tagged Divisions

Manufacturing

variety of colors, optical properties, and textures. In particular, smooth and flat,reflective features such as the touchscreen are especially challenging to capture digitally from thephysical object.Our initial method for creating high fidelity scans was 3D scanning (Figure 6a). Scanning can beused to create life-sized 3D models that include realistic colors and textures. However, thescanner we had access to, the Sense 2 from 3D Systems, struggled to retain tracking on the flatsurfaces of the tablet components. The resolution produced by the scanner was also lacking.When 3D scanning was unsuccessful, we pivoted to photogrammetry. Photogrammetry has beenused successfully to create 3D reconstructions of real world objects for digital

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Ava R. Wolf, University of Illinois at Urbana-Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Divisions

Mechanical Engineering

as a series. Lessons from previous mini-projects are built into subsequentprojects, and each offers loosely-defined analytical questions and open-ended design questionsthat require independent research. The unfolding of scaffolded mini-projects offers an orderlymechanism for students to grow and demonstrate important engineering competencies, especiallywhen offered in tandem with teaching-learning-assessments via ePortfolios. ePortfolios havebeen shown to be effective in documenting learning competencies, enabling meta-analysis andpersonal reflection, and improving skills in the use of social media to communicate ideas. Ineffect, mini-projects combined with ePortfolios may help to facilitate deeper understanding ofcourse content, make the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees Poster Session

of thermal expansion.Figure 2. One student's Pre and Post Topic Quizzes for the area of atomic bonding.Daily Post-Class Assessment Time ScaleToward the end of each class students' experience in the classroom that day was assessed with DailyPoints of Reflection writings on students' points of interest, muddiness and learning as seen in Figure 3. Page 25.1114.4Results were entered into an Excel spreadsheet and then summarized and discussed at the verybeginning of the next class with a Reflection Point Commentary. For many students the discussion ofthe major Muddiest Points helped clarify understanding of difficult concepts and clear up

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Alejandra J. Magana, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

developing feedback literacy. The framework also draws from Nicol and Macfarlane-Dick's [20] principles of good feedback practice, emphasizing the role of peer and self-assessment in feedback processes. In the context of Scrum, this dimension reflects the framework's collaborative nature, where feedback sources are not limited to the traditional instructor-student dynamic but include peers and self-reflection [22]. 2. Feedback Timing: Timeliness in feedback is highlighted by Hattie and Timperley's [19] model of effective feedback, which emphasizes the importance of immediate feedback in learning processes. This aspect is mirrored in the Scrum methodology, where regular sprint reviews and retrospectives [23] provide

Collection

ASEE-NE 2022

Authors

David Lemar Simpson, Wentworth Institute of Technology; Catlin Wells; Tes Cotter Zakrzewski EdD, Wentworth Institute of Technology; Nicole Price

Tagged Topics

Diversity

Toward Awareness and Self-Reflection – It is important for faculty to recognize that the journey toward equity and inclusion in classrooms is not instantaneous. It requires that we be aware of any constraints that limit our ability to practice these inclusive principles and to reflect on how we can improve the overall learning experience for ALL students. a. Seed 1: Ground yourself by engaging with Project Implicit to better understand your own potential implicit biases b. Seed 2: Throughout the semester, reflect on strategies to improve equity and inclusion in the classroom c. Seed 3: Take time to reflect on potential triggers you may encounter in the classroom and

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shelly Gulati, University of the Pacific; Carla Strickland-Hughes, University of the Pacific; Emily Brienza-Larsen, University of the Pacific; Edith Sparks, University of the Pacific

through at least the first year (CP2) Prepare a • Develop a resume (FP1) Future Plan Assess Your • Describe effective learning strategies (LS1) Learning • Reflect on your strengths (LS2) Strategies • Reflect on your areas for growth (LS3) • Assess their personalized toolkit of effective learning strategies (LS4) • Seek experiences to build learning skills in your areas for growth (LS5) • Appraise your four sources of self-efficacy: mastery experiences, social modeling, social persuasion, physiological and emotional responses (LS6) • Build your self-efficacy skills (LS7

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sanchez ​CEng MEng PhD PGCert FHEA MIMechE, Loughborough University; Paul Conway FREng CEng, Loughborough University

