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Displaying results 1351 - 1380 of 23665 in total
Collection
2024 ASEE-GSW
Authors
Matthew Kuester, University of Mary Hardin-Baylor; Paul R Griesemer, University of Mary Hardin-Baylor
Tagged Topics
Diversity
University of Mary Hardin-Baylor (UMHB) was redesignedfor the Fall 2022 semester to improve student engagement and retention in the engineering program.The course design centered around an individual design project, with supporting modules to preparestudents for the project. Student feedback (in the form of student reflections) provided insight intohow students interacted with the project. Despite being an individual project, many students describedcommunity building that occurred through collaboration. Students also described a sense ofaccomplishment from completing a difficult, open-ended design problem. The redesigned course hasbeen offered in two semesters (Fall 2022, Fall 2023), and the retention rates for students enrolled inthese courses
Conference Session
S1A: Workshop I
Collection
14th Annual First-Year Engineering Experience (FYEE) Conference
Authors
Lisa Lampe, University of Virginia
Tagged Topics
Workshops
Inclusion, Director and Assistant Director of the Centerfor Diversity in Engineering, Clark Scholars Director (4)2. Accessibility Specialist, Assistant Dean of Student Safety and Support, 2 Counselors (4)3. Associate and Assistant Dean for Undergraduate Affairs, Director of Undergraduate Success,Engineering Undergraduate Registrar and Office Manager (5)After describing the context and our team, we will provide multiple reflective prompts for audiencemembers to think through ways to identify researched student barriers in the first year and more specificto first year engineering, followed by four case studies. Our case study include barriers well documentedin literature which first year face: financial, racial minoritization, disability
Collection
2023 ASEE GSW
Authors
Mohammad Shafinul Haque; Anthony Battistini; Soyoon Kum; Azize Akcayoglu; William Kitch
1 Hands-on Experiential Learning Modules for Engineering Mechanics (Work-in-progress) Mohammad Shafinul Haque, Anthony Battistini, Soyoon Kum, Azize Akçayoğlu, William Kitch David L. Hirschfeld Department of Engineering Angelo State University AbstractExperiential learning includes concrete experience (CE), reflective observation (RO), abstractconceptualization (AC), and active experimentation (AE) modules to form a complete learningcycle. It promotes active learning and can significantly improve comprehension of engineeringmechanics problems. This paper
Conference Session
College Industry Partnerships Division (CIP) Technical Session 3
Collection
2024 ASEE Annual Conference & Exposition
Authors
J. Eliseo De León, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Sara Patricolo, New Mexico State University
Tagged Divisions
College Industry Partnerships Division (CIP)
provides the REPs with masterydigital badges. The curriculum guides REPs on utilizing mentoring as a leadership developmenttool that helps navigate career advancement in their respective engineering fields. Integrated intoeach of the three courses are best-practices designed to positively influence the development of aself-directed learning mindset and building leadership capacity among REPs as future engineeringleaders.Mentors often cite the ability to increase their professional skills as personal benefits gainedthrough the mentoring process, stating that serving as mentors caused them to reflect on andsharpen their own skills, including coaching, communicating, and introspection.2 We report on ourongoing efforts to scale a novel leadership
Conference Session
Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories
Collection
2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors
Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College
Tagged Topics
2025 CoNECD Paper Submissions, Diversity
traditionalengineering curricula, where creative solutions and innovation do not always positively affectacademic performance. Taylor et al. [19] found that while ADHD traits did not predict students’overall GPA, they negatively predicted students’ engineering GPA. Engineering GPA does notreflect creativity, so the strengths students with ADHD have are not reflected in exam scoreseither, further undermining the value ADHDers bring to engineering. The misalignment ofADHD traits and numerical academic assessment in engineering helps illustrate one way thatengineering is less hospitable to ADHDers.Fostering creative problem-solving in engineering curricula remains an important goal.Attracting and retaining neurodiverse engineering students and faculty, including
Conference Session
First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2
Collection
2023 ASEE Annual Conference & Exposition
Authors
Sahar Mari, Northwestern University in Qatar; Sara AlBanna, SLB; Nayef Alyafei, Texas A&M University at Qatar
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs Division (FYP)
dedication to student suc- cess, her innovative approach to program design, and her collaborative spirit, Sahar Mari is a true asset to the field of student support services.Ms. Sara AlBanna, SLB Sara AlBanna is a recent graduate from Texas A&M University at Qatar with a degree in petroleum engi- neering. She currently works as an field engineer at SLB. As a dedicated engineer, she is passionate about creating positive change in the industry. Her diverse undergraduate research projects, ranging from the impacts of migration on education to the development of multilateral wells, reflect her interests in multi- disciplinary pursuits. AlBanna is a multifaceted individual, identifying as an author, artist, and petroleum
Conference Session
Student Assessments and Tests
