Conference Session

Civil Engineering Division Technical Session 6

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. A. Karim, Kennesaw State University

Tagged Divisions

Civil Engineering

challenging problems that areauthentic, curriculum-based, and often interdisciplinary. Learners decide how to approach aproblem and what activities to pursue. They gather information from a variety of sources andsynthesize, analyze, and derive knowledge from it. Their learning environment is inherentlyvaluable because it's connected to something real and involves adult skills such as collaborationand reflection. At the end, students demonstrate their newly acquired knowledge and are judgedby how much they've learned and how well they communicate it. Throughout this process, theteacher's role is to guide and advise, rather than to direct and manage, student work. PBL is alsoa model that organizes learning around projects. According to the definitions

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the studentswith the higher incoming confidence, regardless of tasks completed). Page 26.1328.14AcknowledgmentsWe are grateful for support provided by the National Science Foundation under EEC-0953698.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.2. Vogt C. Change: Motivational Factors for Women in Engineering: Self-Efficacy and Academic Self- Confidence.; 2005.3. Vogt CM

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

technicalities such as spelling or grammar. Instead, focus your writing process on your personal reflections. If you have any questions, please let me know and I will be glad to assist you.The first page of the activity listed 12 broad values not directly related to academic performance:being good at art; creativity; relationships with family and friends; government or politics;independence; learning and gaining knowledge; athletic ability; belonging to a social group(such as your community, racial group, or school club); music; career; spiritual or religiousvalues; and a sense of humor. The instructions asked students to circle 2-3 values that are ofpersonal importance.Page 2 of the activity asked students to write a few sentences

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Joseph Lombardo, Harvard School of Engineering and Applied Sciences; Daniela Faas, Harvard University; Avinash Uttamchandani, Harvard SEAS; Evelyn Lynn Hu, SEAS Harvard

Tagged Topics

Diversity

Tagged Divisions

International

. (ABET 3b, 3e) • Reflection: Critically reflect utilizing multiple forms of communication (oral presentation, poster presentation and formal report writing) (ABET 3e, 3g) • Communication: Communicate ideas/concepts to audiences in multiple cultures. (ABET 3g, 3h) • Collaboration: Effectively collaborate in multidisciplinary teams of students, faculty, staff, and outside constituents (ABET 3d)During a typical course, there can be quite a bit of interaction between students with differentcultural and social backgrounds. However, these interactions are set in the context of anacademic location (in this case, Cambridge, MA or Hong Kong). Very few of the engineeringstudents at Harvard and Hong

Conference Session

Hands-on Active Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aurenice Menezes Oliveira, Michigan Technological University

Tagged Divisions

Engineering Technology

thinking about what they are doing.” While EET course are traditional hands-on with the“doing” part well emphasized – the “thinking” part quite often is not well explored. An instructorinformed and educated in active learning can incorporate teaching mechanisms to explore the“thinking” and additional engagement of students.2.1 Student’s Preparation for Active LearningIt is a good practice for instructors to talk to students in the beginning of the course to brieflyexplain the type of active learning approaches that will be used in class, setting up instructors’expectations, and emphasize that the active learning approaches used in class will be reflected inquizzes, exams, homework, lab reports, and other assignments.9 One suggested starting point

Conference Session

Software Engineering Constituent Committee Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Heidi J. C. Ellis, Western New England University; Gregory W Hislop, Drexel University (Eng. & Eng. Tech.); Sarah Monisha Pulimood, The College of New Jersey; Becka Morgan, Western Oregon University; Ben Coleman, Moravian College

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Constituent Committee

study. Note that Likert scale items allow for both agreement and disagreement.Table 3 below contains sample survey items for the three aspects under study. The “H6” itemrelates to student motivation (aspect 1), the “SE2” item relates to perceived software engineeringlearning (aspect 2) and the “G2” item relates to impact on major and career plans (aspect 3). Thesurvey items are worded so that the positive outcome, Ha, will be reflected by student agreement(“agree” or “strongly agree”) with each statement. ID Item H6 Working with an H-FOSS community to develop a project has increased my interest in computing. SE2 I am comfortable that I could participate in the planning and development of a real-world software project. G2

