Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Electrical and Computer

courses, andapply knowledge learned in different settings to solve new problems.Faculty members must promote student engagement inside the classroom through a variety ofapproaches, including being attentive to students’ backgrounds and talents, experimenting withengaging pedagogies, providing new students with adequate feedback about their academicperformance, requiring them to take advantage of writing centers, math and science tutorials, andtechnology support centers, as well as encouraging students to learn through peer evaluation,group projects, and study groups [1]. These actions, and many others, can be promoted with thehelp of curricular initiatives, institutional assistance and academic interventions, studentdevelopment initiatives

Conference Session

Technology-Based Entrepreneurship Courses

Collection

2004 Annual Conference

Authors

Clifton Kussmaul

market analysis and financial plan. These proposals also allow teams to revise their plans for the remainder of the term. 9. Each team reviews the other product proposals. 10. Finally, students submit a final product proposal and make a final presentation.The initial stages of the product proposal have been adapted as an extended project in a non-majors’ course19, and have been proposed as a framework for a first-year writing seminar.Having each student develop a product concept has several advantages. First, all students havethe experience of developing an idea. Second, there is a larger pool of potential ideas, fromwhich the instructor can select those most appropriate and feasible in terms of scope, cost, etc.Third, team assignments

Conference Session

Impact of the Gulf Coast Oil Spill on Chemical Engineering Education & Misc.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Frances C. Ray-Earle, University of Colorado, Boulder, Colorado Center for Biorefining & Biofuels (C2B2); Nancy S. Tway, University of Colorado

Tagged Divisions

Chemical Engineering

to engage in research collaboration beyond traditionalgeographic barriers.Goal 3: Train students in the skills and knowledge needed to conduct research – Throughout the10-week REU Program in Biorefining and Biofuels, students attend a minimum of six (6) one-hour seminars as a group at one of the four research sites and engage in the remainder of theseminars via videoconferencing technology through his/her assigned research institution.Seminar topics are aligned by program administrators and are specific to the field of biofuels andbiorefining, and are designed to teach other important research practices including laboratorysafety, writing and presentation techniques.Students share their research in a peer presentation forum which enables

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Jessica Yellin; Jennifer Turns

differences in thetarget audience for the undergraduate teaching portfolio program influenced our curriculumdesign decisions.The original ETPP curriculum for graduate students consisted of 8 peer-led, peer-facilitatedsessions in which engineering graduate students and post-docs met for 1½ hours each week toget and give peer feedback about their portfolio elements while discussing their teaching.Participants in the graduate student program were asked to write a teaching philosophy statement,diversity statement, and to provide 2-5 annotated artifacts of their teaching that supported their Page 10.700.4teaching philosophy and diversity statements. The

Conference Session

First-Generation Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Jennifer Blue, Miami University; Brielle Johnson, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

Tagged Topics

Diversity, First Generation

, feelings, andbehaviors of first-generation and low-income students in prerequisite and introductoryengineering courses: calculus, physics, and computer science. There were not many of thesestudents; 16.7% of students indicated that they did not have a parent or guardian who hadcompleted a bachelor’s degree or higher, and only 13.2% of students surveyed indicated thatthey had an annual family income of $50,000 or less. After a brief literature review, we willdescribe the participants, materials, and procedure before comparing the readiness, beliefs,achievement, and behaviors of both the first generation college students and low incomestudents to their peers. I. Literature Review External obstacles

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

Shane Brown

research suggests that the peer groupand faculty support are both important factors in student retention and academic success. It haseven been suggested that the peer group is the single most influential factor on personaldevelopment in college. Student social capital was assessed in one-on-one and focus groupinterviews with both students that have left engineering and students that remain. The focus ofthe interviews was on student interactions with peers, faculty, and teaching assistants, andstudents’ integration and perception of the engineering culture. Student responses indicate thatsocial capital does play a role in the retention of engineering students. Both students that remainin engineering and those that have left reported that positive

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julia Ellen Melkers, Geogia Institute of Technology; Agrita Kiopa, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Joseph M. Ernst, Purdue University; James V. Krogmeier, Purdue University, West Lafayette; Amos Johnson, Morehouse College

