Collection

2016 St.Lawrence Section Meeting

Authors

Rebecca K. LaForest; Iulian Gherasoiu; Daniel White; Harry Efstathaidis

-world situations, students find the material more engaging. 2It has been pointed that “improving performance in the STEM subjects and inspiring youngpeople to consider careers in science, technology engineering and mathematics are complexgoals that only can be achieved by a multifaceted, systematics and sustainable initiative [6].” Thekey to success is changing the school culture to one of collaboration with high expectations andcontinual reflection for growth. We propose that given the right environment, schools canincrease the quality of STEM instruction through an integrated and hands-on approach. The P-TECH 9-14 school model aims to create

Conference Session

Professional Graduate Education & Industry

Collection

2008 Annual Conference & Exposition

Authors

Norman Egbert, Rolls-Royce Corporation; Donald Keating, University of South Carolina; Eugene DeLoatch, Morgan State University

Tagged Divisions

Graduate Studies

modern practice of engineering for technology development & innovation‘has itself changed substantially’ from that portrayed by linear research-driven paradigm ofengineering practice of 1945 U.S. science policy (See Appendix A). 6 Yet, with notableexceptions, the mainstream of U.S. engineering graduate education has not reflected this change.As outcomes of investigating the need for reform of engineering graduate education forcompetitiveness in the UK and in the US, the UK Parnaby Committee and the US NationalCollaborative Task Force have basically reached similar conclusions from essentially twoparallel efforts and from two different national perspectives: UK Parnaby Report Although the UK government had already begun to

Conference Session

Materials Science and Engineering of 2020

Collection

2006 Annual Conference & Exposition

Authors

Jonathan Stolk, Franklin W. Olin College of Engineering; Alexander Dillon, Franklin W. Olin College of Engineering

Tagged Divisions

Materials

the capacity to acquire and constructknowledge, to set goals and direct their learning process, and to assess and reflect upon theirlearning strategies and actions.Calls for educational reform emphasize the need for new learning approaches that are student-centered and that aid development of broader skills and attitudes to complement traditionalknowledge acquisition.1,2 A capacity for self-direction and life-long learning is often identifiedas a critical outcome for educational systems, and many assert that instruction that is focused onself-directed learning best facilitates understanding.3 We are clearly asked by the AccreditationBoard for Engineering and Technology (ABET) and other organizations to promote thedevelopment of students’ life

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Dale Bremmer, Rose-Hulman Institute of Technology; Patricia Carlson, Rose-Hulman Institute of Technology

exam would begreater the more experienced their teachers. Therefore, the percentage of studentspassing the ISTEP math exam and the teachers’ average age should be directlyrelated. On the other hand, the average age of teachers may reflect teacher burnout.For example, older teachers may be more rigid in their teaching techniques and lesswilling to try new pedagogies. In this case, the percentage of students passing theISTEP exam and the average age of teachers could be inversely related14.The relationship between the percentage of students passing the ISTEP exam and theaverage teacher’s SALARY is more intuitively simple. Higher salaries should attractbetter teachers, and better teachers should result in more students passing the ISTEP.Therefore

Conference Session

ECE Curriculum Innovations

Collection

2006 Annual Conference & Exposition

Authors

Joseph Holmes, AcuityEdge, Inc.; Hisham Massoud, Duke University; Steven Cummer, Duke University; John Board, Duke University; Kip Coonley, Duke University; April Brown, Duke University; Michael Gustafson; Leslie Collins, Duke University; Lisa Huettel, Duke University; Gary Ybarra, Duke University

Tagged Divisions

Electrical and Computer

appending themto each other. Rather, the final syllabus for Fundamentals of ECE introduces concepts in a veryintegrated manner, reflecting the approach taken in the laboratory. This organization, which isunlike traditional courses, is critical to the success of the course as it emphasizes theinterrelationships between major ECE areas and embodies the curricular theme.In the next year of this project, Fundamentals of ECE will proceed through the process of beingapproved by the faculty and is being piloted currently in the Spring of 2006. This offering of thecourse will be limited to 20 students. New teaching methods, such as think-pair-share and minutepapers, to which the faculty have been exposed through bi-annual teaching workshops offered