Collection
2023 ASEE Annual Conference & Exposition
Authors
Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska Lincoln; Nathaniel Hunsu, University of Georgia
Tagged Divisions
Educational Research and Methods Division (ERM)
to metacognitive learningengagements. In the process of self-assessing, students activate self-regulatory functions thatenable students to take ownership of their own learning. Self-assessment activities includestudents reflecting on, evaluating, and monitoring their own learning performances. Studentswho self-assess are better able to identify areas they need to improve upon, and to determine themost appropriate courses of action to achieve academic success. However, little is known aboutthe congruence in students’ perception of self-assessment and instructor's intent in requiring self-assessments. Hence, the purpose of this study is to explore the perceptions of engineeringstudents who participated in self-assessment in an engineering
Conference Session
Women in Engineering Division (WIED) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
learning is widely accepted as an integral part of engineeringeducation, as these experiences have been shown to improve students’ vocational self-conceptand work self-efficacy, as well as provide higher starting salaries post-graduation [10-11]. In thecontext of this study, enrolment in the program may signal students’ intent to be part of theengineering profession, or at least to obtain some professional experience in the field of theirdegree. However, given that the students are in their first year, we assume that they remain at anearly stage of professional socialization. Therefore, their expectations for the profession and theirown career trajectories may reflect their implicit assumptions about engineering and serve as abaseline for future
Conference Session
Research Methodologies – Session 1
Collection
2023 ASEE Annual Conference & Exposition
Authors
Brent K. Jesiek, Purdue University at West Lafayette (COE); Brooks Michael Leftwich, Purdue University, West Lafayette; Russell Korte, The George Washington University; Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University
Tagged Divisions
Educational Research and Methods Division (ERM)
unpredictable futures as professionals and citizens. By expandingthe capacity to study engineering practice through students serving as participant observers, wepropose that academia can learn more about the engineering workplace while students gain atruer understanding of engineering work. At the same time, reflectively engaging with practicemay help students develop new professional competencies, while potentially also identifyingmisalignments between their own identities and goals, on one hand, and current educational andworkplace realities, on the other. This paper will likely be of interest to researchers who studyengineering practice, and especially those concerned with the full range of practical andmethodological challenges associated with
Conference Session
Technical Session M3B
Collection
2022 First-Year Engineering Experience
Authors
Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University
Tagged Topics
Workshops
exercises in listening that have direct impact on student teaming. • Practice and discuss other mindfulness techniques that expand application for different situations. • Practice guided reflection exercise with selected readings on mindfulness. • Summarize in small groups to present takeaways and ideas for classroom and personal application.PRESENTERS/FACILITATORSDr. Richard Whalen, Teaching Professor and Director, First Year Engineering at Northeastern University. Over20 years’ experience teaching first year students and experience implementing mindfulness and mediation inthe engineering classroom.Email: r.whalen@northeastern.eduDr. Kathryn Schulte Grahame, Teaching Professor and Associate Director, First Year Engineering
Conference Session
First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19
Collection
2022 ASEE Annual Conference & Exposition
Authors
Anna Holcomb, Georgia Institute of Technology; Joy Harris
fivepedagogical principles that were so deeply entrenched in the course design and learningobjectives: Highly Interactive: graded asynchronous discussions online (both in small groups and whole class), required student reflections after synchronous virtual sessions, formal question-and-answer sessions for all panels and guest speakers. Active Learning: incorporation of reflective practices in assignment sequencing, multimodal (written and video) assignment submissions, complete freedom for hands-on project selection. Collaborative Learning: peer feedback utilized on several assignments, manual team assignments by instructor with time zone considerations. Peer Instruction: planned small group breakout
Conference Session
Materials Division Technical Session 3
Collection
2022 ASEE Annual Conference & Exposition
Authors
Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo
year introduction to materials design courses. In total,fifty-two students consented to participate in the study (n=19 in the Winter 2021 term and n=33in the Fall 2021 term). Participants are first time freshman. Demographic information such asgender, race, and socioeconomic status were not collected. We also did not collect informationon whether they had any exposure to or training in the design process before enrolling in thecourse.We measured how students engaged with the design process through self-reported reflections. Inthese reflections, students identified which of the nine steps in the design process that they did,what order they did them in, and how much time they spent on each step. The activities werepresented to students out of
Conference Session
ERM: Teamwork makes the dream work!
