motivate a student to want to be precise in a variety oftopics. It is not without significance that several engineering educators have in recent yearscalled on their colleagues to take note of what happens in primary (elementary) teaching [17].There has also been widespread recognition among engineering educators in the US that theway in which freshman courses are designed has a powerful influence on the motivation ofstudents to remain in engineering [18]. The initial stages of programs inengineering/technological literacy however short or long need to be oriented toward a stageof romance. At the other end of degree programs there is the hope that capstone projectsprovide the generalisation that is necessary. The project method is of course
was correlated negatively with intercultural growth.Awareness of professional growth Of the 42 students in the 2022-2023 cohort, 11 not only took courses in their secondlanguage and in their engineering discipline during the Fall semester of their study abroad butalso availed themselves of the opportunity to complete credit bearing research projects in atechnical institute at their various partner universities; 7 more chose a research project in auniversity or private institute instead of an internship in a company for the second half of theiryear abroad. Doing research in a team was new for some. JD, for example, a student with a solidacademic record of As, Bs, occasional Cs and a 104.85 IDI score prior to his abroad sojournrelated
test, while there was nostatistically significant difference between the two interventions for the retention test. The VRlesson was also found to result in higher emotional arousal and lower cognitive engagement. Theauthors suggested that the excessive emotional arousal caused by VR high immersion distractsthe learner from cognitive processing of the information. On the other hand, Lai et al. resultsindicated that students using AR perceived a significantly lower extraneous cognitive loadcompared to those who learned with conventional multimedia [49].There were mixed results in terms of student preference. While students preferred the AR morein [37] and [49], projection-based VR with TV screens was found to be preferred by students inthe study
products businesses. Schindel earned the BS and MS in Mathematics.Samuel N. Peffers, Rose-Hulman Institute of Technology Lieutenant Colonel Samuel Peffers is Professor of Military Science at the Rose-Hulman Institute of Tech- nology and a PhD student in Technology Management at Indiana State University.James H. Hanson, Rose-Hulman Institute of Technology James Hanson is an Associate Professor of Civil Engineering at Rose-Hulman Institute of Technology where he has been teaching since 2002. Among the courses he teaches is the capstone design course where he has begun to introduce training on innovation to complement the systems approach to design. He has received several teaching and paper awards including the ASEE
courses with asignificant amount of design and team project work include subsections of the course shell thatprovide access-controlled, group project collaboration and presentation functions.Study DesignIn this study three face-to-face courses in the Department of Mechanical and AerospaceEngineering with varying levels of additional online content were assessed over a three yearperiod beginning in the winter quarter of 2011 and ending in the winter of 2013. Each course is10 weeks in length and each carries 4 units or credit. The courses meet from between 3-4 hoursof lecture per week and each requires students to attend at least one 1-hour discussion per weekusually taught by graduate student teaching assistants. The courses varied in size between
and ability to teach course content. Instead, the SPVEL connects students’ 1)appreciation for laboratory discipline content and relevance to their career aspirations, 2)engineering role identity development as a function of participation within the lab, and studentsociocultural identities (race, ethnicity, and gender).Research QuestionSPVEL was used to answer two research questions. How do student’s sociocultural identitycharacteristics relate to their perceptions of value in a virtual engineering lab? How are students’perceptions of virtual lab value related to the sociocultural identities and lab report grades?Research Methodology and EnvironmentThis study was conducted in a capstone senior Mechanical and Aerospace engineering
French in 2020 from the University of Rhode Island. Besides her academic duties, she also works as a Learning and Talent Coordinator and consultant in Providence, RI where she works on various projects on teacher’s loans forgiveness programs, curriculum improvement and case management. Dira’s current research interests align with diversity, equity, and inclusion, specifically for Women of color, as well as community building and involvement American c Society for Engineering Education, 2021 Thinking as Argument: A Theoretical Framework for Studying How Faculty Arrive at Their Deeply-held Beliefs about Inequity in
