Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Glen Livesay; Kay C Dee

summarizes students’ self-reportedpreferences for receiving information visually or verbally, processing information in an active orin a reflective manner, focusing on sensory or intuitive types of information, and understandinginformation in a sequential or a global fashion. The ILS can be used to identify an overallpreference or to describe a degree of preference (mild, moderate, strong) for a learning style, andis a valid assessment tool for the purpose of discussing teaching and learning [2,7]. With priorInstitutional Review Board approval (#UT316), we administered the ILS to all students attendingthe first day of the Fall 2002 session of ENGR 100, the first-semester introductory engineeringcourse at Tulane University. The ILS was administered a

Conference Session

TIME 5: Solid Mechanics

Collection

2004 Annual Conference

Authors

Nashwan Younis

9.317.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Educationtheories of stress concentrations. The combined effects of assembly stresses in the MachineDesign course are not covered. In fact, the literature review showed that many articles have beenwritten about SCF around holes in members in tension; the literature is bereft when describingthe effect of bearing and contact stresses. In 2003, utilizing the methods of reflected andtransmitted caustics, the effects of assembly stresses were indirectly mentioned in regard to thestress field in a plate5.Experimental stress analysis laboratory practice improves the

Conference Session

Mentoring Graduate Students

Collection

2005 Annual Conference

Authors

Timothy Murphy; Jamie Phillips

semiconductor device courses are typicallyreliant on visualization methods. 20 16 Active Reflective Sensing Intuitive 15 12 CountCount 10 8 5 4 0 0 -12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12 -12 -10 -8 -6 -4 -2 0 2 4 6 8 10

Conference Session

Trends in Construction Engineering Education

Collection

2003 Annual Conference

Authors

David Riley

newalternatives and depart from established comfort regions of their respective disciplines andpractices, they must simultaneously reconfigure their approaches to design processes.A widely accepted concept in green building design and construction is a shift away from linearand sequential design processes towards a more iterative and integrated process. This approachallows the relationships between building systems and features to be considered in more robustand efficient ways, and can lead to more minimalist design decisions in creating more elegantbuildings. For example, the decision to use a more reflective paint can improve the efficiency ofindirect lighting and as a result, lower cooling and mechanical system loads, thus minimizing ductand equipment

Conference Session

Motivating Students to Achieve

Collection

2004 Annual Conference

Authors

David Socha; Valentin Razmov

number of reflective and analytical techniques. Thesetechniques help the students learn how to work in teams and on projects. As we, instructors,were preparing to teach the course for a third time, we had to sort out a confusion in the coursedesign, brought about by the presence of many techniques taught in many ways. We devised amethod to organize these techniques by scope (for individuals, teams, projects, systems) on oneaxis, and by how they were taught (as mini-lectures, homework assignments, project experience,coaching sessions, experiential sessions, etc.) on another axis. This enabled us to see “holes” inour course design that were not obvious before. As a result, we adjusted our prioritiesaccordingly and focused our efforts. This paper

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Heinz Luegenbiehl

Page 8.1065.1duties.”3 In fulfilling their responsibilities, engineers are not only accountable, but also need to begranted professional autonomy as a necessary correlate. Autonomy requires engineers be able toexercise independent authority regarding the appropriateness of technical decisions, as well as aboutthe moral implications of those decisions. When making moral judgments, engineers have two explicit, and one implicit, sources onwhich to rely. The explicit sources are the professional codes of ethics and moral theory. Theimplicit source is the engineers’ cultural background in the form of moral intuitions. Codes of ethicsare historically evolving documents which reflect agreed upon standards within the engineeringcommunity

Conference Session

Innovative Curriculum In Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware

Tagged Divisions

Engineering Technology

. Recent revisions of theET program that include the addition of a four-year seminar series focusing on professionaldevelopment and documentation of student workplace competencies / program outcomes wentinto effect for students entering fall semester 2010. Students, as a requirement for graduation,must individually submit integrative and reflective ePortfolios to document with direct evidencetheir intellectual growth and mastery of the ET program’s workplace competencies. Compilationof the ePortfolio contributes to the students’ professional development, and its completion andsubmittal for summative evaluation in the senior seminar is considered a fundamental componentof the capstone experience. The four-year seminar series provides an opportunity

