Conference Session

Global Engineering Education: Intercultural Awareness and International Experience

Collection

2009 Annual Conference & Exposition

Authors

Dietmar Tatzl, FH JOANNEUM, University of Applied Sciences

Tagged Divisions

International

questioning learner’s own cross-cultural attitudes anddeepening their understanding of foreign cultures. Some of the topics introduced may causeheated debates among learners, which is why they need to be carefully moderated by anexperienced instructor. In any case, thought-provoking subjects and tasks facilitate eagerparticipation by learners and provide for a fruitful debriefing and reflection phase with theteacher, which follows on each of the four activities. The tasks presented may serve as Page 14.1003.2contributions to a cross-cultural training course to be designed by instructors who teachengineering and business students or practising

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Ann Moison, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Kelli Paul, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Jungsun Kim

Tagged Divisions

Pre-College Engineering Education

outreach ambassador orientations toward teachinginfluence this variation.  Particularly promising for engineering teaching and learning, we observed ambassadors makingbids to elicit student ideas, pressing for evidence-based explanations, and revoicing students’design ideas. These moves are characteristic of ambitious instruction and have the potential tosupport students to engage in reflective decision-making and to guide students towardproductive, more expert engineering design practices. Our analysis suggests that engineeringoutreach ambassadors notice and respond to students’ ideas, thereby engaging in ambitiousteaching practices which can be expected to support elementary students in making progress inengineering design. This analysis of

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald S Harichandran P.E., University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Cheryl Q Li, University of New Haven; Jean Nocito-Gobel, University of New Haven; Samuel D. Daniels, University of New Haven

Tagged Divisions

Entrepreneurship & Engineering Innovation

can be conducted in class, online or a combination of both. Inthe discussion question shown in Appendix A for the Cost of Production module, the instructorposes an open-ended problem with a clearly stated learning objective. Students are required torespond with an initial post that outlines their planning solution in response to the problemposted. Each student will review the initial responses from peers and reflect on their solution tothe problem. Finally, everyone must respond to the posts and comment on at least two otherposts in the follow-up discussion. Students are requested to follow netiquette protocol and extendan observation or comment on an insight they did not consider.Description of Select Modules The online modules target

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

designed with the help of contemporaryunderstandings of effective instruction methods (e.g. table 1 below), also relying extensivelyon available mechanical design texts such as Dieter & Schmidt.7Table 1: Instructional practices that create effective learning experiences8Affective • Arouse interest to students of contrasting abilities and goals • Provide stimulating, interesting, and varied assignments that are within the range of students abilities but challenge them to reach for the top of that range • Make connections to students interests and intended careersMeta-cognitive • Build self-regulative abilities by explicitly teaching students about them • Promote reflection to enhance attention to meta-cognitive

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

, motion and energy.  Teams were required to document their design and construction processes in an electronic engineering notebook. The notebooks were examined for evidence of student understanding and communication of the engineering design process, reflective learning, and kinematic principles as well as the level of participation of each individual in the team. Integrating engineering into math and science courses is new to many in­service teachers and research has documented that science teacher efforts focus more on engineering practices such as teamwork and communication rather than the application of the math and science concepts that are important to engineering problem solving. The research objective was to identify tools and practices

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa G. Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David Schaad, Duke University; Michael M Barger; Lisa Linnenbrink-Garcia, Duke University

Tagged Topics

NSF Grantees Poster Session

learned from the hands-onactivities and reflect back on how this can inform their understanding of, and solutions to, theGrand Challenge (Stage 6).This paper begins with a description of the framework including its foundation in contextuallearning theory and the motivation for using the Grand Challenges. Subsequently, theimplementation of the framework in two engineering courses is described. Details of the learningmodules and activities corresponding to the six stages of the framework are presented for eachcourse. Similarities and differences in implementation are highlighted, illustrating how acommon framework can be applied to seemingly very different courses. Finally, the use of theframework is evaluated in terms of its impact on student

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Huiru Shih P.E., Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

Tagged Divisions

Civil Engineering

required performance to succeed in engineering. The reasonsresulting their failing or dropping out of engineering may include: (1) lack of motivation andinterest in learning engineering; (2) lack of good learning habits, strategies and efforts in theirstudies; and (3) lack of connection with other students and faculty members for seeking support.This paper presents a new instructional framework that integrates SRL process model into courseinstruction. The integrative instruction is to simulate four phases of SRL in series of self-directedfeedback cycles, and to prompt application of learning strategies and self-reflection at thedifferent phases of learning and problem-solving process. This is implemented throughintegrating self-assessment

Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Warners, Western Michigan University; Britney Richmond, Western Michigan University; Adam Eaton, Western Michigan University; Andrew Kline, Western Michigan University; Betsy Aller, Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