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Nilsen, VentureWell; Victoria Matthew, VentureWell/Epicenter; Angela Shartrand, VentureWell; Thema Monroe-White, SageFox Consulting Group

Tagged Divisions

Entrepreneurship & Engineering Innovation

example.The overarching purpose of the landscape analysis process is to have teams consider thestrengths and gaps on their campuses. This process provides team members with a sharedunderstanding of the unique opportunities and challenges on their campus, and forms afoundation on which to develop plans for growing their entrepreneurial ecosystem.The tool was originally designed as a spreadsheet for teams to document “assets” on theircampus (e.g., courses, extra-curricular offerings, spaces, champions). The tool alsodefined the terms “innovation”* and “entrepreneurship”† to support shared understanding.Finally, the tool guided teams in reflecting on various dimensions of their schools’ecosystem as a whole – the balance between electives and required

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Susan Lowes, Teachers College/Columbia University; Devayani Tirthali, Brown University; Arthur H. Camins, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

teachers agreed,the degree of learning was not reflected in the assessment scores. Furthermore, althougheducators felt that the curriculum had helped their students learn engineering design throughhands-on activities, student results did not show increases in learning of the Engineering DesignProcess. This suggests that more explicit instruction in science and programming content and theengineering design process may be required for deeper learning.IntroductionRobotics is a timely, relevant and exciting field that incorporates a very broad spectrum ofengineering, science, and information technology disciplines. Robotics curricula have beenwidely used in both formal classroom instruction and out-of-school contexts and at many gradelevels to engage

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keilah Maria Tablante Bias, University of Prince Edward Island; Daniel Larsen, University of Prince Edward Island; Libby Osgood P. Eng, UPEI & Dalhousie University; Alex Gamble, University of Prince Edward Island; Spencer Paul Montgomery, University of New Brunswick

Tagged Divisions

Community Engagement Division

required to maintain a log book recording the design process, as well as their thoughts and reflections. • At the end of the semester students a required to submit a portfolio of their work & meet with the professor for evaluation. • The design teams are formed from students with varying interests and D Team Work discipline choices. This combination of ideas contributes to the strength of the projects. • Teams are self-directed • Deliverables were intended to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Anne Earl, University of Illinois at Urbana-Champaign; Dong San Choi, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

Students specifically mentioned splitting up projects into pieces and never necessarilyworking together as a team. The delegation of tasks occurred in such a way that limitedteammate interactions. This reflects a lack of relatedness, neglecting the process of workingtogether to integrate individual aspects of the project and sharing knowledge. In essence, teammembers did not engage in teamwork; instead, they completed what amounts to individualprojects. In fact, the following student quotes depict teamwork as a last resort or even go as far asexpressing an interest in not working together at all. In some instances, groups assigned one specific team member the individual task of“putting all the pieces together.” Interestingly, in the quote

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Johanna Lönngren, Chalmers University of Technology; Magdalena Svanström, Chalmers University of Technology

Tagged Divisions

Environmental Engineering

and Kitchener’s suggestion that interview and essayapproaches to assessment (rather than multiple choice tests and questions with definite answers) Page 26.255.11are preferable13. Neither group has explicitly suggested an approach that would allow theeducator to assess how students arrive at their conclusions. While the approach suggested bygroup I requires students to provide arguments for why they think a certain problem is a WSP, itdoes not require students to reflect on the process of identifying the problem and arguments forit’s description as a WSP. We suggest that this aspect could be added by asking students to alsoexplain to each

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

. Finally, the authors thank Dr.Julie Kalnin for conducting the focus group and overall program evaluation.This material is based upon work supported by the National Science Foundation under awardnumber DUE - 1317238 and is supported in part by funds given to the National ScienceFoundation by the Intel Foundation and the GE Foundation. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References 1. American Society for Engineering Education. 2012. Going the Distance: Best Practices and Strategies for Retaining Engineering. Engineering Technology, and Computing Students. http://www.asee.org/retention

