Conference Session

Making an Impact: Building Support with Data and Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xiaoju "Julie" Chen, Carnegie Mellon University; Jessica Benner, Carnegie Mellon University; Sarah Young, Carnegie Mellon University; Matthew R. Marsteller, Carnegie Mellon University

Tagged Divisions

Engineering Libraries

UniversityMr. Matthew R. Marsteller, Carnegie Mellon University Mr.Marsteller is Principal Librarian, Engineering & Science at Carnegie Mellon University. Prior to this position, he was Head of the Science Libraries at Carnegie Mellon University from 2006 through 2014. He has also served as the Physics and Math Librarian at Carnegie Mellon from 1999 through 2006. Earlier in his career, he served as the Library Team Leader for the National Energy Technology Laboratory Library in Morgantown, West Virginia and as an Assistant Science Librarian at the University of South Carolina. He also served in the United States Navy as a surface ship nuclear propulsion plant operator aboard the USS Mississippi. He is currently a United

Conference Session

Informing the Critical Understanding of Our Users: Using Data to Develop New and Diverse Services

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo; Ariel Jocelyn Stables-Kennedy, Western University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

system for that project. Prof. Anderson was a participant in the first cohort of the NCWIT Pacesetters program, a program de- signed to recruit more women to the field of computer science and encourage them to pursue their careers in technology. As part of his Pacesetters efforts, Prof. Anderson led the charge to create a new BA in CS degree at CU that allows students in Arts and Sciences to earn a degree in computer science. This new degree program was first offered in Fall 2013 and had 240 students enroll during its first semester and now has more than 1200 majors five years later. He also organizes and hosts the annual NCWIT Colorado Aspirations in Computing Award for the past seven years. This award recognizes the

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the Faculty of Engineering, Tel-Aviv University. c American Society for Engineering Education, 2020 Paper ID #30260Prof. Zoran Kostic, Electrical Engineering, Columbia University Zoran Kostic completed his Ph.D. in Electrical Engineering at the University of Rochester and his Dipl. Ing. degree at the University of Novi Sad. He spent most of his career in industry where he worked in research, product development and in leadership positions. Zoran’s expertise spans mobile data systems, wireless communications, signal processing, multimedia, system-on-chip development and applications of parallel

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samara Rose Boyle, Rice University; Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Reginald DesRoches, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Anne Nordberg, University of Texas at Arlington; Wei Wayne Li, Texas Southern University; Hanadi S. Rifai P.E., University of Houston

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

%,and 0.3% of tenured and tenure track science and engineering faculty, respectively. One statistical model showed that, even given exponential growth in the pool of Ph.D.graduates from URM groups, the composition of faculty would remain stagnant even through theyear 2080 [16]! Those truly invested in repairing the ‘leaky pipeline’ should question solutionswhich deflect the burden of underrepresentation onto persons from underrepresented groupsthemselves. We must instead shift attention to understanding why institutions are failing toattract and retain talent that already exists. In other words, we must question why URM Ph.D.graduates are pursuing careers outside of academia, in some cases leaving the professoriate to doso [18]. Are

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise Anne Basque, Ecole Polytechnique de Montreal; Christine Brodeur, Ecole Polytechnique de Montréal; Manon Du Ruisseau, Ecole Polytechnique de Montreal; Jimmy Roberge, Ecole Polytechnique de Montreal; Arina Soare, Ecole Polytechnique de Montreal; Marie Tremblay , Ecole Polytechnique de Montreal

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

bibliometrics.Christine Brodeur, Polytechnique Montr´eal Christine Brodeur holds a bachelor’s degree in education and science from McGill University, in Montr´eal. She taught high school for 6 years before enrolling at Universit´e de Montr´eal to complete a Master of Information Sciences. She has been working as a librarian at Polytechnique Montr´eal since 2013, doing a variety of tasks, with a focus on bibliometrics and teaching information literacy.Manon Du Ruisseau, Ecole Polytechnique de Montreal Manon Du Ruisseau has been working at the Polytechnique Montr´eal Library for more than 30 years. During the first years of her career, she worked as a library technician and since then she occupied various positions that allowed her to

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Patrick Marcel Danner, Technical University of Munich; Shannon Katherine Gilmartin, Stanford University; Carol B. Muller, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

understand issues of diversity and inclusion in engineering. Specifically, she investigates how language influences who engages in the technical fields. She was recently awarded the Stanford DARE fellowship. Globally, she is part of the Galapagos research-practice partnership that seeks to improve the teaching of science for underserved communities through education for sustainability. Before coming to Stanford, she was a bilingual educator at Plano ISD. In Plano, she served in the Gifted and Talented Advisory Committee and the Elementary Curriculum Design team. Prior to starting her career in education, Greses was a project manager for engineering programs funded by the European nonprofits in the Caribbean. She holds a