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

taught from the very beginning of our program To increase the ethical and moral education of the students through internal reflection and a Gil-Martín et al. Spain free election Hoole, Hoole Sri Lanka To use human rights as a religiously neutral basis for teaching engineering ethics Iino Japan To learn who engineers are and the world context of engineering work Wareham, New To participate in a general discussion of ethical theories, using these to explain the behaviour Elefsiniotis, Elms Zealand of participants, during a 2-hour workshop To recognize and analyze ethical

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

canuse feedback to evaluate the current conceptions of their students, address errors, reinforcestrengths, reduce the learners’ cognitive loads, encourage reflection and stimulate considerationof alternative solution paths.3,8,12,13 In other words, feedback allows for comparison between adesired educational outcome and actual student performance.9 The instructor can use feedback tofacilitate learning and performance through interaction, information sharing, guidance,encouragement, and reinforcement.12,14Providing feedback for students has been found to be significantly and positively related to gainsin engineering design skills and professional skills, such as communication, teamwork andcritical thinking.4,15,16 Feedback is powerful because it

Conference Session

Retaining and Developing Women Faculty in STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Purdue University; Corey T Schimpf, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

productive, then you’re good to go. And if people think that you’re just off having a bunch of kids all the time and you’re not doing your work…that reflects negatively on you. But at the same time…there’s…all these guys in the department…who have kids, right? And I don’t think it’s ever reflected negatively on them that they’ve had kids.Similar concerns over stigma for women were echoed by numerous others. In fact, oneparticipant reported that she did not even tell colleagues about her pregnancy until her eighthmonth of pregnancy because she believed they would judge her negatively, and she was alreadyat a disadvantage because she had less “respect and stature” than older, male colleagues. Otherfemale participants believed

Conference Session

Programs in Support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chet Boncek Jr, Raytheon Company

Tagged Divisions

Systems Engineering

] Page 23.86.13Figure 6a SafelyAssembling The Prototype Figure 6b Wave Reflections and the Underlying Theory Figure 6c How It Measured Up Figures 6a- 6c Page 23.86.14 From the 2012 presentation by Walsh Middle School ‘Sound Cats’ Team Framingham, MA, [12]Figures 6c and 7a document the “Sound Cats” testing and results. Although Figure 6cstates that they did not have good performance in their testing, their design, in fact,delivered excellent performance. On competition day the Sound Cats’ design achievedthe highest voltage reading. The data also exhibits the correct shape for the voltage fall-off with distance. Theory states that the voltage should decrease by

Conference Session

Teamwork, K-12: Projects to Promote Engineering

Collection

2003 Annual Conference

Authors

Stephen Silliman

ofengineering. One could also argue that the difference among the differential responses among thestudent groups reflects the fact that the majority of the REU participants come from outside ofNotre Dame and all participants in the Haiti seminar and classroom experience come from withinNotre Dame. This latter explanation is supported, to a degree, by the fact that the REUapplicants (who have not yet experienced the research effort) provide a similar difference betweenexpectation and experience as the REU participants. A second point of variation in these differential responses is in the component onundergraduate research. The participants in the Haiti seminar and REU programs, as well as theapplicants to the REU program, all note a relatively high

Conference Session

Instructional Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Naveen Seth, New Community College at CUNY; Donald P. O'Keefe, Farmingdale State College

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

measures. b. Ethical and professional responsibilitiesIssues such as ethics in engineering businesses are best addressed through context; otherwise thesubject essentially receives lip service. The conflict between quality product/process and costeffectiveness should be illustrated through examples of where this issue arose and was/was not Page 25.800.3addressed, e.g., costs of oil spills, externalities in production processes, social vs. out of pocketcosts. Ethics is becoming increasingly important in engineering and business courses and is afocus of ABET5 (2011) accreditation as reflected in the associate-level Criterion 3Ah andbachelor-level