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

responsible for thesuccess of the project even though a team failure may result in some self-flagellation. We often learnmost in failure and so do students. Sponsors have experienced failure also. Still the goal of Capstone isfor students to learn to apply design, and to expand their engineering knowledge, skills and abilities KSAsbeyond what they’ve learned in the classroom and that may involve failure on some level; the goal is notto induce failure. Let ‘em stumble. Let ‘em fall. Let ‘em pick themselves up. As a faculty advisor,guide them in reflecting on what happened and push them to excel.This guide is offered in the spirit of helping students and faculty excel in Capstone. This is the facultyversion. Use this in conjunction with the “Purple

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey & Universidad Andrés Bello; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

reflects the physicist’s way ofunderstanding the world, so we should teach physics that way.The importance of nurturing a scientific curiosity and motivating young students’ understandingof science has been addressed for many years1 and that call invites everyone2. As Barak Obamarecently reinforced: “we want to make sure that those who historically have not participated inthe sciences as robustly -girls, members of minority groups here in this country- that they areencouraged as well”3. In this call, physics and mathematicians become the main filters of young Page 26.353.2students’ career decisions. We want them to select a program because it has

Conference Session

ECCD Innovative Teaching Applications

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad Dunkel, University of Idaho; Ryan A Oliver, BP; Tao Xing P.E., University of Idaho, Moscow; Herbert L. Hess, University of Idaho, Moscow; Steven W. Beyerlein, University of Idaho, Moscow; Dev S. Shrestha, University of Idaho, Moscow; Russell Scott Smith, University of Idaho Energy Plant

Tagged Divisions

Energy Conversion and Conservation

skills, the middleband (in bold) highlights design skills, and bottom portion (in italics) highlights communicationskills. Student and faculty perspectives were closely aligned. The client perspective wassimilar, but it reflected what was important in intermediate and final work products rather thanwhat transpired in day to day team activities. What was valued by students and faculty wassimilar to traditional capstone projects, but there was heavier weight given to thermodynamics,engineering economics, computer modeling, interaction with external stakeholders, and greater Page 26.357.15emphasis on technical presentations as well as report

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College; Donald George Pratt, Messiah College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

question of how to improve the course wereindicated that the students thought the tests were too hard, which is not an unexpected responseto this type of question.IV. Analysis and DiscussionCircuits 1 MisconceptionsUsing Circuits Concept Inventory (CCI) items or other final exam questions can help assess howwell students have learned essential aspects of the subject material, but also can reveal wheremisconceptions remain. An incorrect response on one of these items can reflect the deficiency ofindividual students, or if it wider spread among a majority of students in the class, a deficiency inthe teaching method that needs to be addressed. Focusing first on the poorest results with CCIitems from the previous section reveals the following

Conference Session

International Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ang Liu, Univ of Southern California; Yun Dai; James R. Morrison, KAIST, ISysE; Stephen Y. Lu, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

International

the distance students, it was attributed to the fact that “every team member is a full-timeworking professorial”, as a result, “everyone pulled their own weight and contributed equally”.On the other hand, in the rest of locally distributed teams where distance students were mixedtogether, multiple distance students had reflected that their voices tend to be “easily missed if notneglected”, because “the online facet has many conveniences, but my physical presence isabsolutely lacking and it is therefore very difficult to influence any of the group's decisions”.And more than one distance students suggested that they need to work more diligent and behavemore proactively than the other on campus students.No significant difference was identified

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Khalid El Gaidi, Royal Institute of Technology (KTH); Tomas Ekholm, Royal Institute of Technology (KTH)

Tagged Divisions

Mathematics

these examples, bearing in mind the initial differences in their programmingproficiency. Their use was still found stimulating.Rationale for the study – The context of mathematics in engineering educationDesigning engineering education with mathematics and physics in the first two years of theprogram is not a law of nature. 4 It can hardly be argued that abstract mathematics is taught in theinitial stages of programs for pedagogical reasons. Rather, such a design reflects a Tayloristicview of industrial production transferred to education where context-free bits and pieces aredispensed by specialists to be assembled to a coherent whole in the end. 5 Most engineeringteachers claim that they need to build on a ”solid” mathematics and science base