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

discipline. In particular, it asks:“what skills have students developed during their academic career before they enter a workenvironment?” In particular, this study focuses on co-op programs and work experienceduring a student’s education. Co-op has evolved over the years, changing and adaptingaccording to students, as is discussed by Haddara and Skanes [1]. This means that there arevarious forms around the world. Due to the location of this study (i.e. Toronto, Canada), welooked at the Canadian Association for Co-operative Education (CAFCE), as they discusswhat contributes to a successful co-op program in today’s age. They outline a pre-training forstudents that would foster transference of skills into the workplace so that they may developand gain

Conference Session

Graduate Studies Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Divisions

Graduate Studies

enrolling (should they ultimately decide to do so).The success of returning students has implications beyond academia. Though it is often assumedthat PhD programs serve as preparation for academic careers, in reality a majority of engineeringdoctoral recipients do not pursue academic careers. Approximately 14% of newly-mintedengineering PhDs work in academia after graduation, 72% find work in industry or business,while others work in government (10%), nonprofit (3%), or other (1%) organizations [18]. Thus,the support and training of engineering doctoral students is an issue relevant to many employersin these areas.There is limited research that provides insight into workplace policies and attitudes and howthese might affect employees seeking to

Conference Session

First-year Programs Division: Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Susan F. Freeman, Northeastern University; Jennifer Ocif Love, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experience engineering as an evolving, creative, and interdisciplinary career that impacts global society and daily life. 2. Provide students with the opportunity to develop process-driven problem solving skills that recognize multiple alternatives and apply critical thinking to identify an effective solution. 3. Provide students with the opportunity to integrate math & science in an engineering context. 4. Create motivated & passionate engineering students by challenging them with authentic engineering problems across multiple disciplines. 5. Instill in our students the professional, personal & academic behaviors and common competencies needed to move to the next stage of their

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Claudio Cesar Silva de Freitas, Purdue University, West Lafayette; Zachary James Beyer, Purdue University, West Lafayette; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

education, advising and mentoring, students’ persistence, engineering career pathways, and school-to-work transition of new engineers. He holds a B.S. in Mechanical Engineering from University of Wisconsin-Milwaukee and a M.S. in Mechanical Engineering from Georgia Institute of Technology. Prior to beginning his doctoral studies, Hassan worked for five years at General Electric where he graduated from their Edison Engineer- ing Development Program (EEDP) and then worked as a gas turbine fleet management engineer. In addi- tion to his technical role, Hassan supported the recruiting, interview, and selection process of the EEDP Program, where he mentored interns, co-ops and Edison associates from the Middle East and Africa

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

loss of self-efficacy.13 Once a student loses confidence in their ability to perform a task, theytend to feel uncomfortable or out of place. Similarly, Tinto identified that the most important factorin a student’s academic performance is a measure that he termed “student commitment”. This is ameasure of the student’s ability to integrate themselves into the academic community.14,15 Whilethere have since been many studies examining other contributing factors, the underlying tone inall of the research is the student’s comfort, confidence, and motivation in their area of study.14–17 2.2. Student GenderThere exists an implicit bias that science, technology, engineering and mathematics (STEM) aremasculine career fields. Though women make up

Conference Session

Mechanical Engineering Division Technical Session 11

Collection

2018 ASEE Annual Conference & Exposition

Authors

Liping Liu, Lawrence Technological University; James A. Mynderse, Lawrence Technological University; Robert W Fletcher, Lawrence Technological University; Andrew L Gerhart, Lawrence Technological University

Tagged Divisions

Mechanical Engineering

individually, in-class active andcollaborative learning (ACL) exercises, and problem-based learning (PBL) team projects withentrepreneurially minded learning (EML) components. However, all modules are intended tofoster a better student understanding of the theory, practices, and career opportunities associatedwithin the fluid power industry.Starting in the Fall of 2016, the authors developed the modules and implemented them inmultiple sections (taught by different instructors) of Thermodynamics and Fluid Mechanicscourses in three consecutive semesters (Fall 2016, Spring 2017, Fall 2017). Pre and post surveyswere conducted to gage the impact on student learning on the fluid power content before andafter the designed activities. Both direct and indirect

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

recognize the value of better integrating the teaching and learning of STEM fields.It is assumed that students who have learned disciplinary core ideas, practices, and crosscuttingconcepts of science and engineering will be scientifically literate citizens who can engage inpublic discussions on related issues and can be careful consumers of scientific and technologicalinformation, and can pursue careers of their choice, including STEM careers. Engineering designallows teachers to effectively blend disciplines and integrate math and science as a means ofbuilding student understanding of and skills for engaging in both content areas and appreciationfor both content areas (Lehman & Capobianco, 2012). Pre-college engineering education