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Rod Paton, University of Auckland; Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

First-Year Programs

attended the lectures, tutorials andlaboratory sessions of several engineering courses. He also enrolled in two university coursesin order to learn social-sciences research methods. The teacher’s focus was on the peerassessment, problem-solving and feedback used in lectures and tutorials to promote effectivelearning and encourage students to take responsibility for their own learning. Models(conceptual frameworks) were then constructed to reflect the actions of students and theinteractions students have with their lecturers and tutors. The result was a comprehensiveview of what is expected of first-year engineering students from a high school teacher’sperspective. This view, together with the data on which it was founded, is outlined in

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

these higher-level executive functions such as planning, monitoring,evaluating, and revising guide problem solving processes and are vital in monitoring progresstowards goals.31 Students using limited metacognitive processes typically are unable to identifyand correct errors in problem solving attempts. Metacognitive tasks have been shown to becorrelated to successful problem solving attempts.28 There are two distinct components ofmetacognition: knowledge about cognition and regulation of cognition. Knowledge of cognitionrefers to the reflective aspect of metacognition and includes three components: declarativeknowledge (knowledge about self and about strategies), procedural knowledge (knowledge abouthow to use strategies), and conditional

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

with workplace competencies is experientialeducation10. They stated that “experiential education can be broadly defined as aphilosophy and methodology in which educators purposefully engage with learners indirect experience and focused reflection in order to increase knowledge, develop skills,and clarify values” 10 (p. 2). Brumm et al. further narrowed down this definition, arguingthat “it is work experience in an engineering setting, outside of the academic classroom,and before graduation” 10 (p. 2) and suggested that “Engineering experiential education Page 24.505.5programs, such as cooperative education and internships, present the best place to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Stephen R. Hoffmann, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Ranjani Lakshman Rao, Brian Lamb School of Communication, Purdue University; Abigail R. Jahiel, Illinois Wesleyan University; Thomas P. Seager, Arizona State University; Linda Vanasupa, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

other ISSST sessions, reflecting back to participants whatwe heard and saw but through the lens we were developing on sustainability. To prepare for thesession, the research team spread across three concurrent sessions of ISSST, and took notesbased on the following items: 1. What do people consider “sustainability”? 2. What are things our students should understand, know, be able to do? 3. Do we see evidence of our initial gateway concepts: Time; Scale; Feedback; Energy; Modeling 4. What mentions of contexts are made: values; social; political; technical 5. To what degree are conversations focused on US or globally? 6. Any mentions of corporate, industrial, governmental, educational contexts? 7. What did we miss in

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

the 2007-2008 academic year, the CTL started a faculty learning community (FLC) program(Cox, 2001).13 The program has involved interdisciplinary communities of 8-10 faculty in ayear‐long process of inquiry to promote faculty development and enhance student learning. Theprogram is designed to stimulate dialogue, reflection, and innovation in teaching, to foster asense of community, and to promote scholarly teaching practice. In the early years of thisprogram, a number of STEM faculty were involved in interdisciplinary dialogue aroundundergraduate research, first year student-success, and active learning in large enrollmentcourses. More recently, with support from the Idaho STEP project, we have supported twoSTEM-specific FLCs. In 2010-2011, an

Conference Session

Student-Centered Information Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer (Cong Yan) Zhao, McGill University; Tara Mawhinney, McGill University

Tagged Divisions

Engineering Libraries

considering students’ information related needs (e.g.what kinds of issues students face when conducting research) and do not address informationneeds within the specific context of students’ own research and learning experiences. Eckel’sopinion piece9 entitled “A Reflection on plagiarism, patchwriting, and the engineering master’sthesis” briefly discusses difficulties that international students in engineering have when writingtheir theses and suggests that librarians and graduate programs have a role to play in educatingthese students on how to synthesize information from other sources and cite their sourcescorrectly.Information literacy needs in a research context Among research studies that examine Chinese students in other disciplines

