Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and reflect on the how it might work. Faraday’s law and examples ofsome applications are discussed. Students then examine the ring thrower from the point of viewof Lenz’s law. Next students are given a copper pipe and a very strong magnet that fits insidethe pipe. When the magnet is dropped inside the pipe it falls more slowly than a magnet fallingthrough a non-conducting pipe. This difference is to the magnetic field caused by the currentinduced in the pipe by the field of the falling magnet. Students are asked to explain the reasonfor the slower rate of falling. The principle is the same as the ring throwing device but this notrevealed to the students initially. Figures 9 and 10 are photographs of these two devices.Figure 11 shows a sample

Conference Session

Computer Education Innovations I

Collection

2010 Annual Conference & Exposition

Authors

David Ahlgren, Trinity College; Igor Verner, Technion-Israel Institute of Technology

Tagged Divisions

Computers in Education

competition_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. StrategiesPlease reflect on matching of the assistive robotics competition goals by the current RoboWaiter contest. Suggeststrategies that can improve the RoboWaiter._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. ReasonsThe first of the tables below is intended for contestants and the second (reverse side) for supporters. Please answerin the proper table. The tables are similar: the first column includes a list of possible reasons for participation in orsupport of the RoboWaiter. In the second column please estimate the

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Margaret Phelps, Tennessee Technological University; Roy Loutzenheiser, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

proficiency levels on the TennesseeComprehensive Achievement Program (TCAP) test were collected and analyzed. For highschool students, proficiency levels on their most recent state achievement test were used for thebaseline. Proficiency levels for the various Gateway (required pass for graduation) and end-of-course tests that each student had taken were collected and sorted by subject.The data in Figures 2 and 3 are reflective of student outcomes for the project. The data show thatthe greatest gain by students was in moving from proficient to advanced. This result is indicativeof raising the bar of content and problem-solving within the existing science and math curricula. 100 90 80 % Advanced

Conference Session

Women in Engineering Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Erika Murguia, Arizona State University; Erin Kube, Arizona State University; Jennifer Bekki, Arizona State University Polytechnic; Bianca Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

the CareerWISE office. Page 15.263.5Participants completed a 12-item questionnaire about their experiences as part of the CW project.Participants reflected and described what they had gained as participants in a largeinterdisciplinary project as well as the challenges that they had faced. Participants responded toquestions about the changes in their knowledge and skills related to: interdisciplinary teams,disciplinary cultures, gender issues in educational and career settings (topic of the CW project),and the creation of instructional materials for online use (topic of CW project). They were askedhow they had used these skills in external

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Settings, NationalScience Foundation. Opinions, findings, conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation (NSF).References[1] National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice. Washington, DC: The National Academies Press.[2] National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment. Pelligrino, J., Chudowsky, N., and

Conference Session

Track 1 - Session 2 - Student Development

Collection

2012 ASEE International Forum

Authors

Susan M Lord, University of San Diego; Yongming Tang, Southeast University; rong wang, Southeast University; Shen Xu, Southeast University, China

Tagged Topics

Track 1 - Student Development

the instructor well. One-third said it was more difficult than expected. Studentsliked the communication in the classroom highlighting the introductions, the relaxed and activeatmosphere, and interaction between teacher and students. About half the class cited Englishlanguage problems as a challenge. Some students admitted that they had forgotten some materialfrom the previous circuits class so had trouble with the in-class problems. Reflections from theinstructor, assistant instructors and administrators showed that the teaching method wasappealing to the students and that the students were able to actively participate in the activelearning activities.IntroductionActive learning is well established as an effective pedagogy in many parts of

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Jennifer Deboer, Purdue University, West Lafayette; Shreyas Vathul Subramanian, Purdue University; Mushtak Al-Atabi, Taylor's University; David A. Delaine, Universidade de São Paulo and IFEES; josé aquiles grimoni jabg P.E., polythecnic schoool university of são paulo

Tagged Topics

International Forum

this paper is an Introduction to Engineeringcourse at a large public university in the United States (US), which includes about 30%international students (29% identify their home country as somewhere besides the US),and students in this first-year course will matriculate into all engineering disciplines atthe university. This unique section included assignments contextualized for internationalclients as well as direct interactions with international stakeholders via email/Skype.Background and LiteratureConceptual FrameworkThis study fits into the paradigm of the Scholarship of Teaching and Learning, as itincludes journals and reflections from the instructor and course team as well asinformation on student learning and performance on

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Ang Liu; James R. Morrison, KAIST, ISysE; Yun Dai, University of California Santa Barbara; Stephen C-Y. Lu, University of Southern California