Design in Engineering Education

. With experiential education,young students have the opportunity to learn by doing in-class experiments. The goal of theWestern Michigan University (WMU) student team was to design and construct an apparatus tobe used in a K-12 classroom that properly displays the properties of light as they occur in nature.The reflection, refraction, transmittance and absorption properties of light are recurrently shownin textbooks as if they occur individually, while in reality they occur simultaneously. Based onthe expressed need of a local middle school teacher for such a device, the team drafted designs asan assignment in an entry-level freshman engineering course. After one design was decidedupon, the device itself was produced, and given to the teacher

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rodney L Custer, Black Hills State University; Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

professional development research. Cognitive science research indicates that conceptualunderstanding is necessary for situating information, content, and ideas into a particular context,for example engineering into science. Concepts provide learners with the components needed tocreate a connected web of knowledge, allowing learners to apply what they have learned to newsituations and learn related information3. From an instructional standpoint, concepts provide away to organize knowledge into meaningful instruction4. In addition, research indicates thatprofessional development should take into account teachers’ conceptions of teaching and of thelearning process and allow for active learning and reflective participation5, 6, 7. Engaging inactivities

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

humanperceptions, understandings, and realities are based on the lived experiences of individuals(Cardellini, 2006; Crotty, 1998; Gordon, 2009; Kincheloe, 2005). Individuals create, interpret,and recognize knowledge in diverse and contextual ways (Windschitl, 2002). An individual isseen as an active knower and as a consequence personal reflections on experiences are integral tothe data collection process (Crotty, 1998; Fosnot, 2005; Schwandt, 2001). In the context of thethink aloud method discussed in this paper, students generated knowledge about their problem Page 22.1084.4solving strategies and approaches by reflecting actively and in real-time on

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert, University of San Diego; Frank G. Jacobitz, University of San Diego

Tagged Divisions

International

the home institution provide an overview ofstudent attitudes about the course. (2) Instructor observations and course grades are used toassess the efficacy of the delivery of technical material. These observations are compared tosimilar courses taught in a semester-long format at the home institution. (3) Students writeweekly reflection papers concerning their total experiences. Finally, (4) a survey instrument isused to assess the international experience of the students.In the following, each of the two engineering courses is described. Next, the assessmentmethods are described and assessment results are presented and discussed. Finally, conclusionsare drawn from the assessment results.II. Description of these two Compact International

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

included a summary of the author’s mainpoints, a discussion of the author’s sources and finally their critical reflection on the material. Preand Post surveys of each student’s view of their future role in science and engineering wereconducted to determine any change in perception or attitude. Further weekly emails sent by thestudents were collected to determine their growing awareness and confidence in theirunderstanding of each week’s reading and discussion. In response to the reading assignments onmedia and learning, a few students generated their own digital documentaries of student life. Thefindings from pre and post class surveys, along with the final anonymous student evaluations,indicated that most students found the class helped them

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard P. Davis, Washington State University; Denny C. Davis, Washington State University

Tagged Divisions

Biomedical

professional practice, the culture of the classroom must emulate the community ofpractice [4-7]. The instructional approach that has guided the evolution of the course has beenbased on the following principles: • Business Environment. Assignments and assessments should be grounded in and resemble business practice. • Assignment Timing. Assessments and student reflection exercises should be coordinated with the completion of a major challenge. • Cycle Iteration. Multiple cycles of both the business model and technical solution generation are necessary. • External Reviews. External input and review of the projects is sought at every stage of the process.Each of these principles is discussed in paragraphs that

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE); Srinivas Mohan Dustker, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Full Papers

be customized to align with EPICS. Anexample is that the reflection assignments in the new course built on the EPICS experiences. Forexample, critical and reflective thinking is an area assessed in EPICS but first-year students oftenstruggle. To help them, a weekly reflection was included in the common engineering course ontheir EPICS experience. Feedback was provided and this helped their work in the EPICS course.The common course also provided a means to address issues that may arise in EPICS. For example,the EPICS assessments are modelled after professional performance appraisals and requirestudents to identify their most significant accomplishments and document them for evaluation.This method is often foreign to students, but it was

Collection

2023 Rocky Mountain Section Conference

Authors

Pinar Omur-Ozbek

of ethics, discussing theresponsibilities of professionals to society, employers/clients, and colleagues. The use of casestudies brought up by the instructor as well as the ones the students research and find can fosterthe discussions on the topic (McGinn, 2003; Rabins, 1998).Any EJ coverage in class brings along SJ concerns, and it is best to cover both conceptssimultaneously. Therefore, starting with basic definitions, especially developed by the students isa great starting point. The students may start by reflecting on what these terms mean to them,then get in groups to discuss their definitions and perspectives with each other. Finally all classcomes together to share their definitions. Class discussions may continue around the case