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

Shane Brown

taking abilities, senseof belonging and connectedness with others, achievement, and educational aspirations [32]. Faculty can increase student interaction in the classroom through active learningexercises. Active learning exercises encourage discourse among students in the classroom. Therole of student discourse in the classroom has been investigated extensively. Jones argues thatwithin the framework of interactive teaching exists several teaching components and strategiesthat have been shown to positively impact learning of mathematics, including higher-orderquestioning, student presentation and discussion of mathematical ideas, and reflective discourse[33] . In addition, each of these strategies needs to be conducted in a

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

John Rowe

and therefore the new scheme focused on other areas of feedback to students.Educationally, the nearer in time feedback is to the learning it relates to, the better and allowingapriori access to developed assessment criteria helps to foster a reflective approach amongststudents, as previously described. For staff, the use of assessment grids as feedback sheets isefficient and effective in supporting the specific requirement for the timely return of markedwork and the rapid provision of feedback.From an ontological viewpoint, publication of assessment criteria prior to assessment placesparticular demands on the assessment criteria themselves. Although as mentioned earlier theILOs from a programme of study are aimed at a lay audience this does

Conference Session

Inservice Teacher Engineering Education

Collection

2005 Annual Conference

Authors

Erin Cejka; Chris Rogers

engagingteachers in these activities in a professional development environment, as they would engagetheir students, and providing them with opportunities for reflection, all these concerns can belessened26,27.What preconceptions do teachers hold about engineering, design, and technology? McRobbie,Stein, and Ginns found that though some preservice teachers realized there is a process involvedin creating technology, they had naïve perceptions about the engineering design process. Theyheld vague notions of experimental procedures and research, but they made only very narrowconnections between the process and the production of technology. However, by engaging thepreservice teachers in an authentic design project, it was found that these preconceptions

Conference Session

ET Graduate Education

Collection

2002 Annual Conference

Authors

James Gray

Emerging Set of Guiding Principles and Practicesfor the Design and Development of Distance Education (1998) relates primarily to facultyinvolved in distance education. The faculty initiatives were developed to “create new teachingand learning approaches, and empower faculty to become leaders in the effective use of distanceeducation” (p. 2). The faculty initiatives are tempered by the statement by the authors that: It will be evident that this set of guiding principles and practices is not limited to distance education methodologies or technologies. Many of the principles apply to face-to-face interactions as well. They reflect the premise that “good teaching is good teaching” regardless of the media used (IDE, 1998, p. 5

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Pendley, Georgia Institute of Technology; Joseph Homer Saleh, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

Institute of Chemical Engineers, AIChE, 2001) Challenger: Go for Launch (BBC documentary, 2001)Each case study is covered in one or two hours. The discussion of the accident is initiated by astudent, assigned to the particular case study at the beginning of the semester. Typical promptsinclude the following: how did the accident unfold (to make sure that the accident sequence isproperly understood by everyone)? What caused the accident? This question, which usuallymakes for a very lively and interesting discussion in class, invites a deep reflection of theconcept of causality in system accidents as well as the appreciation of the idea of chain ofinfluence and network of contributing factors to system accidents. What contributed to

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

class’ new engineering report assignment and method. Thestudents were assigned to write a one- to two-page reflective statement responding to the promptbelow. The students were directed to target as primary audience the Dean of the College ofEngineering, with peers and the instructor being a “transparent” secondary audience. Prompt: "How and why (or why not) did your experience working on the Lego car assembly line Report Project provide you with educational benefit(s) toward developing your engineering communication skills?” Page 23.15.15To remove instructor bias from the review of student feedback, the instructor solicited

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, I read blogs written by a wide range of internal authors.This study does not incorporate interviews with key stakeholders in the innovation process.While interviews could be used in conjunction with multimodal discourse analysis, the methoddoes not require incorporating interviews. Recognizing the power of first-person accounts, thisdesk-based study incorporates first-person perspectives found in designers’ written reflections.This archival strategy permits the researcher to consider projects across space and time.Reviewing documentation produced five years ago provides different insights than askingsomeone to reflect on the same events. Similarly, critical analysis of project documentationpermits comparing vastly different geographical and