Collection
2022 ASEE Annual Conference & Exposition
Authors
Robin Fowler, University of Michigan; Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Andrew Moffat, University of Michigan; Madison Jeffrey, University of Michigan; Trevion Henderson, University of Michigan; Caitlin Hayward; Stephanie Sheffield, University of Michigan
ideasharing are actually lower after the intervention than before; we hypothesize that the decreasedrating might reflect increased student awareness of inequities rather than a true decrease inequitable idea sharing. This pattern held for most gender and racial groups, with the notableexception of non-binary students, who instead reported greater idea equity post-intervention,though we note the small sample size for this group. Finally, we find that decreases in reportedidea sharing were largest when students reported the intervention was “highly relevant” to theirteam yet “not very helpful”.Keywords: teamwork, team communication, equity, voice safety, voice enactment Introduction and Conceptual FrameworkBeginning in
Conference Session
ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom
Collection
2022 ASEE Annual Conference & Exposition
Authors
Laura Rios, California Polytechnic State University, San Luis Obispo; Benjamin Lutz, California Polytechnic State University, San Luis Obispo
paper we provide an analytical lens through which to assess epistemological developmentof LAs. This is critical to understanding and promoting LA development, but has been relativelyoverlooked to date. We define epistemology as the beliefs, ideas, and conceptions one has aboutthe justification, nature, and source of knowledge. Within the Learning Assistant program, thereare many avenues for participating LAs to reflect on and potentially rearrange their epistemology.To analyze LA epistemological development, we turn to Baxter Magolda’s EpistemologicalReflection Model, which describes student epistemological stances for the role of learners, peers,and instructors. In this paper, we adapt the model to account for the unique role of LAs
Conference Session
DEI and Other
Collection
ASEE Southeast Section Conference
Authors
Bryn Elizabeth Seabrook, University of Virginia
Tagged Topics
Diversity, Professional Engineering Education Papers
about the integration of these themes within the curriculum.57 Many papers emphasize the terminology, but do not discuss the practice of navigating these58 ideas with students. The next section contextualizes one approach to implementing DEI in59 practice at the graduate level.60 Understanding Graduate Engineering Education at the University of Virginia61 After the deaths of George Floyd, Breonna Taylor, and others, many universities created62 class offerings and other initiatives that reflected the need for deeper conversations about race.63 The University of Virginia Department of Mechanical and Aerospace Engineering (MAE)64 created a Graduate Student Board as part of their DEI-DRIVE (diversity, equity, and inclusion
Conference Session
PCEE Session 13: Equity in P-12 Engineering Education
Collection
2022 ASEE Annual Conference & Exposition
Authors
Mariam Manuel, University of Houston
]. Humans’ beliefs are at the core oftheir agency which includes self-regulated behaviors that allow an individual to take thenecessary actions to yield desired outcomes [14]. These agentic behaviors include intentionalityand forethought which help guide the plans for action, as well as self-reactiveness and self-reflection which allows for one to persevere through challenges and self-examine their progress[13]. Acknowledging that an individual’s sense of agency leads them to actively regulate theirown experiences emphasizes the significance of exploring teacher agency and pedagogicalbeliefs.Below is the overarching research question that informed the methodology, and is situated in thetheoretical underpinnings of social cognitive theory [12], [13
Conference Session
Engineering Ethics Division: Ethics Education Assessment
Collection
2022 ASEE Annual Conference & Exposition
Authors
Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida
responsibility and, for some students, elevated the importance ofcompany loyalty. Thus, we see the potential negative impact of engineering internships without anopportunity to reflect on engineering ethics as a component of those engineering practiceexperiences. We further see the positive potential of such reflection during internship experiencesif it occurs in a nurturing environment that supports ethical development.The potential of a pedagogical approach that includes reflection coupled with an internshipexperience is supported by the literature that indicates that case study analysis, reflectivejournaling, and subsequent reflective discourse can indeed impact beliefs and identity development[10-11]. Parsons et al. show that experiences like
Conference Session
NSF Grantees Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Katherine Goodman, University of Colorado, Denver; Heather Lynn Johnson; Maryam Darbeheshti, University of Colorado, Denver; David C. Mays; Tom Altman
Tagged Topics
Diversity, NSF Grantees Poster Session