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Reeping, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University; Steve Robert Harrison, Dept of Computer Science, Virginia Tech; R Benjamin Knapp, Institute for Creativity, Arts, and Technology; Luke F Lester, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Annie Yong Patrick; Matthew Wisnioski, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

+ Design. He is the co-director of the Virginia Tech E-textiles Lab and the Associate Director of the Institute for Creativity, Arts, and Technology. He received his Ph.D. in Electrical and Computer Engineering from Carnegie Mellon University and his B.S. in Electrical Engineering from the University of Cincinnati. His research and teaching interests include wearable computing, electronic textiles, and interdisciplinary design teams for pervasive computing. In 2006 he was selected for the National Science Foundation’s Presidential Early Career Award for Scientists and Engineers (PECASE) for his research in e-textile-based wearable computing.Ms. Annie Yong Patrick, Annie Y. Patrick received her Master of Science in

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

the standards documents for early childhood learning in thesestates.While engineering education in the United States is in relative infancy, the available research sofar “shows that engaging elementary and secondary students in learning engineering ideas andpractices is not only possible, but can lead to positive learning outcomes” [3, pp. 149], such asimproved math and science learning, gaining problem solving abilities, and an increasedawareness of and interest in engineering as a career. At the early childhood level (defined asbirth through age eight), there is a limited number of studies regarding engineering education.What these studies do point to is the “need for improving our understanding of what is entailedin the precursors of

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul Alexander Horton, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

campus SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?,” and is a Co-PI on the

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Divisions

Educational Research and Methods

individuals attach meanings to social and cultural roles, and that “anindividual has as many selves or identities as he or she has groups of people with which he or sheinteracts” [42]. Engineering students negotiate the various roles (identities) that they play withinthe different contexts of their lives; some of these roles may add or detract from their ability toidentify as engineers. Godwin’s initial study in this area focused on the development of aninstrument to measure the engineering identity of introductory-level undergraduates. Thebackground for the study included previous literature on a quantitative measure of physicsidentity used to understand STEM career choices, and on an expanded version to measure mathand science identities. These

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

’ understanding ofengineering as a possible career path and, at worst, fosters misconceptions about the nature ofengineering. Furthermore, treating engineering as a solely technical field may be particularlydetrimental to students from underrepresented communities and to women, groups for whichsocial concerns and community relationships are often of importance.Despite significant effort on the part of the engineering community, engaging future engineers inways that support their trajectories into engineering careers remains a substantial challenge forengineering education programs3. In particular, recruitment and retention of women and studentsfrom underrepresented minority populations have proven difficult to increase1.Recently, several scholars have

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Angela R. Bielefeldt, University of Colorado, Boulder; Kevin G. Sutterer P.E., Rose-Hulman Institute of Technology; Derek Guthrie Williamson, University of Alabama; W. Edward Back, University of Alabama

Tagged Divisions

Civil Engineering

Paper ID #25697Curricular Changes Needed to Conform to the CEBOK3 – Three Case Stud-iesDr. Kenneth J. Fridley, University of Alabama Kenneth J. Fridley is the Senior Associate Dean for the College of Engineering at The University of Alabama. Prior to his current appointment, Fridley served as Professor and Head of the Department of Civil, Construction and Environmental Engineering at the University of Alabama. Dr. Fridley has been recognized as a dedicated educator throughout his career and has received several awards for his teaching efforts, including the ExCEEd (Excellence in Civil Engineering Education) Leadership

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

transfer of learning from school into professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Aaron W. Johnson, University of Michigan; Timothy G. Chambers, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Divisions

Educational Research and Methods

typically required to take at least 10 engineering science courses. Therefore, we can estimatea typical engineering student spends 720 hours working on these type of problem sets duringtheir undergraduate career. Yet, there is little research about how students are learning whileworking on these problem sets. The first author of this paper has addressed this in her prior work,and this study of open-ended modeling problems is derived from her findings [1]. Examiningstudents working on homework in control systems and fluid mechanics courses, she foundstudents are mostly engaged in conversations to get their homework done instead ofconversations to build knowledge about disciplinary concepts. We as a research team areinterested in designing and

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Grant A Fore, Indiana University Purdue University, Indianapolis; Brandon H Sorge, Indiana University Purdue University, Indianapolis; M A Coleman, Indiana U Purdue U Indianapolis; Mary F. Price; Thomas William Hahn, IUPUI

Tagged Divisions

Engineering Ethics

been able to persuade others to agree with my point of view. KVO_02_pre I am very familiar with clubs and organizations that encourage and support community involvement for college students. SL_01_pre I listen to others and understand their perspective on controversial issues. DSE_09_pre I can contribute to improving life in my community. KAK_03_pre I feel confident that I will be able to apply what I have learned in my classes to solve real problems in society. DSTK_01_pre I want to dedicate my career to improving society. DVCE_01_pre I like to be involved in addressing community issues. KCSI_01_pre I stay