Conference Session

Software Engineering Topics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Walter W. Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

Software Engineering Constituent Committee

“disagree” and 1 represents “Strongly disagree”.Table 5 depicts the survey results for the labs. In general, we see from the results, that thestudents feel the lab exercises they have completed should be continued for future students. Ingeneral, the survey also reflects that the students believed the lab was an excellent tool forteaching the material given the level of expertise shown at that time.A second and possibly more important mechanism for assessing student’s achievement in the Page 25.500.12area of testing is to look at targeted assessments on the final exam for the course. While thereare many different types of questions given on the

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela van Barneveld, Purdue University; Johannes Strobel, Purdue University, West Lafayette; Greg Light, Northwestern University

Tagged Divisions

Educational Research and Methods

-facilitator role was that of facilitating students in becoming independent learners. The reframing van Barneveld, Strobel, & Light 8of the educators’ identity may reflect the change of perspective that being an educator goesbeyond the content provided to or the concepts acquired by students. This category reinforces the‘who I am’ conceptualization of the role where the essence of the engineering educator is notconfined by how much they know and how much they can control the students and the learningenvironment, but embraces a transformed perspective of learning and of self and how he/she canbe of service in supporting the students to construct their knowledge.While the outcome

Collection

2001 Annual Conference

Authors

Vipin Kumar; Margaret Wheeler; Gregory Branch

concrete and sensory info combined with reflective observations) 2. Assimilators (Abstract conceptual thinkers combined with reflective observations) 3. Convergers (Reflective observers doing active experiments ) 4. Accommadators ( Active experimenters using their concrete experiences )According to Felder, the Felder-Silverman learning style model “classifies students as:♦ Sensing learners (concrete, practical…) or intuitive (conceptual, innovative…);♦ Visual learners (prefer visual representations…pictures, diagrams, flowcharts) or verbal learners (prefer written and spoken explanations);♦ Inductive learners (prefer presentations that proceed from specific to the general) or deductive learners (prefer presentations that

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, our research usedexploratory classroom observations and consultations with STEM-ID developers to identify thecritical components of the STEM-ID curricula (Table 1). Subsequently, our originalimplementation research used the Innovation Implementation Framework to explore fidelity ofimplementation during the initial implementation of the fully developed curricula [15]. At thecommencement of the current project, we revisited the list of critical components with theproject team to confirm that, given curricula refinement and further data analysis, the originalcritical components still reflect the elements essential to achieving the desired outcomes of thecurricula.Table 1STEM-ID Critical Components Structural – Procedural Component

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 4 - Engineering for One Planet & Sustainability Innovation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mackenzie Booth, Cedarville University; David Brian Dittenber P.E., Cedarville University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

, students reported dedicating 5-6 hours on average to project tasks. This range is not reflected equally across each team, andsome individuals listed up to 18 hours of project activities during the final two weeks. Thecurrent project timeline also required the instructor to review and provide timely feedback whilemanaging the activity during the 2.5-hour lab. Individual and team reports were due by 5 PM theday preceding the lab period so the instructor could review the progress before the midafternoonlab. Students have also provided feedback that the presentation and report are valuable, but theyrequested a longer period of time between test day and the due date for presentation and report.The other major challenge associated with this project is

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

, the aim of an individualis to create a positive social image, and this goal can be threatened by a perceived lack ofcompetence, questionable moral behavior, or even when an individual or group feels they are notrecognized as a person or group with autonomy or unique qualities [17]. This would in turncause one’s social identity to develop in a negative direction; development in a positive directionwould occur when one’s social identification and social comparison reflected good or popularbehaviors or attitudes either through initiating positive change in their group or potentiallymoving to another group that aligns with their developed personal identity.The second theory which differentiates and acknowledges the interplay between personal