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University - San Marcos; Bobbi J. Spencer, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

deemedundesirable by the IABs: 1) the program was offered only in the summer sessions; 2) it requiredconsiderable academic supervisor oversight; 3) the internship grade was mostly determined bythe academic supervisor; and, 4) as a writing intensive course, some of the program requirementswere consuming students’ working hours in a manner that was inefficient. Specifically, theinterns had been required to prepare daily logs that painstakingly described the details of workengagement by the hour and an equally tedious, descriptive account of reflections of the studentson those activities. The summer-based, five-week long regimen could not permit the industry toaccomplish much of substance with an intern. The department’s industrial partners also had todeal

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Matthew Long, Deakin University; Sivachandran Chandrasekaran P.E., Deakin University; Simon William Cavenett

Tagged Divisions

First-Year Programs

student-student learning through online collaboration, where students and staff have interactive discussion forums, access to units, assessments items and engage with lecturers, tutors and other students.20 3. Reimagined learning experience through media-rich study materials and virtual learning environments.21 4. Providing modern tools (such as e-Portfolio) for storing, organizing, reflecting and sharing student learning with others.22 5. Online peer support, seminar groups and workshops to improve the students study skills.Deakin University students also have an opportunity to alternate and combine on-campus andonline education study modes into the undergraduate engineering program on a course-by-course

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omoju Miller, UC Berkeley

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

the role of mentors inattracting underrepresented students, previously constructed instruments from 12 in theirattitudinal study of CS in the Level Playing Field’s Summer Math and Science Honors Academy(SMASH) were used. Additional instruments were developed by the researchers to measurecultural competency. The survey uses a 5-point Likert scale (where 1 = Not Really, 3 = Neutraland 5 = Absolutely).Along with the surveys, interviews were conducted to get a deeper sense of the effectiveness ofthe BJC curriculum in attracting historically underrepresented students. These audio-recordedinterviews were conducted at the university with participants that either attended CS10, CS61A,or both. Furthermore, participants were carefully chosen to reflect

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

applicable to asignificant population of students and educators. Further, this case study is relevant toengineering education in that it centers around a classroom that is engaged in “application ofscientific knowledge to an engineering problem,” and NGSS frames this case study as anexample of its “vision of blending disciplinary core ideas, scientific and engineering practices,and crosscutting concepts.” Throughout this paper the authors examine and reflect on the purposes of science andengineering education as well as the ways in which large-scale science reforms (such as NGSS)attempt to address issues of access and equity that continue to persist in science and engineeringeducation. In future, the authors hope to analyze other NGSS case

Conference Session

Engineering Physics & Physics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott Kirkpatrick, Rose-Hulman Institute of Technology; Richard W. Liptak, Rose-Hulman Institute of Technology; Renat Letfullin, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Physics & Physics

. Using provided parts, the students must deliver a working prototype topass the project.Figure 5 is an annotated image of the students electrical design developed during theirjunior design course.OpticsCourses: PH113, PH292(Optional), OE280(Optional), OE295, EP410, EP411, EP415EP students graduating from RHIT are also expected to be proficient in the field of optics.Training in optics begins in the third quarter of their freshman year in introductory Physics. Inthe PH113 course, the students are introduced to basic concepts in the field of optics such as:basics of electromagnetic waves, reflection and polarization, diffraction, and simple geometricand physical optics principles. Following this course, the students have the option of taking

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado, Boulder; Frederick A. Peck, University of Montana; Julie Cafarella, University of Colorado, Boulder; Jacob (Jenna) McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

QuestionsFollowing from this perspective, we aim to address the following questions: • How do representations of students by instructors function during a meeting in which instructors are working to determine grades for the course? More specifically: o How do the instructors position themselves and one another? o How do the instructors position students within categories that have consequences for success and lack of success? o How do these positionings reflect an instantiate particular ideologies and sets of values regarding calculus and its role in engineering?4. Research Context, Data, and MethodsOur research focuses on a the Access Program, a diversity-promoting program in

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, Clemson University; John D DesJardins, Clemson University; Carson Mackenzie Ida Brewer, Clemson University