native of the Republic of Liberia. Growing up as a kid, he has always been interested in computers, how they work, and their evolving applications. As a result of his curiosity regarding the use of computers, he developed a strong desire to enter the engineering field, which supersedes the goal of just finding a steady job. He holds an MSc. in Computer Engineering and is very passionate about Engineering Education and its application in developing countries. Over the years, he had led several student-centered projects and programs that promote STEM Education and Innovation. Collins creates and uploads Tech-Education-related content via Facebook and YouTube helping others improve their technical skills and remain
from the criticaland sometimes-subtle dimensions of social justice.5 Design cases that involve, for example,“design for the other 90%”6 or designing for people with disabilities redirect attention toquestions of design for social justice. This paper identifies and briefly describes four forms ofdesign: design for technology, HCD for users, HDC for communities, and design for socialjustice. The paper explores how social justice has been enacted—or neglected—in specificdesign contexts within engineering education, and how it can be further integrated in each ofthese forms of design education.This paper is part of a broader project to integrate social justice across three components ofengineering curricula—engineering design, engineering sciences
Paper ID #38017Experiential Learning in Virtual RealitiesProf. Hugh L. McManus, Northeastern University Hugh McManus is an Associate Teaching Professor at Northeastern University. He uses active and simulation-based learning techniques to teach complex and context-dependent subjects such as quality and process improvement, and co-supervises the Industrial Engineering Capstone Program. He is also Adjunct Faculty in the Loyola Marymount Healthcare Systems Engineering program, and a Member of the Faculty at Kaiser Permanente School of Medicine, where he teaches lean for healthcare processes. He creates and distributes lean
sudden change in a student’scognitive model will not be effective. Instead, they recommend continuous revisiting andreformulating of a student’s cognitive models. Similarly, incremental imagination exercises canbe used to develop a student’s cognitive and reflexive understanding.Pitfalls in ethics instructionDiscussing ethics instruction in a broad sense is a difficult endeavor, as there are many ways inwhich ethics can be approached in the curriculum. Options can include individual modules onethics within introductory and capstone courses, embedding ethics throughout a series of courseswithin the curriculum, or requiring ethics specific courses. Ethics components can be taught byfaculty within the engineering discipline or by instructors with
, University of Idaho Dr. Beyerlein has taught at the University of Idaho for the last 35 years. His scholarly interests include design pedagogy, program assessment, engine testing, and industrial energy conservation. He was the Mechanical Engineering department chair from 2015 to 2020. He is now retired, but remains involved in the freshman introduction to engineering and multi-disciplinary capstone design programs.Dr. John Crepeau, University of Idaho Professor John Crepeau received his BS degree in mechanical engineering from the University of Califor- nia, Berkeley, and his MS and PhD degrees from the University of Utah. After serving as an NSF-NATO Postdoctoral Research Fellow, he began teaching at th
the program names contribute to some of these challenges,leading to questions about whether rebranding to a different name might be beneficial. Otherstudies have explored renaming motivations and results in geography [13], agronomy [14],writing programs [15], vocational education [16], and institutions [17], [18]. There is a generalconsensus that names are powerful, and changes often reveal tensions with the health and/oridentity of programs. Frazier et al. [13, p. 13] notes: “Do name changes reflect an expandedmission… or other goals such as addressing low enrollment, shifting student interests, or thedesire to project a fresh identity or realign with a new academic emphasis?” There may also beconcern about name recognition or conveying the
, several ofour middle years major-required courses, and a new third-year course designed for students whoexpect to graduate within the next year [29]. The first-year course introduces students toprinciples of reflection as a building block of SDL, in addition to design thinking, and thebiomedical engineering (BME) field. In the middle years’ courses, students engage in signaturelearning experiences that foster their entrepreneurial mindset and encourage them to integratewhat they are learning with some of their prior extra- and co-curricular experiences. In their thirdyear, students complete a new, major-required course entitled The Art of Telling Your Story thatacts as a type of capstone experience in this vertically integrated curriculum.The
years teaching fourth grade in Baltimore as a Teach for America corps member. After her teaching commitment, she moved to the American Institutes for Research where she worked with Department of Education clients on several research and evaluation projects. Monica holds a B.A. in Business Administration from the University of Oregon Page 13.668.2© American Society for Engineering Education, 2008 HILLMAN ENTREPRENEURS PROGRAM - CHALLENGES, IMPACT ON A DIVERSE POPULATION, AND EARLY OUTCOMESAbstractThe University of Maryland (UM), Prince George’s Community