Tagged Topics

International Forum

QFD Page 19.6.10 Figure 6: An illustrative example of the final design concept3. Course EvaluationAt conclusion of the course, course participants were asked to voluntarily complete ananonymous questionnaire designed to solicit their reflections, satisfactions, and suggestions oftheir learning experience. A total of 56 responses were received. The accumulated results arepresented with respect to (1) the pedagogy of inverted, interactive and international learning; (2)project-based learning; (3) technology-enhanced learning.3.1 Evaluation of Inverted, Interactive and International LearningThis section presents participant’s satisfaction with the inverted

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Autumn Marie Reed, University of Maryland, Baltimore County; Renetta G. Tull, University of Maryland, Baltimore County

Tagged Topics

Diversity, International Forum

internationalmentoring project that pairs U.S. women of color in engineering with a prominent international Page 19.28.2engineer in their field and the participation of a delegation of GEESN participants at twointernational conferences 1) The Latin American and Caribbean Consortium of EngineeringInstitutions (LACCEI) and 2) the World Engineering Education Forum (WEEF). This paperprovides an overview of the literature and promising practices that inspired the formation of theGEESN initiative, as well as the development of both project components. To conclude, thepaper discusses the next steps for the GEESN and reflects on the potential for expanding andreplicating

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Morgan M. Bakies, University of Illinois at Urbana-Champaign; Karen Seliah Lamb, University of Illinois, Urbana-Champaign

Tagged Topics

Student Development

Enterprise spread to Brazil in 1988. Within one year, it is estimated that 10 JuniorEnterprises were started throughout the country, reflecting the enthusiasm Brazilian collegestudents exhibit towards entrepreneurship. An umbrella organization to oversee Brazil, similar tothat of JADE in Europe, was founded in 2003 and named Brasil Junior. Brasil Junior nowgoverns approximately 28,000 students. A relationship between Brasil Junior and JADE wasestablished almost immediately in 2003 to further the entrepreneurial activities of bothorganizations and its constituents while actively promoting Junior Enterprise to countries such asTunisia, Canada, and the United States. Currently, there are three Brazilian ambassadors inBrussels working with JADE to

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

Tagged Topics

ASEE International Forum

paper presents an “in-their-own-words” student evaluation of the value ofinternational service to engineering education with the purpose of reconciling facultyperspectives and student perspectives. Engineering educators speak in an institutionalizedlanguage of objectives and outcomes which relate the intent of educational activities with theirimpact on student knowledge and preparation for the profession. Most often, this specializedvernacular is not shared by students; and their perception of the importance of various activitiesmay depart from the perception held by the educator. Also, the international landscapeexperienced by outward bound millennial (and post-millennial) students reflects a much differentset of world affairs than their

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Kimberly Lau, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley; Sara L. Beckman, Haas School of Business

Tagged Topics

Student Development

diverging (Figure 1).People may also have their strengths best represented on the extreme ends of the perception orprocessing axis, rather than in one of the quadrants. In these cases, the learning style is defined as“balanced-processing” (balanced between reflective observation and active experimentation) or“balanced-perception” (balanced between abstract conceptualization and concrete experience).According to early reports by Kolb, young children show an even balance of all learning styles,but move towards more abstract thinking as they grow older [14]. A recent study found that one-third of adults were converging, another third were assimilating, 20% were accommodating, andless than 10% were divergent [25].Beckman and Barry [4] have found Kolb

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Edward Godfrey Ochieng, Liverpool John Moores University; Andrew David Price, Lougyhborough University; Ximing Ruan Ruan, University of the West of England

Tagged Topics

ASEE International Forum

growth occurred and to monitor anydeliverables from their altered practice. This crucially reflective type of review is usual inHigher Education, providing an arguable conclusion to the learning project activity. Thefollowing section provides engineering educators with a palate of tools for how to structure aproject engineering curriculum.Process of developing a global curriculumProgramme aim Produce global engineering professionals who are able to provide a more holistic perspective of global project processes; and Provide students with an innovative and forward-looking view of managing global engineering projects.Learning outcomes A higher level of generic and transferable management skills; A better understanding of the

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University

Tagged Topics

Curriculum Development

a ‘product’ at the conclusion of their summerinternships. Page 21.55.54Re-entry and career education program: The re-entry program is designed specific to the needsof young career scientists. In addition to examining issues associated with re-entry to the US,students participate in career decision making activities that help them evaluate their experiencein Japan as preparation for graduate school and identify next academic, international, or otherexperiential programs that can advance their personal and professional goals.Cross-cultural training: Throughout the summer, students engage in activities that are promptintentional reflections on