Conference Session

Innovative Learning, Comparative Learning Analysis, and Lessons Learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Md. Rezaul Karim

Tagged Divisions

International

in significance testing because many test statistics follow this distribution when the null hypothesis is true6. The Chi Square test of equality of proportions was used as the data was collected from multiple independent populations and the hypothesis to be tested was that the distribution of some variable is the same in all populations. Students were categorized into the dimensions of active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Therefore, a 2x2 contingency table Chi Square test was preferred since it would provide meaningful results for the current data set. Statistical analysis was performed for each dimension of learning style to test the following three hypotheses:1. Students from the

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mariana Tafur, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

environment for developing analytical, systematic and logical thinking. Authors suchas Cash and colleagues4 and Johnson26 propose that to diagnose is an important skill fortroubleshooting. Jonassen and Hung33 explain the process of diagnosis by identifying the fault orproblem that is preventing the system to work: The diagnose of a fault in a system is the analysispart of the troubleshooting process, where the person has to compile the information gathered inprevious steps, to draw a conclusion and in order to make the next action. The diagnosis is thefinal stage of feedback, because the reflection on the information the system gives to thetroubleshooter is used to go a step further.Using feedbackPermanent feedback is an equally important element for

Collection

2001 Annual Conference

Authors

Larry Shuman; Justin Chimka; Mary E. Besterfield-Sacre; Jack McGourty; Harvey Wolfe

students take in and process information in different ways. Using theoriesfrom cognitive psychology, Felder and Silverman characterized learners according to fivedifferent dichotomies [3]. These are: sensing or intuitive; visual or verbal; inductive ordeductive; active or reflective; and global or sequential. For example, some students tendto focus on facts and data, while others are more comfortable with theories and models.While certain students prefer learning by obtaining information visually, others learnmore effectively by auditory means. Many students prefer to learn by interacting withothers people; however, there are individuals who prefer a more introspective approach.The key point is that there are many different ways that students

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University; Stephanie Adams, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

screening survey. Approximately 70instructor survey respondents have shared their personal experience and perceptions around non-traditional modes of teaching over a series of three semi-structured interviews. Specifically,participants were prompted to reflect on contextual barriers and affordances that impact theirdecision-making processes around active student engagement in the classroom. The second effortconsists of a mentoring component in which participating faculty are continuously engaged inthe innovation and development processes tied to EBIP-implementation in the classroom. Thiscollaborative development has created a supportive space in which faculty are encouraged to testnew EBIPs in their courses and reflect on the challenges and

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

student reflections (n = 4,238) collected by the cooperative education office ata large Midwest public university to identify substantive themes and form an interview protocolto explore the two constructs of interest. We used descriptive analyses with closed-ended responsesin the reflections and inductive coding with the open-ended responses. After extracting relevantinsights from the reflections, the next phase will employ a phenomenographic lens to pinpoint howcollege and cooperative education (co-op) experiences influence engineering students'professional identities and career goals. We plan to conduct interviews with approximately 15students. We expect that by identifying ways to better align team-based activities with real-worldteamwork

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Mohammad Waqar Mohiuddin; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University

Tagged Divisions

Educational Research and Methods Division (ERM)

found videos to be an effective andefficient way to share material that would allow any instructor to teach the module with limitedtraining. The first video was a short summary of Module 1 outlining teamwork skills, the stagesof team formation, and a team charter. The video helped students recall the information theylearned the previous year and linked it to Module 2.Before the second video, the class engaged in a discussion prompted by the question: “Whatfactors affect effective team communication?” This encouraged individual reflection and primedthe students to learn more about communication. The ten-minute video developed by Dr. CarlosCorleto, a member of our team, was then shown. Dr. Corleto shared that the number one reasonteams fail is

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

William DeLuca, North Carolina State University; Nasim Lari, North Carolina State University; Jeremy V Ernst, North Carolina State University; Aaron C. Clark, North Carolina State University