Tagged Divisions

Design in Engineering Education

learning of professional skills. In thispaper, we ask: From an instructional perspective, how can learning outcomes be better observed so thatfaculty can provide appropriate guidance and occasional control? What are the sources of this diversity oflearning within student groups? How do the ways that engineering students interact in team networkenvironments matter for the skills that they develop through this experience? Scholars working in thescience of learning argue that peer-relations form a social context of knowledge creation that constitutes afoundation for the development of team-skills. In this paper, we show how peer relations develop, andsubsequently provide knowledge and learning resources within multi-ranked student teams over time

Conference Session

Tricks of the Trade II

Collection

2009 Annual Conference & Exposition

Authors

Jerry Samples, University of Pittsburgh, Johnstown

Tagged Divisions

New Engineering Educators

efficiency of time to add perspective.The “Effective Time” may include items such as: teaching, grant and proposal writing, journaland paper writing, discussions with peers, discussions with graduate students, basic research, Page 14.835.3meetings with research teams and research colleagues, and service requirements. Any of thesecan turn into “Wasted Time” without agendas or clear goals and time limits on topics ofdiscussion. “Effective Time” can include time to de-stress, time for reflection, personal time,preparation of lists and agenda items, time to respond to questions about teaching or research,preparation of presentations, networking, and

Conference Session

Been There, Done That: Advice for NEEs

Collection

2009 Annual Conference & Exposition

Authors

Susan Murray, Missouri University of Science and Technology; Elizabeth Cudney, Missouri University of Science and Technology; Suzanna Long, Missouri University of Science and Technology; Katie Grantham Lough, Missouri University of Science and Technology

Tagged Divisions

New Engineering Educators

which services or activities at MissouriS&T improved their proposal writing ability. Overwhelmingly, 61.1% responded “a mentor”.(Yet remember nearly half do not have a mentor!) The remaining breakdowns were 33.3% forFreshman Faculty Forum (FFF), 33.3% for the New Faculty Teaching Scholars Program(NFTS), and 11.1% for the Promotion and Tenure Writing Group. The first two groups are a Page 14.1367.4structured program lead by senior faculty and the last is a peer group that provides feedback onproposals and other papers. The respondents were also asked to list any other services oractivities they felt improved their proposal writing ability. A

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samantha Lee Russell, Grand Canyon University; Maria Zafonte, Grand Canyon University

Tagged Divisions

Educational Research and Methods

- engineering-programs-2018-2019/#GC1[12] W. H. Guilford, “Teaching peer review and the process of scientific writing,” Advances in Physiology Education, vol. 25, no. 3, pp. 167-175, 2011. Appendix ARate how important the following skills are to your future career in engineering: Very Important Somewhat Not very Completely Important Important important unimportantMath skills 1 2 3 4 5Verbal Communication skills 1 2 3 4 5Writing skills 1

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Leslie Seawright, Texas A&M University at Qatar; Ibrahim Hassan P.E., University of Texas, Austin; Ali Darwish Alashar, Texas A&M University at Qatar

Tagged Topics

Diversity, International Forum

Paper ID #17480The STEM Loop: Undergraduate Engineering Students Create a STEM Chil-dren’s BookDr. Leslie Seawright, Texas A&M University at Qatar Leslie Seawright is an Assistant Professor of English at Texas A&M University at Qatar. She has pub- lished several journal articles and book chapters related to pedagogy, Engineering education, intercultural communication, and notions of identity through literacy. Her research interests include technical writing, discourse analysis, community literacy practices, and transnational education.Prof. Ibrahim Hassan P.E., University of Texas, Austin

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

and documenting results had always been part of the course, but tended to beinformal. After assignment level integration, each project requires a written plan anddocumented results. Additionally, students are required to write a short reflective paper aftereach project summarizing what went well with the project, what might be improved in the future,and lessons learned. A similar approach is used for the semester long team project, but a longerpaper is required as part of the team project. This paper is the basis for a presentation at the endof the semester. Structured team planning, reporting and presentation, as well as peer reviewemphasize and reinforce the skills in item 4.Changes were also made in the lecture portion of courses within