Conference Session

Current Topics in IE Education

Collection

2005 Annual Conference

Authors

Mary Besterfield-Sacre; Bryan Norman; Jayant Rajgopal; Bopaya Bidanda; Kim Needy

feedback on teamworkabilities, and perceived course integration. At the end of each problem, the student teamspresented their findings, results and recommendations in an oral presentation as well as a writtenreport. Both the oral presentations and written reports were graded by each instructor in thecourse using rubrics developed for each. In addition, for each project the students ratedthemselves and their team members on their teamwork capabilities through a two-pagequestionnaire. Because the course was primarily graded based on team collaboration, it wasimportant for the students to reflect through open-ended questions and along seven differentdimensions of team contribution (i.e. attendance, preparation, contribution, work load,timeliness

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Penny Hirsch; Ann McKenna

Evaluating Student Confidence in Engineering Design, Teamwork and Communication Ann F. McKenna1, Penny Hirsch2Robert R. McCormick School of Engineering and Applied Science1/The Writing Program2, Northwestern UniversityAbstractMany researchers have focused on the role of confidence and motivation on learning and havesuggested that students be encouraged to engage in reflection about the role of their self-perceptions in achievement. In this paper we explore how students’ confidence levels changeduring our freshman engineering design program. During the 2003-2004 academic year weimplemented a survey designed to measure students’ confidence

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Eugene Ressler; Stephen Ressler

ofimplementation was $156,000 in 2003 and $97,000 in 2004. The decline in funding reflected asharp decline in corporate donations, resulting from an economic downturn. 2003 contestexpenditures included prizes, travel and lodging expenses for finalists, advertising, an awardsbanquet, and salary for the Contest Coordinator. As a result of the declining project budget, wewere unable to purchase advertising for the 2004 contest. The awards banquet was eliminated,and the prize package was cut back sharply.Project AssessmentIn assessing the extent to which this project is meeting its goals, we measured three differentoutcomes using the assessment instruments indicated in Table 1. OUTCOME INSTRUMENT Extent to

Conference Session

New Approaches & Techniques in Engineering II

Collection

2005 Annual Conference

Authors

Loralee Donath; Nadia Craig; Nancy Thompson; Michael Matthews

RCS sessions students are often asked to verbalizehow they learned something. This helps the student monitor their understanding and learning.They are also required to write a reflection on what they learned and what they are going to donext after each weekly session. This helps them hone their metacognitive skills.At the beginning of the semester, the students are required to develop a task plan with the help oftheir advisor. This task plan spells out the specific deliverables that are to be completed beforethe end of the semester. These deliverables are then evaluated by the University of SouthCarolina’s Office of Program Evaluations (OPE). The OPE staff uses a rubric that was createdspecifically for this purpose.8 For each meeting

Conference Session

Security

Collection

2005 Annual Conference

Authors

Hua Xu; Ronald Glotzbach; Nathan Hartman

, American Society for Engineering Educationdevelopers write secure code. It helps security professionals conduct security review in a timelybasis. It also enables system administrators to secure Web applications across the multiple layersof the application infrastructure. The ultimate goal of this strategy is to protect Web applicationsin a proactive, systematic, and holistic way.1. IntroductionIn general, security concerns confidentiality, integrity, and availability of systems and data.Confidentiality refers to the ability to ensure that information is private to the authorized partiesand protected from unauthorized disclosure. Integrity reflects the accuracy of information andrequires technology and processes that prevent unauthorized parties

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Wayne Burleson; Noah Salzman; Christopher Emery; Kevin Kloesel; Sandra Cruz Pol; Omnia El-Hakim; Kathleen Rubin

graduate credits through the University of MassachusettsDivision of Continuing Education.CASA is a complex, multi-disciplinary project divided into three research thrusts: Page 10.298.2sensing, distributing, and predicting. To help the teachers understand how a complex Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationengineered system is comprised of multiple parts, we decided to present the content ofthe KCI in modules reflecting each of the CASA research thrusts. We presented moduleson radar and

Conference Session

Teaching about New Materials

Collection

2004 Annual Conference

Authors

Tadeusz Majewski; sudhakar vadiraja

concept taught in each lecture on specialtytopics like biomaterials. It also promotes cooperative learning among the students as well asallows them to relate to and reflect instantly on what they have just learned. Page 9.1158.4 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering"2.4 Learning outside the classroom (especially for learning failure analysis approaches)Many scholars program modules offer students opportunities to learn outside the classroom,apply theoretical concepts learnt in class, and have these

Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

Dennis Truax

of peer knowledge, to action-based learning, andfinally to the use of work-integrated learning in which students are asked to reflect on theory interms of their experience.5Integral to this process is an effort to provide a learning experience that meets the educationalneeds of the student from a technical perspective. In fact, this author contends that the laboratorydesign can address several of the accreditation process mandates. Specifically, accreditedprograms must demonstrate that their graduates have: • an ability to apply knowledge of mathematics, science, and engineering (ABET Criterion 3a), • an ability to design and conduct experiments, as well as analyze and interpret data (ABET Criterion 3b