Tagged Divisions

Engineering Design Graphics

social systems become more complex, the aptitude for data-driven decisionmaking becomes even more critical. Data made publicly available through GRIDC provide atremendous educational tool for STEM students. Rather than simply reviewing journal papers orreports, they can analyze the data visually and build models to answer relevant questions.Analysis using recorded time series data gives students the opportunity to formulate sound, datadriven judgments based on technical visualizations about the performance of renewables. An advantage of using data derived from renewable energy technologies as a content areais that undergraduate students have the prerequisite knowledge to understand the technology andrelated data because the data reflect

Conference Session

Laboratory Development in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vladimir Mitin, University at Buffalo, State University of New York; Nizami Z. Vagidov, University at Buffalo, State University of New York; Athos Chariton Petrou; Xiufeng Liu, University at Buffalo, State University of New York

Tagged Divisions

Electrical and Computer

. Page 22.478.4In the last and the eighth lab “Transitions between confined subbands in the conduction andvalence bands in GaAs/AlGaAs heterostructure quantum wells (inter- and intra-bandtransitions)” students study properties of the objects with dimensionality higher than quantumdots – quantum wells (two-dimensional objects). In this experiment the students create a quasi-monochromatic light beam using the combination of a broadband source (tungsten-halogenlamp) and a grating spectrometer. The beam is reflected from the surface of a GaAs/AlGaAsquantum well and the intensity of the reflected light is measured as a function of the incidentphoton energy. The samples are placed in an exchange gas cryostat operating at liquid nitrogentemperature

Collection

1997 Annual Conference

Authors

Sumit Ghosh; Raymond Kuo

describes a correlation-based, scientific study to evaluate the proposed model,wherein the parameter design reflects the knowledge and experience acquired during the second author'stenure as an advisor to the undergraduate admissions office for the Sc.B. engineering program at BrownUniversity between 1989 and 1992. During this period, the second author examined over 900 randomly-selected applicants from diverse cultural and socio economic backgrounds and geographical regions in theUS and international applicants and his assessments were treated as ``first reads,'' or key evaluations. Thepaper develops key non-financial aid related criteria -- academic and non-academic, based on those actuallyused in the selection of applicants into the Sc.B

Conference Session

Outreach Projects: Promoting Energy Efficiency and Education in General

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ashley Banaszek, Missouri University of Science & Technology; Richard H Hall, Missouri University of Science & Technology; Mehdi Ferdowsi, Missouri University of Science & Technology

Tagged Divisions

Energy Conversion and Conservation

consisting of five components: active learning, visual learning, challenge, applicability, and interest. Further, students rated the project courses significantly more positive on these dimensions. Finally, students were found to be near the mid-point on the ILS active/reflective and sequential/global dimensions; while strongly favoring a visual and sensing style on the visual/verbal and sensing/intuiting dimensions respectively.IntroductionElectric drive vehicles, or EDVs, represent a technology that has gained much attention over thepast decade. With the fluctuations in fuel prices as well as more visible pollution and recentdisasters, many industries and consumers alike are realizing the need for alternative

Conference Session

Main Plenary 2 - Establishing Innovative Strategies Through the Virtuous Cycle of Research in Engineering Education - Korean Society for Engineering Education (KSEE)

Collection

2012 ASEE International Forum

Authors

Dong Joo Song, Yeungnam University

Tagged Topics

ASEE International Forum

engineering ethics education in Korea is to bepresented in the paper. Various courses handling ethical issues in many universities areto be discussed. And international cooperation between JSEE and KSEE on engineeringethics education will be discussed. It is only a beginning in Korea, however, due toABEEK accreditation, i.e., ethics outcome and due to societal needs to educateengineering students with responsible, critical and reflective ethical thinking capability,engineering ethics education will be emphasized greatly in Korea and further variousaction including government financial support will be developed to improve currenteducation system. Page 17.13.2

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Kalaani, Georgia Southern University

Tagged Topics

Student Development

/reflective learners,sensing/intuitive learners, visual/verbal learners, and sequential/global learners. The differentconglomeration of these scales for the students in any cohort forms a specific cognitive profile.We used the Felder-Soloman index of learning styles survey to determine the dominant learningstyles within a cohort of students. Knowing the students’ cognitive profile helped us adapt ourteaching styles to achieve an optimal learner-centered classroom. We mainly focused onactivities that would engage the majority of the students, to help facilitate the learning processand consequently, improve the students’ achievement. The effectiveness of this approach wasquantitatively verified by assessing the students’ satisfaction with the learning