Collection

2001 Annual Conference

Authors

Julia Williams

portfolioadministration, such as portfolio design/format and portfolio set up, and then discussways in which portfolio objectives, including evaluation rubrics, may be developed.Special emphasis is placed on communicating portfolio objectives to students and theefficacy of reflective statements as a way to make the portfolio rating process moreefficient. The end result of portfolio assessment is a clearer picture of students’communication skills and valuable feedback for students and professors.I. IntroductionAt first glance, assessing student learning outcomes in communication effectivenesswould seem an easy task. For some engineering departments, good communication isdistilled in the instruction to students that they must write and speak “clearly” in

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Margaret Ellis; Godmar Back, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University; Kirk Cameron, Virginia Polytechnic Institute and State University; Crystal Pee

areCS faculty advisors of the group and two of the authors are external engineering educationresearchers who did an initial study on the student experience. Our strategies create asupportive student research team that propagates the recruitment and retention of a diverseset of students in an area of computer science that traditionally lacks such representation ofwomen, black students, and students with disabilities.Table 1: Effective High Impact Practices Identifies by The Association of American Collegesand Universities (AAC&U) [3] High Impact Practices 1 High-performance expectations 2 Students investing a significant amount of time and effort 3 Faculty and peer interaction 4 Integration with

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malle Schilling, Virginia Polytechnic Institute and State University; Jacob Grohs, Virginia Polytechnic Institute and State University

ensure alignment with general expectations within the researchcommunity.Author Positionalities The following positionality statements are informed by recent research from Secules etal. [26] and recognition that we, as the primary researchers on this paper, understand the context,methods, and data through a lens of our own experiences and identities. Given the context inwhich this work was written (i.e. after the end of the formal partnership during COVID-19), onlyour (the two authors of this paper) positionality statements are provided. We recognize that theperspectives of all of the collaborators are critical to the work of VT PEERS, though we did notformally ask for their involvement in this writing due to the constraints of COVID-19

Conference Session

Women in Engineering Division (WIED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary V. Villani, State University of New York, College of Technology at Farmingdale; Ilknur Aydin, State University of New York, College of Technology at Farmingdale; Lisa Cullington, National University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

breakdown of women and men responses in the above data(in Table 6). Figure 3 shows that despite women feeling very strongly (over 80%) about feelingbonded with classmates and peers, women strongly agree only 52% that they will have betterpeer support in classes upon return. However, the male students had higher percentage (75%) ofstrongly agreeing about expecting better peer support in classes upon return. Overall, 92% ofwomen (strongly agree and agree) left feeling they will have better peer support whereby the87.5% of males (strongly agree and agree). Figure 3: Women vs. Men Responses: bonding with classmates and impact on their networkingThe post-survey prompted students to enter free form response to the questions: “Write asummary of your

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ development, achievement, and persistence through encouraging the integration of social and academic lives within a college or university and its programs, and through quality interaction with peers, faculty members, and the campus environment5. (pp. 49–50)Learning communities help students to make friends right away so that they can then settle inand focus on academics. Johnson et al8, wrote about how using cooperative learning in learningteam environments helps to reduce anxiety, helps to increase motivation, and promotesemotional bonding. In the learning teams, the first year seminar course, and the academicstrategies course students are asked to reflect and write about their experiences. Research asshown the importance of

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

Tagged Topics

NSF Grantees Poster Session

successfully meet academic standards, and become active and independent learners. Learning strategists can help students manage the physiological arousal (e.g., stress) that is common during the first year, as well as be an important source of positive social persuasions.3. Peer-Mentoring Program: As freshmen, students are assigned a mentor to help them navigate college. Interactions with mentors serve as vicarious experiences for underclassmen, although mentors may also provide positive social persuasions and advice for managing physiological arousal.Table 1. Alignment of student support services with S-STEM objectives (blue activities are prior,successful ExCEL initiatives, while green activities are newly-included for the current