Tagged Divisions

Graduate Studies Division (GSD)

, as reasoning and emotion are ofteninterwoven. Newly enrolled doctoral candidates were asked to explain ‘why a PhD’ usingLEGO® pieces to help them express beyond words, with constructions, through similes andmetaphors. The use of LEGO® was intentional for two reasons: it gave them a visual andkinesthetic outlet for enhancing and deepening their reflections and message; and it put themat ease, in ‘play mode’, which allowed them to access aspects of their psyche not typicallyexploited in technical conversations. They constructed stories, created characters, andproduced metaphors to channel and express what their motivations, drives and purpose were.The most common types of metaphors used were visual, ontological and spatially related.Their

Conference Session

Mathematics Division Technical Session 1: Best Practices in Engineering Math Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

JaCoya Thompson, Northwestern University ; Sally P.W. Wu, Northwestern University; Jacob Mills, Evanston Township High School

Tagged Divisions

Mathematics

project focuses on helping high school teachers integrate computer science principles into their mathematics or science classrooms. She received her PhD from University of Wisconsin-Madison in Educational Psychology-Learning Sciences. Her research broadly examines how to help students learn complex visual-spatial content in introductory STEM courses through the design of technology-enhanced interventions for the classroom. Her work thus far has investigated the effects of drawing, collaboration, reflection, and other active learning strategies in undergraduate chemistry and electrical engineering.Mr. Jacob Mills, Evanston Township High School American c

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Program (GCSP) and the Director of the Babson-Olin-Wellesley Sustainability Certificate program, in addition to teaching courses on Modeling and Simulation, decision-making for sustainable systems, and a GCSP course using critical reflection for development of community-oriented identity, which she co-created with Dr. Robert Martello. After graduating from Harvard University with a B.A. in Dramatic Literature, Dr. Wood worked pro- fessionally in theater and wrote and recorded two musical albums. She then returned to school to study engineering, earning a B.S. in Civil Engineering from Rutgers University. Dr. Wood then went on to earn a Master of Science in Engineering in Environmental and Water Resources Engineering

Collection

2021 First-Year Engineering Experience

Authors

Nora Honken, University of Cincinnati

Teaching Students Good Teaming Skills: An Interactive SeminarThis interactive seminar is designed for educators who are interested in improving the results of studentteam projects and preparing students to be members of high functioning teams in industry. During theworkshop participants will have the opportunity to reflect on and discuss their experiences with teamprojects and to share ideas on how to coach students in running effect team projects.For this workshop, a team will be defined as a group of people who work towards a common goal andhave shared responsibility for the outcome. Although team dynamics at work and school are quitedifferent, teaching students to function well in teams while in college is an important endeavor due tothe

Conference Session

First- and Second-year Design and Professional Development in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma K. Frow, Arizona State University; Barbara S. Smith, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical

(Dym et al. 2005). At the start of the semester, students self-assemble into teams of 4-5,and each team chooses a lower-income country to explore. Over 14 weeks, teams use their chosencountry as a starting point to work through a cycle of biomedical device design, including broadscoping and needs assessment, problem definition, concept generation and iteration, CADprototyping, and design iteration based on peer, student instructor, and faculty feedback (see Table1). They also examine case studies of (successful and unsuccessful) biomedical device design,learn about healthcare innovation systems, and reflect on key challenges and best practices forbiomedical engineering design.Over 3 consecutive semesters, our students have developed a variety

Conference Session

Improved Pathways to Graduate Studies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis; Jean S. VanderGheynst, University of Massachusetts, Dartmouth; Kara Moloney Ph.D., University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

institution.Ten students earned their bachelors at UC Davis.MethodsThis paper focuses on the written reflective assignments collected in the first two years of thePEGS21 program.Qualitative analysis of written reflectionsStudying language provides insights into what a speaker might be thinking, and to discover theways that language represents and constitutes realities (Johnston, 2004). Specifically, study oflanguage-in-use provides insight into language-users’ self-perception (Rymes, 1995). For thisstudy, it was posited that the language participants used in their reflections would provide insightsinto their first-year graduate experience, particularly their self-efficacy, a term used to describeone’s sense of competence in being able to achieve (Bandura