their work, Lesh et al. 14 examined it from theperspective of proportional reasoning as a capstone of elementary arithmetic, number, andmeasurement concepts. Proportional reasoning is the cognitive process behind the ability toreason about the relationship between two rational expressions. Therefore, our first inference isthat proportional reasoning is the required cognitive process in order to attain the proportionalsize and scale cognition. We have identified that scale cognition is composed by the logical Page 13.1063.4proportional and numerical proportional conceptions of size and scale; these conceptions and thecognitive processes behind
technology in education; more recent research contributions include papers on learning outcome assessment in both lower-division core courses and in senior-level capstone design courses.Mark C Johnson, Purdue University Mark C. Johnson is the Lab Manager for Digital and Systems Laboratories at Purdue University. He is a Ph.D. graduate of Purdue University in the School of Electrical and Computer Engineering (ECE). He supervises the ASIC Design Lab, Computer Architecture Prototyping Lab, and Software Engineering Tools Lab. He also co-advises project teams in Digital Systems Senior Design. He supports and maintains many of the electronic design automation tools used in ECE, and is involved in the
much more cost-effective than hiring high-priced outsideconsulting firms to develop programs, an ironic side effect of the mandated ethics andcompliance provision.Educational AppropriatenessIndustrial ethics games can be a boon to the classroom, for not only do they reinforce the notionwith students that business and industry care about ethics (indeed, now they are required to careabout ethics!), but the games offer insights into organizational structure, which, for mosttraditional-aged college students, is truly new information.As an eight-year veteran of using “The Ethics Challenge” in a variety of classes, including a civilengineering senior-level capstone design project, I can say with certainty that this game is adelight in the classroom
she conducted research in transportation and sustainability as part of the Infrastruc- ture Research Group (IRG). In addition to the Ph.D. in Civil Engineering, Dr. Barrella holds a Master of City and Regional Planning (Transportation) from Georgia Institute of Technology and a B.S. in Civil En- gineering from Bucknell University. Dr. Barrella has investigated best practices in engineering education since 2003 (at Bucknell University) and began collaborating on sustainable engineering design research while at Georgia Tech. Prior to joining the WFU faculty, she led the junior capstone design sequence at James Madison University, was the inaugural director of the NAE Grand Challenges Program at JMU, and developed
institutional budget allotments to those departments.Figure 1. Customization of the Comm Lab structure to suit each institution’s needs, internalorganization, and funding mechanisms. At MIT, a central Comm Lab administration overseesdiscipline-specific Comm Labs that are embedded within each participating department in theSchool of Engineering. Each departmental Comm Lab has its own assigned manager. TheBrandeis Comm Lab is a centralized resource that serves all seven departments within theDivision of Science, with one director overseeing all operations. At Rose-Hulman, the CommLab is currently embedded within the school’s makerspace, and may in the future be expanded toserve all undergraduates in a senior capstone
, blogs, wikis, etc.).Our department offers Master of Science degree programs in both Engineering Management andManagement Science. Each program of study consists of 36 semester hours and includes aculminating capstone experience. The Probability & Statistics for Engineers course, in additionto being a core requirement for each degree program, serves as either a pre- or co-requisite formany other courses in our program. Additionally, the course fulfills a math or technical electivefor other majors in the School of Engineering. Currently, The Probability & Statistics forEngineers course is offered three times per year (fall, spring, and summer) in a traditionalclassroom setting. Fall and spring terms consist of 16-week semesters while the
courses was estimated as previously described. If a student tooka course more than once, then only the most recent grade was used.For students who had not graduated by the time of publication, an estimated graduation time wascomputed. This estimate was based on their individual course curriculum plan. For example, ifa student had satisfactorily completed the first senior design capstone course in fall 2015, then itwas assumed that the student would graduate in spring 2016 (upon completion of their secondand final semester in senior design).Included with the transcript data was information collected by the instructor during the course.The course structure and topics did not change during the study period (2013-2015). Forexample, Test 1 coverage