Engineering, Design and Computing at the University of Colorado Denver, afaculty learning community (FLC) is exploring how to apply known pedagogical practicesintended to foster equity and inclusion. Faculty come from all five departments of the college.For this three-year NSF-funded project, Year 1 was dedicated to deepening reflection asindividuals and building trust as a cohort. Now, in Year 2, the FLC is focused on translatingpedagogical practices from literature and other resources into particular courses. This cohort hasexperienced some adjustments as some faculty leave the FLC and new faculty choose to join theFLC. Since this cohort continues to grow, this paper presents key features that have supportedthe FLC’s formation and then transition
Conference Session
Faculty Development Division (FDD) Technical Session 8
Collection
2023 ASEE Annual Conference & Exposition
Authors
Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division (FDD)
inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering
Conference Session
Engineering Technology Division (ETD) Technical Session 6
Collection
2023 ASEE Annual Conference & Exposition
Authors
Mahesh Kumar Pallikonda, Austin Peay State University; Ravi C. Manimaran, Department Chair, Engineering Technology, Austin Peay State University
Tagged Divisions
Engineering Technology Division (ETD)
and deliverables of the project are clearlystated in advance to keep students informed. The objective of this project is to incorporateIndustry 4.0 skills and knowledge to the students in addition to learn the methods to stay currentin industry. The project deliverables are (1) students will present their work to the rest of theclass, and (2) submit a reflective paper on their experience. This paper will discuss the setup ofresearch problems, survey results of the student experience before and after working on theproject, and summary of findings on the student experience from the reflective papers. Reflectivepapers serve as a tool both to summarize the student experience and for continuous improvementin the context of this project and future
Conference Session
Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance
Collection
2023 ASEE Annual Conference & Exposition
Authors
Timothy Aaron Wood, P.E., The Citadel; Stephanie Laughton, The Citadel
Tagged Divisions
Civil Engineering Division (CIVIL)
reflection implementation asks students to submit initialattempts at the homework problems to earn credit for completion. Then the students use aninstructor-provided solution to check and correct their work, also for completion-based credit.Alongside the dual submission homework problems, students may develop their metacognitiveskills by completing short reflections on their learning. To increase student responsibility forcontent mastery in a junior-level course, initial submission with immediate assessmentimplementation asks students to check their own work without granting credit for corrections. Ina senior-level course, an auto-graded with rework submission implementation gives students anopportunity to earn 100% credit regardless of initial
Conference Session
NSF Grantees Poster Session
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin
stay for longer than 10 minutes and engagein at least one activity or conversation. Students who entered the makerspace and left are notcounted as participants. At the conclusion of each engagement activity, the SELs were asked tocomplete a post-event evaluation form where they reflected on the successes and challenges ofthe events. The contents of the post-event reflection are detailed below in Table 1.Table 1: Post-Event Reflection Instrument Number Question Response Type 1 What was your impression of the level of Likert Scale, 1 (Terrible) to 5 engagement of the student participants? (Excellent) 2 From your perspective, was the activity
Collection
ASEE-NE 2022
Authors
Rafe Steinhauer, Dartmouth College; Solomon G. Diamond, Dartmouth College
a workshopon equity and inclusion in teams with a focus on common manifestations of gender exclusion onteams. New teamwork assignments included: the early development of an articulation of teamvalues and management strategies; and a reflection and revision of that articulation one monthlater. The individual pulse-checks asked students: to rate their team on a 1-10 scale foreffectiveness, enjoyment, and equity; to comment on these ratings; and an option to raise a “redflag,” which would prompt an instructor to reach out to that student for a confidential check-in.In the new TA program, three students—who had taken the course the prior year—were eachassigned a set of teams with which to hold regular check-ins. Methods for evaluating
Conference Session
Design Mental Frameworks
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Shraddha Joshi, James Madison University
Tagged Divisions
Design in Engineering Education
, and gears, which generate and convey mechanical motion. Inaddition to studying these physical elements, the students investigated the mechanics ofstorytelling, and they explored the historical and creative relationship between automation andnarrative. Through hands-on projects, students designed and fabricated basic automata that givelife to stories of their own design. From the project deliverables and student reflections, theauthor finds that incorporating storytelling and automaton creation had three major impacts onstudent learning. First, it allowed students to create connections between elements of storytellingand engineering and provided a new perspective to approach engineering problems. Second, itallowed students to think out-of-the