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Biomedical

” in the group tomake since of the data collected andobservations with the variousmeasurement devices. Throughdiscussion, report writing andpresentations, the students revise theirmental models to reflect their Page 15.1309.4understanding of the related concepts. Figure 1: Students became “experts” with particular technology to share with future groups.Activity DesignStudents were first divided into groups to become “experts” with a particular measurementdevice or technology (Figure 1). Each group did an activity which allowed them to explore thefunctionality

Conference Session

Design and Innovation

Collection

2002 Annual Conference

Authors

Durward Sobek

design course as a data collection method. TheMechanical Engineering design instructors agreed, and starting in Fall 2000 students wererequired to document their activities, ideas, and reflections in a design journal as part of the seniorcapstone experience. Journals were evaluated and assessed a score, which constituted part ofeach individual’s course grade.Although the primary motivation for implementing design journals was to collect data on studentprocesses, the cognitive benefits of the practice are potentially substantial. So this paper will firstsummarize some of the education literature on writing to learn in general, and on journaling inparticular. It will then describe journal re-introduction into the senior capstone course

Conference Session

Student Teams and Active Learning

Collection

2002 Annual Conference

Authors

Alice Agogino; Ann McKenna

designed to support reflection, collaboration, andpresentation of concepts from multiple perspectives and contexts. SIMALE was implementedwith middle and high school students with three treatment variations: (1) environment with focuson Lego exercises to engage in hands-on physical activities, (2) environment with focus on aweb-based computer module, and (3) environment with both the computer module and Legoexercises. Learning was measured in three categories: analytic problem solving, conceptualunderstanding, and drawing and modeling ability. The assessment found that studentssignificantly increased their understanding in all three categories for all treatment variationswithin SIMALE. The results revealed unexpected dramatic results in equalizing

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Barbara Silver Thorn, Marquette University; Karla Bustamante, Itesm chihuahua

Tagged Divisions

Biomedical

for the students on exchange in 2012-13 (3 in fall, 5 in spring) have been conducted;post-exchange assessments will be completed before the end of the academic year. Thepreliminary results of these assessments are summarized below for each of the respectiveeducational objectives.Although the pre- and post-participation healthcare survey responses did not reflect increasedgeneral awareness of healthcare systems (objective 1), post-participation interviews of theexchange applicants reflected clear increases in understanding of rehabilitative technology Page 23.1400.43 https://gpi.central.edu4 http://www.actfl.orgspecific to the

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Kimberly Joy Perram; Vivian Gregory Alexander

Tagged Divisions

Graduate Studies

providing feedback to instructors is likely to help them to reflect on their owninstruction. Comparison of achievement among groups indicated that there are statisticallysignificant differences among groups. No students scored very low for their final grades (lessthan 60% in achievement in T condition), and it seems that students in the T group tend to dobetter than students in C1 or C2 groups, although effect size is relatively small. However, thenature of the review session at an individual meeting needs to be refined for highlighting theutility of feedback provided by G-RATE. This paper concludes with insight about future workusing the G-RATE.Introduction and G-RATE Background The Global Real-time Assessment Tool for Teaching Enhancement

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Homero Gregorio Murzi, Virginia Polytechnic Institute and State University; Prateek Shekhar, Virginia Tech; Timothy Kinoshita, Virginia Polytechnic Institute and State University; Christina Seimetz Wade, Virginia Tech; Richard M. Goff, Virginia Tech Department of Engineering Education; Debarati Basu, Virginia Tech

Tagged Divisions

Graduate Studies

. Articulate correspondences and differences between education theory and education practice 3. Perform peer reviews of other instructors and constructively discuss their performance 4. Productively reflect on your teaching practices to enhance or improve the student learning environment 5. Draw on your classroom experiences to develop useful formative assessments 6. Develop a teaching portfolio that articulates and illustrates your teaching philosophy 7. Develop a workshop class on a specific topic to experience curriculum and assessment design.The class met weekly for 2 hours and 45 minutes, and was typically a casual round-tableenvironment where GTAs, facilitated by an experienced engineering faculty member