Tagged Divisions

Biomedical

techniques,such as team building, design-thinking, ethnography, empathy, observation, technologyvaluation, professional interactions, interviewing skills, videography and clinical etiquette.Students were trained to document observed clinical problems by way of four multi-modal tools:These included (1) Written logbook documentation, followed by reflection and compilation ofthese notes; (2) Clinical video interviews that further pressed the initial observations madeduring the shadowing and allowed the students to gain greater insight into the problems theywere observing; (3) A mind-mapping process (MindMeister: mind mapping software (Munich,Germany)), through which the students organized their observations and clinical contacts as ateam, and (4) The

Conference Session

CAPSTONE (SENIOR) DESIGN AND UNDERGRADUATE PROJECTS

Collection

2016 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University ; Michael G. Mauk, Drexel University

Tagged Divisions

Energy Conversion and Conservation

time it took the unit to get to idle rpm, but the difference was not considerablecompared to all the positions at 0 degrees. Based on the results reflected in Table 1, the Darrieusturbine output the maximum RPM at a wind speed from 14-17 mph. At higher speeds the windstarts to affect the opposite blades in which the tangential force is being applied, and theperformance of the Darrieus starts to decrease.Wind Speed Acceleration Rotations per Deceleration Torque Power (mph) Time (sec) Minute(rpm) Time (sec) (Nm) (Watts) 5 270 14 240 8 4 8 225 21 270 21

Conference Session

Fostering Transformational Change in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel; Kevin C Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

summary thatprovides an assessment of student performance and is mapped to reflect linkage with appropriate1-22 outcomes.The entire departmental assessment process is predicated upon twenty-two outcomes developedand adapted from ABET, Criterion 3, student outcomes A-K2 and ASCE Body of Knowledge1.Each outcome provides a succinct statement describing material students are expected to learnover a four-year development period before graduation. Attainment of proficiency for eachoutcome is measured using Embedded Indicators based on mapping to the six levels of Bloom’sTaxonomy15,16. Table 2 summarizes the CEE Department nine professional skills relatedoutcomes. Course Embedded Indicators on tests, assignments, and projects are used to evaluateCEE

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

Tagged Divisions

Pre-College Engineering Education Division

of the authors) read and color-coded the transcripts according to the11 themes listed in Table 1. Related text was classified by giving each fragment of color-codedtranscript a unique identification number, and entered into spreadsheet columns and rows forindexing and to facilitate comparison of each coder’s responses. The inter-rater reliability wasdetermined through visual comparison of lines of coded text from each coder. Findings reportedin this paper reflect only the text with unanimous thematic agreement by all three readers.FindingsSurvey and focus group analysis showed that CU Teach Engineering students are enthusiastic toexplore their interests in both engineering and teaching. They view engineers and teachers asdifferent, but find

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Sally M. Reis, University of Connecticut; Joseph S. Renzulli, University of Connecticut; James C Kaufman, University of Connecticut

Tagged Topics

NSF Grantees Poster Session

. For the studied group of engineering students, there are no significantcorrelations between Creativity Index and GPA or the Creativity Index and SAT scores,indicating that SAT scores and GPA are poor predictors of creativity. Because creative potentialis not reflected in the current evaluation methodology, the most creative engineering studentsmay not be at the top of their class, so their unique potential may be underappreciated inengineering programs. This observation indicates the urgent need to revisit the studentevaluation is performed in the current engineering education. Potentially low GPA of highlycreative engineering students may become an impediment for their recruitment for jobs that arehigh demand for creative ideas. The

Conference Session

Flipped Classrooms in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Francis Wessling, University of Alabama, Huntsville; Sarah A Roller, University of Alabama in Huntsville

Tagged Divisions

Mechanical Engineering

to the Accreditation Board for Engineering and Technology (ABET) evaluatorswhen they reviewed the college, which had potential to reflect negatively on the department. Theprofessor responded that only 10% of the students had voiced concerns, and that did not seemlike an unreasonable number.Seven weeks into the semester, several students wrote a critically reflective letter outlining theirconcerns about the flipped classroom structure. This was addressed to the chair of thedepartment, the associate dean of the college, the dean of the college and the president of theuniversity. The concerns were: 1) no notice prior to registration was given that the class wouldbe flipped, 2) the online videos allowed no face-to-face interactions among the