Conference Session
Pre-College Engineering Education Division Technical Session 8
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire
Tagged Divisions
Pre-College Engineering Education
Professional Identity Development”, where she explored Secondary Science Teacher beliefs and practices through reflective practice. Her research interests have focused broadly on issues of understanding (i) how teachers’ beliefs impact their classroom practice, (ii) teachers’ conception of STEM and (iii) teachers’ attitudes toward culturally diverse students. Additionally, she is passionate about working to help prepare culturally responsive science and math educators.Dr. Feng Li, Florida International University Feng Li has a Ph.D. in Curriculum and Instruction with a specialization in STEM Education. His research interests include integrated STEM education in K-12 settings.Dr. Jeanna R. Wieselmann, Southern Methodist
Conference Session
First-Year Programs: Virtual Instruction in the First Year II
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Randy Hugh Brooks, Texas A&M University
Tagged Divisions
First-Year Programs
, guiding feedback is key in constructivist design operation. “Gagne and Driscoll consideredthe provision of informative feedback to be as important as setting of problem situations” [1].Any student work must have a mechanism in place to provide timely, constructive feedbackwhether that feedback is through reflection, instructor grading, or as part of an IntelligentTutoring System (ITS). Multimedia offerings must be followed by a relevant discussion orreflection regarding the content, and assessments must be followed by timely feedback.The nine events of instruction provided by Gagne create a somewhat strict template in thelecture-based lesson environment while providing a skeletal framework for guiding studentsthrough problems worth solving in the
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University
Tagged Topics
NSF Grantees Poster Session
to market-driven design approaches and tools in an engineering design course. Thefollowing research questions (RQs) are explored:RQ1: To what extent do undergraduate engineering students’ initial conceptions of design account for the market context, such as competition and consumer considerations?RQ2: In what ways do these design conceptions change after introducing market-driven design techniques and tools in a design course?RQ3: What types of student assessment (e.g., surveys, written reflections, project reports) are significant predictors of evolving design conceptions at a topic level? andRQ4: Does the introduction and use of a market simulator tool correspond with a change in design conceptions?By exploring how current
Conference Session
Engineering Communication II: Curricular Practices, Integrations, and Collaborations
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy
Tagged Divisions
Liberal Education/Engineering & Society
ability to identify and use appropriate technical literature” [4].Program GoalsWhatever form it took, an enhanced technical writing program would have to meet these goals: • Support ABET’s instruction to produce students proficient in technical communication skills • Respond to employer requests for freshman co-op students more versed in business and technical writing tasks • Teach students a portable set of writing and presentation skills • Help students develop a process approach to writing that includes audience, purpose, context, research, and format considerations • Encourage students to develop a self-reflective approach to writing projects with the goal of becoming more proficient writersEmbedded Technical
Conference Session
NSF Grantees: RED 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington
Tagged Topics
NSF Grantees Poster Session
or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineer- ing curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership team that has developed innovative ways to integrate Humanities, Science, Math, and Engi- neering curriculum into a studio based education model. In 2015, Sriram was selected as the Outstanding Young Alumni of the year by the School of Informatics and Computing at Indiana University. Sriram serves as a facilitator for MACH, a unique faculty development
Conference Session
Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego
Tagged Divisions
Biomedical Engineering
[23] and fracture fixation devices [24].Written assignment. Students are given a week to read the article and turn in a 1-2 page writtenassignment detailing a summary of the article, an evaluation of the article, and a list of definedterms. In the summary section, students summarize the introduction, materials/methods, resultsand discussion sections of the paper. In the evaluation section, students are asked to reflect onhow the authors have interpreted the data, how the data are presented and the appropriateness ofthe experimental design chosen by the researchers. Furthermore, the students are asked toevaluate whether the authors’ claims are supported by the data as well as if there are any missingexperiments that they would recommend to