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Samuel Craig; Maurice Aburdene

realization that what mattersis what students learn and can do after completing a program of study, not what the teacherknows or can do. This shift in understanding is reflected in the criteria that are now applied toschools by the various accreditation agencies2, 3. Increasingly, they look for evidence ofassessment methods used to measure specific educational goals, rather than just to provide agrade for a course.No single best method exists for learning assessment, but written evidence of a consistent andwell-organized process is advantageous, if not essential, for ABET accreditation. The methodpresented here can be helpful in recording, comparing, and consolidating the results of variousassessment means. While this method does not address the

Conference Session

College/University Engineering Students K-12 Outreach

Collection

2005 Annual Conference

Authors

Malinda Zarske; Jacquelyn Sullivan

dualbenefit of developing a strong sense of trust, openness and camaraderie among the students. Page 10.1304.4 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationWeekly Journaling — Students keep a digital journal of their weekly in-class teachingexperiences and their reflections about those experiences. The journaling helps the studentsreview their own performance and provides a confidential mechanism for them to communicatewith the instructors, typically about challenges they encounter in their team

Conference Session

Multidisciplinary Engineering Courses II

Collection

2005 Annual Conference

Authors

Michael Gregg

criteria may appearsuperficially minor, the required effort to make the change reflects on it’s importance. In Dr.Splitt’s words ‘Engineering programs must then demonstrate that their students attain an abilityto design a system, component, or process to meet desired needs within realistic constraints suchas economic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability, as well as demonstrate the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context.’6‘Green’ engineering is the terminology currently in use to describe the process of designing andproducing goods, services, or processes, taking into consideration the effect

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

David Russomanno; Anna Lambert

commitments,yet she was retained in the University as a part-time student. Interestingly, hercircumstances have changed and she is currently a CSEMS recipient for the 2004-2005academic year, meaning she has been able to return to her studies on a full-time basis.Goal 2’s objective to decrease the average time to degree completion for CSEM studentsalso compares favorably within the Herff College of Engineering, and The University ofMemphis total student body as well. Seven (7) of the initial twenty-five (25) recipientsgraduated within the first year of the program, and nine (9) graduated within the secondyear of the program.Program data revealed that Goal 3 was met as the 2002-2004 CSEMS graduates reflect ahigher percentage of underrepresented

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Kerry Kinney; Tricia Berry

a graduate student working in that Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationarea. A key component of the GLUE program is the relationship that develops between eachundergraduate student and their graduate student mentor as a result of working together on aresearch project of mutual interest. The undergraduate participants keep written logs throughoutthe semester to document their work and to reflect on their research experience. These logs areturned in weekly and reviewed by the GLUE coordinators to make sure that each project isevolving smoothly and that no problems have developed.Participating

Conference Session

Enhancing Engineering Math with Technology

Collection

2002 Annual Conference

Authors

D. Reinhard

Vygotsky theorized, thelearner’s interactions with the environment of learning contributes to success, and theexperiences that one brings to learning greatly influence the outcomes of learning4.Consequently, learning is affected by both the individual and the method of instruction. Forinstance, the learning performance of an individual is likely to be affected by the interactionbetween cognitive style and the way the instructional material is structured, the mode ofpresentation, and its type of content 5. Computer supported learning and instruction should alsobe impacted by these variables. That is, the students’ ability to use and learn from technology-supported curriculum modules should reflect the degree of collaborative learning and

Conference Session

Outreach: Future Women in Engineering

Collection

2002 Annual Conference

Authors

Patricia M. Secola; James A. Middleton; Donovan Evans; Dale R. Baker; Bettie Smiley; Mary Anderson-Rowland

activities that promote theunderstanding of engineering. To the authors’ knowledge, only the state of Massachusetts hasbegun to pursue the development of curricula that are aligned to their own (as opposed to thestandards in Reference 5) “technological” education standards 6, although many foreign countriesare actively working on technological education standards.II. The State/National Science StandardsNearly all states have science content standards that schools must address. Many state standardsderive from and are virtually the same as the national science content standards 7, with someadjustments to reflect local issues. The state/national standards outline what students must knowby grade level, but they do not dictate the curricula that teachers

Conference Session

Industry Participation and Ethics in BME

Collection

2002 Annual Conference

Authors

Kara Bliley; Emily Mowry; Amy Gray; Jerry Collins; Christina Mathieson; Sean Brophy

researcher?” After watching the movie, students were asked to reflect back on their initialthoughts on the three questions from above. They were given prompts, such as “Lookback on what you thought you could teach someone about how to protect a participant ina medical research study. What could you add after seeing the movie? What thoughts did Page 7.262.4you mention that you now think are not quite correct ?” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education Next, 4th year biomedical engineering students