Conference Session

INVITED PANEL: Preparing your Teaching Portfolio

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

New Engineering Educators

about theirteaching.Introduction: What Type of Teaching Portfolio are We Talking About?Teaching portfolios take a variety of forms (e.g., papers collected in a three-ring binder;multimedia-rich electronic documents), are used in a variety of educational settings (from pre-Kto post-graduate education), and are prepared for a variety of reasons. For example, a portfoliomay be formative in nature, serving as a place for collecting evidence of improvements inteaching, reflections on one’s identity as a teacher, or to share experiences with colleagues in anorganized way. The main purpose of these portfolios might be described as ‘improvement’1(both documenting and encouraging improvement). Portfolios can also be summative in nature,designed to

Collection

2023 ASEE Midwest Section Conference

Authors

Mirit Shamir; Matthew Sanderson; Rebecca Cors; Nathan Hendricks; Stacy Hutchinson; Prathap Parameswaran; Melanie M. Derby

and practice, and design to establish knowledgebase in system thinking concepts and tools. Course grading includes reflections and analyses,system component maps, and a final project, an integrated system map. The evaluation resultsthrough the four (4) cohorts show that student ratings about their perceived ability to performFEW systems tasks improved from the beginning to the end of the course, from ‘somewhat able’to ‘very able.’ Students rated most course activities as “very useful”.IntroductionSystems thinking is an approach for examining complex events and systems in a holistic way [1].Its origin dates back thousands of years ago to indigenous cultures [2], and it is a framework forbetter understanding linkages and connections between

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Lynn Realff, Georgia Institute of Technology; Sydney Mae Ayers; Julianne Latimer; Lily Sullivan; Clara Blue Templin

Tagged Divisions

Design in Engineering Education Division (DEED)

classes was lower than that for students in small classes(Figure 3).Figure 3: Response rates for large classes (1,079 students in six sections) was lower than those of smallclasses (15-20 students per section).Students were asked to rate their agreement with six different statements.Statement 1: The pre-work prepared me for the in-class discussion.Statement 2: This session equipped me with a defined and common language by which a team could discuss the various skills and strengths of different members.Statement 3: This session aided my ability to discuss team strengths and skills with a view to developing specific and helpful strategies for my team.Statement 4: This session helped me to reflect on past team

Conference Session

Panel: AI and Engineering Technology Education: What, Why, How?

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jody Lee Alberd, Austin Peay State University; Mahesh Kumar Pallikonda, Austin Peay State University; Ravi C. Manimaran, Austin Peay State University

Tagged Divisions

Engineering Technology Division (ETD)

dyslexia, dysgraphia,dyspraxia, attention deficit hyperactivity disorder (ADHD), and challenges related to executivefunctioning are among the factors that can create substantial barriers for students. These barriersare particularly pronounced in students with average to above-average intelligence, where thereexists a stark contrast between their understanding of complex technical material and their abilityto articulate this knowledge through writing. These challenges often result in written assignmentsthat fail to truly represent the student's level of comprehension and analytical abilities, therebynot reflecting their true potential or depth of understanding. Recognizing and addressing thediverse needs of neurodiverse students is crucial in

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Alexander Steven Victor Krummi; Arynn J. Lorentz, Iron Range Engineering; Cody Mann, Minnesota State University, Mankato; Kaitlyn Mann; Andrew Lillesve, Minnesota State University, Mankato

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

these five reflections were collected, ateam of six researchers reviewed the five reflections, using manual preliminary coding methods[10] to take notes of words, phrases, or ideas that emerged. The group then met together todiscuss their takeaways. This led to coding the findings into categorical themes of the roles alearning coach takes on to be successful. While these methods were fairly informal, this is afoundation for future research directions that will evaluate the approaches and outcomes of thelearning coach to student relationships in both qualitative and quantitative ways.ParticipantsSome demographic information relating to the five facilitators who provided written reflectionson their experience as learning coaches is reflected in