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brittain Sobey, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Thomas Lindsey, University of Texas; Laura Suggs, University of Texas at Austin; Mia Markey, University of Texas at Austin

their audience, purpose, and context; (ii) read research articles efficiently andcritically; (iii) write effective research abstracts; (iv) create effective research posters; (v) engagegeneral and expert audiences in conversations about research; and (vi) give peers constructivefeedback on research communications. The Scholars read and discussed instructional materials,including examples of research abstracts; drafted, presented, and revised their own researchcommunications; and gave, received, and applied feedback. With support from the professionaldevelopment vine, the Scholars prepared abstracts for the undergraduate research poster sessionof the Biomedical Engineering Society (BMES) annual conference (Figure 3). We also helped theScholars

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alison Polasik, Campbell University

new required 3- semester computational lab sequence in the MSE curriculum at OSU in 2013. From 2014 – 2017, she developed and led a program providing materials-science focused professional development to high school science teachers that was funded by the Ohio Department of Education. Much of her work in these areas has been presented at ASEE National Conferences and published in the peer-reviewed proceedings. Polasik has also presented her work at the North American Materials Education Symposium (2014 – 2017) and Materials Science and Technology (2015 and 2017) conferences. At Campbell, Dr. Polasik teaches courses in materials science, statics and mechanical behavior and thermodynamics. She spearheaded the initial

Conference Session

Interactive Technology in the Classroom

Collection

2005 Annual Conference

Authors

Susan Kowalski; Luke Campagnola; Frank Kowalski

principles. This generates an environment often farremoved from that in which the students are later expected to perform in industry. A furtherproblem in assessing learning with multiple-choice questions is the response validity. Answersto similar open-ended and multiple-choice questions have been shown to differ greatly forcertain students and questions8.Perhaps the most serious shortcoming of limiting real-time feedback to responses in multiplechoice question format is that it shortchanges the students of an opportunity to improve theircritical thinking skills through writing. Vygotsky9 and others maintain that the use of verballanguage supports higher cognitive functions. Emig’s contention that “Writing represents aunique mode of learning” 10

Conference Session

Tablets Large and Small

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashley Robinson, Virginia Tech; Catherine T. Amelink, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Computers in Education

student initiated; • How the instructor models tablet use; • The degree of student engagement in collaborative activities; • How and the degree of frequency that students use the tablet flip screen to share ideas, content, and/or notes with peers; and • Barriers to collaboration and the use of technology in collaboration.Essentially, we explored the use of the stylus (i.e., e-inking) and other features specific to the Page 25.1342.2tablet PC (i.e., swivel screen) and how those options are used by faculty and students to facilitatecollaboration in conjunction with instructional software (e.g., DyKnow Vision

Conference Session

The 2017 Zone Best Paper Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase Ph.D., Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Council of Sections

with varied backgrounds and diverse learning styles Eileen Haase and Harry Goldberg Johns Hopkins University Department of Biomedical EngineeringAbstractStudents in “Molecules and Cells” completed a survey to assess their learning preferences.Almost two-thirds of the students were multimodal, learning through a combination of visual,aural, read/write, or kinesthetic modes. This supported our view that a diverse learningenvironment with a variety of learning modalities would make a significant contribution to thestudents’ understanding and retention of the material. These methods included: lectures withclass demonstrations, team based learning, formative assessments through “clicker questions

Conference Session

Information Literacy: Theory and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jay J. Bhatt, Drexel University; Larry Milliken, Drexel University; Lloyd Ackert, Drexel University; Eleanor J. Goldberg, Drexel University Library

Tagged Divisions

Engineering Libraries

Milliken, MA., MLIS is Liaison Librarian for the Humanities and Social Sciences at Drexel Uni- versity. Prior to becoming a librarian, he earned a Masters Degree in Medieval Studies and was a doctoral student in Medieval European History. He is particularly interested in partnerships between librarians and historians, especially in digital humanities projects.Lloyd Ackert, Drexel University I am an assistant teaching professor in the Department of History & Politics, and specialize in the history of science. My research focuses on Russian and European ecology and microbiology in the 19th-20th century, and am writing two books: a biography of Sergei Winogradsky, and a history of the concept of the ’cycle of life.’ I

Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Eileen Haase PhD; Harry Goldberg

Molecules and Cells: a model for addressing the needs of students with varied backgrounds and diverse learning styles Eileen Haase and Harry Goldberg Johns Hopkins University Department of Biomedical EngineeringAbstractStudents in “Molecules and Cells” completed a survey to assess their learning preferences.Almost two-thirds of the students were multimodal, learning through a combination of visual,aural, read/write, or kinesthetic modes. This supported our view that a diverse learningenvironment with a variety of learning modalities would make a significant contribution to thestudents’ understanding and retention of the material. These methods included: lectures withclass

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Robert Meyer, Clarkson University; Dick Pratt, Clarkson University

Tagged Divisions

Liberal Education

̇ Increased understanding of and insight building effective relationships with peers, being a into personal behavior collaborative team member, and identifying and ̇ Appreciation of the need for self- managing team conflict. motivated, life-long learning ̇ Increased social awareness and 2. Students should identify moral and ethical dilemmas interpersonal competence, including an and problems in situations typically encountered within appreciation for the value of the student’s profession, and provide an analysis of these experiencing diversity from different ethical perspectives. ̇ Understanding of and recognition of the

Conference Session

Graduate Programs, Development, and Research Fellowships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laleh Behjat P.Eng., University of Calgary; Milana Trifkovic, University of Calgary; Robyn Paul, University of Calgary; Karen Andrea Canon-Rubio, University of Calgary; Stephanie Hladik, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

program.The assessments are centered on the explicit objectives and criteria created for each unit, and onthe synthesis of these units. Formative assessment include abstract writing and reviewing, a 3-Minute Thesis (3MT) style presentation, an impact study, and a graduate student conference withoral presentations and posters. The assignments are not given numerical grades, but the studentsare provided with written feedback from instructors, Teaching Assistants and their peers. Oralpresentations (3MT and student conference) are judged by faculty members, and theentrepreneurship tournament finalists are judged by entrepreneurs from industry and academia.4. OutcomesTo date, the total participation across departments is over 350 graduate students. The

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

George Catalano

responded to thechallenges of ABET EC2000, we have elected to take a slightly different approach withthe focus on projects but with additional emphasis on developing the critical and creativethinking skills that will enable our students to stay enrolled in engineering and besuccessful in the upper-level required discipline specific engineering courses. An integrated approach similar in some respects to the present work has beendescribed by Watret and Martin [1]. They sought to connect mathematics and physics,incorporate common technology into each course, incorporate integrated exams thatrequire the use of mathematics and physics to solve engineering problems andincorporate more writing and presentations by students in class. Results from

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shawna Dory, Pennsylvania State University; Luis Roberto Delgado Jr., Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther Gomez, Pennsylvania State University; Stephanie Butler Velegol, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

majors than peers who identify as men [6], [16]. This sectionhighlights three barriers to sense of belonging: negative faculty interactions, negative peerinteractions, and stereotype threat. Though it has clearly been established that sense of belonging is an important factor inretaining women undergraduate engineering students, there are some potential barriers that havebeen documented to prevent students from experiencing belongingness. Blair et al. found thatfaculty have the ability to positively or negatively impact women STEM majors’ success [17].Upon studying faculty in a variety of STEM programs, researchers identified three-primarypositions related to how faculty members approach the idea of gender equity: gender blindness,gender

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and reliable evaluation of student performance on open-ended problems is a challenge given that numerous reasonable responses are likely to exist for agiven problem and multiple instructors and peers may be evaluating student work. In previouswork, evaluation tools for open-ended problems, specifically Model-Eliciting Activities (MEAs),were rigorously developed to ensure that the evaluation tools evolved with fidelity tocharacteristics of high performance and with increased reliability. As part of an on-goingprocess of tool development, this study presents an expert evaluation of student work using theSpring 2009 version of assessment tools. The Just-in-Time Manufacturing MEA wasimplemented in Spring 2009 in a large first-year engineering