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute; George D. Ricco, University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

maycapture and analyze one of their own physiological signals. Flash-labs are designed to takebetween 20-30 minutes in class, with about 60 minutes of follow up work to be completedoutside of class. Students execute the activities, then report on and discuss their findings withtheir classmates in small groups and through reports and reflective posts in their DSP-Portfolio.DSP-PortfolioOriginally, after completing each Flash-lab, students submitted their findings and observations asassignments onto the learning management system (LMS). However, this was limiting becauseonly the instructor got to review the assignments. To further enhance in-class collaboration andengagement, in the spring of 2022, DSP-portfolios were added for students to share their

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Amber Dyche, Ohio State University

Tagged Topics

NSF Grantees Poster Session

, Energy.Theoretical FramingIn order to investigate the impact of the program on faculty identity and motivation, weemployed the Longitudinal Model of Motivation and Identity (LMMI) to frame our research [8].The LMMI combines Self-Determination Theory [9] and Possible Selves Theory [10] to studymotivation and identity development during an experience. This model gives us the capability toobserve how the program has made an impact on individual faculty members as well as seeingthe impact of the program holistically across the participants.The LMMI has previously been used to study graduate teaching assistants’ motivation andidentity development as teachers [8]. For that work, one data collection measure included havinggraduate teaching assistants reflect on

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlin Mallouk, Rowan University; Alexandra Coso Strong, Florida International University; Courtney June Faber, University of Tennessee at Knoxville; Darby Rose Riley, Rowan University

Tagged Topics

NSF Grantees Poster Session

Society for Engineering Education, 2021 Engineering Education Guilds: Understanding Their Vision for InnovationIntroductionThe major aim of this project is to understand how, and the extent to which, engineeringeducation guilds (e.g., the Consortium to Promote Reflection in Engineering Education (CPREE)and the Kern Entrepreneurial Engineering Network (KEEN)) foster propagation and adoption oftheir respective pedagogical innovations. Engineering education guilds like CPREE and KEENseek to work at the forefront of educational innovation by creating networks of instructor changeagents who design and implement a particular innovation in their own context to further theprofessional formation of

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

engineering research practices, information-literacy skills, andcritical evaluation of information. Students undertook an iterative writing process and submittedfinal projects, recording their resource-selection process. These were evaluated to determine theimpact of the asynchronous learning module on students' information-seeking behavior. Finally,the results of this pedagogical reflection were compared to similar data recorded the previousyear following in-person instruction of the same material [8]. Our results demonstrate that theasynchronous learning module significantly enhanced the students’ critical evaluation of sources.These results have dramatic implications for how we understand students’ information-seekingbehaviors, pedagogical design

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual

Collection

2020 Gulf Southwest Section Conference

Authors

Andrea Turcatti; Terrell Bennett

projectStarting in the Spring 2019 semester, a pre and post reflection survey has been given to the studentsto measure their confidence on working on real-world problems and their familiarity with thedesign process before and after the course. The pre-reflection survey is given during the first weekof class, and the post-reflection survey is given in the last 2 weeks of the semester. For Spring2019 we had 77 and 62 responses to the pre and post surveys respectively. We had 67 and 61 forthe pre and post surveys respectively for Fall 2019. The pre-reflection survey had an ~86%response rate and the post-reflection survey had an ~74% response rate over the two semesters.Using a Likert Scale (5 very prepared, 1 not prepared at all) we ask the following

Conference Session

CoNECD Session: Day 3 - Slot 3 -- Technical Session 4

Collection

2021 CoNECD

Authors

Brandi P. Jones, University of Southern California; Helen Choi, University of Southern California; Cheyenne Gaima

Tagged Topics

CoNECD Paper Submissions, Diversity

and opportunities to reflect inpreparation for teaching others, Student Trainers strive to enhance their feelings ofpurpose, agency, and community with others. They learn that their roles in these jobshave great purpose and value, and that as peer educators - they can reach others ina way that instructors cannot. And they learn that their willingness to take risks and bevulnerable can have powerful consequences in building connections with others.For these first-year students, who are receiving this storytelling module as part of theirintroduction to engineering curriculum, learning outcomes include exercising listeningskills, participating in short storytelling activities through which they can begin toexamine their values and identities