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Elisabeth Roberts, Northern Arizona University; Lori Rubino-Hare, Northern Arizona University; Haylee Nichole Archer, Northern Arizona University; Christine M. Cunningham, Museum of Science, Boston; Joelle Clark, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest, identity, and career aspirations, gains in 21st century skills, and possiblelearning gains [6], [7]. Leveraging these environments requires curricula that are appropriate forthe OST setting. Such curricula can engage learners, respond to their backgrounds and interests,and connect with home and communities [8]. High-quality OST engineering curricula thus canenhance youth learning and engagement, and are important tools for OST educators. Recently,engineering curricula have been developed specifically for the OST community. To engage alllearners, it is important that engineering curricula provide opportunities for youth to activelyengage in the practices of engineering, to see relevancy, to collaborate, and to have opportunitiesto develop

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mathew D. Evans, Arizona State University; Michelle Jordan, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

using solar, then all of ourproblems are solved,” placing the importance on educating not just their immediate social circle,but society at large for a social good. A third opinion of note pointed to the possibility thatcontributing to the available knowledge online would also aid scientists who need to work inother fields and science students such as herself who could not find enough additional resourcesto help her learn the PV solar material at the start of the program.The three participants who valued communicating with scientists and PV engineering audiencesmore expressed that at this point in their career, establishing themselves among professionals andfocusing on their education was a higher priority than communicating with the public

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Amy K. Dunford, Purdue University, West Lafayette; Rohit Kandakatla, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

c American Society for Engineering Education, 2019 Paper ID #27284 on Micro/Nanosystems and Vibration and Sound, as well as the Design, Materials, and Manufacturing (DMM) Segment Leadership Team. Dr. Rhoads is a recipient of numerous research and teaching awards, including the National Science Foundation’s Faculty Early Career Development (CAREER) Award; the Purdue University School of Mechanical Engineering’s Harry L. Solberg Best Teacher Award (twice), Robert W. Fox Outstanding Instructor Award, and B.F.S. Schaefer Outstanding Young Faculty Scholar Award; the ASEE Mechanics Division’s Ferdinand P. Beer and E. Russell

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University; Steven J. Skerlos, University of Michigan; Megan Kaczanowski, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

50 students’ with diverse prior experiences. The threecategories of research process sophistication described in this paper will later be used tocharacterize the responses of all returning and direct pathway students in our study and betterunderstand how students’ past education, work, and other experiences relate to their engineeringresearch process. However, the applicability of such a classification scheme would likely extendto evaluating the work of engineering graduate students’ research sophistication or progress overtime more broadly.BackgroundResearch Skills. A major component of doctoral education is preparing students to beindependent researchers. There are a variety of research skills essential for career success inacademia

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Kenneth J. Fridley, University of Alabama; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

., Europe, and East Asia. He retired at the rank of Colonel. During his military career, Dr. Lenox spent 15 years on the engineering faculty of USMA – including five years as the Director of the Civil Engineering Di- vision. Upon his retirement from the U.S. Army in 1998, he joined the staff of the American Society of Civil Engineers (ASCE). In his position as educational staff leader of ASCE, he managed several new educational initiatives – collectively labeled as Project ExCEEd (Excellence in Civil Engineering Education). As ASCE’s Executive Vice President, Dr. Lenox led several educational and professional career-development projects for the civil engineering profession – with the overall objective of properly

Conference Session

Design Throughout the Mechanical Engineering Curriculum II

Collection

2016 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University, San Luis Obispo; Peter Schuster, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

. This wasnoted by a number of students who were positive about the Active Learning approach but felt toomany topics were covered in the class. One final concern of teachers new to Active Learning,especially those who are in the tenure process, is the effect on their student evaluations. Table 6contains the average student evaluation ratings from the MD/MSD course in Spring 2015 for thetwo instructors as compared to the average value the instructor received over his career whileteaching this course. The results here are a little mixed. Instructor A, with experience with ActiveLearning techniques, received higher student evaluation ratings for the Active Learning course.However, Instructor B, a novice with Active Learning techniques, was assessed

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Harper Ogle, Clemson University; Jeffery M Plumblee II, Clemson University; David E Vaughn, Clemson University; Aaron S. Gordon, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

these challenges highlight the need to better preparetoday’s engineers with the intuition, skills and tools they need to tackle these problems. CharlesVest, 9 former president of National Academy of Engineering, asserts that engineering studentsprepared for professional careers in the year 2020 and beyond, “must be excited by their freshman year; must have an understanding of what engineers actually do; must write and communicate well; must appreciate and draw on the richness of American diversity; must think clearly about ethics and social responsibility; must be adept at product development and high-quality manufacturing; must know how to merge the physical, life, and information sciences when working at