College of Engineering experienced an enrollment growth of more than fifty percent, an increase of research expenditures from under $10M per year to more than $40M per year, and a growth of the faculty of about sixty percent. Over the same period, capital projects totaling more than $180M were started and completed.Bob P. Weems, University of Texas, Arlington Bob Weems is an associate professor in the Dept. of Computer Science & Engineering at UTA, com- mencing his career in 1985 after completing a PhD in CS at Northwestern University. His present inter- ests are in algorithms, data structures, online computation, and preference-based matching. He served as the department’s associate chair from 2001-2010. He
. Christopher M Weyant, Drexel University Dr. Weyant has been an Associate Teaching Professor in the Department of Materials Science and Engi- neering at Drexel University since 2011. Prior to this position, he was an Assistant Professor of Materials Science and Engineering at Stony Brook University. He earned his doctorate from Northwestern Uni- versity, master’s from the University of Virginia and his bachelor’s from Pennsylvania State University. In addition to his experience in academia, Dr. Weyant has worked at Honeywell Aerospace, Capstone Turbine Corporation and Sandia National Laboratories.Dr. Robert L. Nagel, James Madison University Dr. Robert Nagel is an Assistant Professor in the Department of Engineering at
interdisciplinary research with the goal of improving engineering programs at the undergraduate level. Her research interests include cognitive theories, memory, problem solving, theories of the mind, and the role of identity and motivation in education.Mariaf´e Taev´ı Panizo, James Madison University Mariaf´e Panizo is a first year graduate student in JMU’s Graduate Psychology Doctoral program. She has been working on engineering education research projects for two and a half years, focusing on non- cognitive factors that impact engineering student academic success.Dr. Olga Pierrakos, James Madison University Olga Pierrakos is a Founding Faculty and Associate Professor in the Department of Engineering at James Madison
development. Currently, Aldin is a lead tutor at the Fulton Schools of Engineering and wishes to develop effective engineering education strategies.Prof. Stephen J Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science
States.Dr. Tanya A. Faltens, Purdue University, West Lafayette Tanya Faltens is the Educational Content Creation Manager for the Network for Computational Nanotech- nology (NCN) which created the open access nanoHUB.org cyber-platform. Her technical background is in Materials Science and Engineering (Ph.D. UCLA 2002), and she has several years’ experience in hands-on informal science education, including working at the Lawrence Hall of Science at UC Berkeley. While at Cal Poly Pomona, she taught the first year engineering course, mentored student capstone re- search projects, and introduced nanoHUB simulation tools into the undergraduate curriculum in materials science and engineering and electrical engineering courses
(2007) to an engineering problem frame of reference and the physical posed to them (the Midwest location codes, with kappa values of .748 Floods problem). and .746 respectively.”Kong, Douglas, In the “qualitative study of “The kappa values were found to be 100%Rodgers, Diefes- student team projects,” the for the definition category, 93% for theDux, & research team used constant evaluation category, and 84% for theMadhavan (2017) comparative analysis to comparison category.” analyze student work products, specifically their
preparation – e.g., capstone projects in the senior year – and because students oftentransfer out of science and engineering majors because of difficulties with solving problems,considerable effort has been directed towards helping students become proficient problemsolvers. To assure that problem-solving skills are mastered, problem solving has become a coreelement in engineering curricula. In U.S. engineering education, ABET (Accreditation Board forEngineering and Technology) criteria for accrediting instructional programs treat problemsolving as one of the critical learning outcomes to be achieved throughout curricula and isdirectly addressed in ABET Outcome 3.1 an ability to identify, formulate, and solve complexengineering problems by applying
getting an assignment in a core course at the sophomore level and juniorlevel and senior level, and usually at the senior capstone course.[I4]” Build up IL skills gradually from more generic skills to more discipline-specific bysenior yearFuture StepsSome of the results from the five interviews are informing the creation of information literacymodules for freshman engineers and students in a senior engineering design class. These moduleswill incorporate advice from the interviews of teaching ILI throughout students’ careers, as bothfreshmen and seniors will be the audience of the video modules. Also, the videos build on the ideaof having a strong relationship with faculty as two engineering faculty members created the videosfor the freshman