Collection

2017 FYEE Conference

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach

the instruction to discuss the goals of the course and identifyencourage both reflection and shared-vision of any feedback for which they are specifically looking. Theinstruction that can lead to lasting institutional change colleague will then attend the class, taking notes throughout,within the cohort and the adoption of evidence-based and then meeting afterwards to review the notes. A primaryinstructional practices. This workshop illustrates the use limitation to this approach is that issues or recommendationsof a video-annotated peer review (VAPR) process that made can be vague or misunderstood due to a lack ofcan help facilitate any faculty cohort to implement the

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erdogan Kaya, University of Nevada, Las Vegas; Anna Danielle Newley, Sonoran Schools; Hasan Deniz, University of Nevada, Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas

Tagged Divisions

Student

influence over knowledge. PSTs’ were enrolled in an elementary science teaching held informed NOE views increased at the end of the engineering unit.professional development programs and modification of existing science the perceptions of their students; and although they have a powerful methods course offered at a university located in the southwestern United According to the reflections, all PSTs

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

Tagged Topics

NSF Grantees Poster Session

skills bycomparing planned weekly schedules to actual time spent on those activities and reflecting onhow to plan accordingly. Academic Reflections give Scholars an opportunity to reflect on theirmost recent semester as they are about to enter a new semester and to analyze what went well,what went less well, and what they might do differently going forward. It also gives moreadvanced students in the cohort a chance to mentor younger students in the same degreeprogram, which both helps younger Scholars succeed academically and strengthens the socialbonds of the cohort. Scholars consistently rate these opportunities to get to know and learn fromone another as among their favorite aspects of CLEAR Scholars. Month

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Tiago R Forin, Rowan University

Tagged Topics

Diversity, FYEE Conference Sessions

processby comparing engineering design to the design methods used by non-engineering fields. Thiswill allow students to see how design is used across the world and how it can enable cross-disciplinary work. The final assignment involves students exploring ethical, moral, and socialissues in engineering through the use of movies that highlight actual events in engineering. Theuse of visual media to reflect issues in engineering can help engage more visual and reflectivestudents and allows all students to observe the direct implications of ethics to engineering andhow it affects society. This paper can be used to stimulate the development and elaboration ofother assignments that have similar qualities and objectives.Introduction At Rowan

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Topics

Diversity, FYEE Conference Sessions

scheduled design review days.Although this approach was not expected to provide students with as personal of an experienceinteracting with their partner as seen with other successful service-learning approaches in theliterature [4,5], it intended to minimize logistical challenges and provide reflection opportunitieswhere students could consider themselves in the role of the kid for which they were designing.The course was divided into three phases: (1) individual phase where students used CADsoftware to mock up potential solutions, (2) group design phase where students were grouped inteams based on shared ideas and worked to flesh out a design for fabrication, (3) groupmanufacturing phase where each group member adapted a specific role towards

Conference Session

Technical Session VIII

Collection

2018 FYEE Conference

Authors

Cheryl A Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Daniel D. Anastasio, Rose-Hulman Institute of Technology; Scott Duplicate Streiner, Rowan University

Tagged Topics

FYEE Conference Sessions

important to understand youraudience. Selecting the game-based activity that best accomplishes your learning goals shouldgo hand in hand with an activity that aligns with the interests of the participants. For instance,certain individuals do not engage well with competitive type games. In this case, use of acooperative game would be better suited for the class environment [9].Debriefing is a vital aspect of game-based learning strategies as it provides feedback to helplearners reflect on their experience and understand how games can improve overall instructionaleffectiveness [12]. Hays describes three phases of debriefing including self-reflection about thegame experience, guided reflection on their individual experiences and personal meanings

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

Educational Research and Methods

. • The result of a departmental initiative requiring staff to write Learning Objectives for each course highlighted the unfamiliarity and reluctance felt by many staff in engaging with the process of reframing their teaching in this way.It is suggested that a major contributing factor to each of these issues, is the lack ofunderstanding and acknowledgement by engineering academic staff of the usefulness ofeducational “tools” and theory linking, for example, Learning Objectives andAssessment.Nature of the problemIt is suggested that the over-arching problem that needs addressing is how to leadacademics in a research-led university to reflect on their teaching practice with the aid

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2008 Annual Conference & Exposition

Authors

Susan Montgomery, University of Michigan

Tagged Divisions

Graduate Studies

these panels.Use of student journalsAn important element in teaching is the opportunity to reflect on the teaching experience.Participants are given an opportunity for reflection through required journals at various points inthe class. The five required journal assignments are: Journal 1 - Reflection on outstanding college professors - Name four adjectives that you feel define an outstanding college professor. Thinking back to outstanding college professors you've encountered in the past, cite at least one specific example of actions that exemplify each of the four adjectives. Journal 2 – Learning theories - Choose the learning theory/model (Felder Soloman, Myers