Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sapna Shah, Harvard University; Alex Beaudette, Harvard University; David R. Bergandine, University of Illinois Laboratory High School; Savindi N. Devmal , University of Illinois Laboratory High School; Conor Walsh P.E., Harvard University; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Pre-College Engineering Education

K12 soft robotics activities werepresented as practitioner-delivered outreach. This paper details development and pilot of ateacher facilitated Soft Robotics Toolkit program for K12 schools that includes a design thinkingcurriculum and a physical toolkit, specifically designed to complete in school or at home. Forteachers to confidently deliver the emerging curriculum, we describe a teacher professionaldevelopment to facilitate adoption of soft robotics topics into middle and high school classrooms.We provide reflections on the experience of the classroom teacher delivering the curriculum inthe remote environment and results from a 9th grade student in the course. This pilot will informfuture work in assessing teacher confidence in teaching

Conference Session

A Focus on Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Azadeh Bolhari P.E., Angelo State University; Daniel Ivan Castaneda, James Madison University; Kenneth Stewart, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

exit interviews(blue shaded cells). Table 2- Artifacts reflecting sustainability mindset categorized by present or future orientation. Location of Artifacts Artifacts Household Present Future Two Entry Household 2 1 0 4 Interviews Household 4 0 1 Four Interim 2 Household 2 0 2 Interviews or Focus Groups 10 Household 4 7 3 Household 2 0 0 Two Exit Interviews 5

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Vazgen Shekoyan; sunil Dehipawala, City University of New York, Queensborough Community College; Dimitrios S. Kokkinos, City University of New York, Queensborough Community College; Rex Taibu; George Tremberger Jr; Tak Cheung

”transference to “remotely doing a lab” would not be easy to assess during lockdown, when face-to-face practical final exams are impracticable to schedule. Assessment would certainly includegrading but grading alone would not provide an adequate holistic assessment. The constructionof an assessment rubric for the online experiential learning, based on the McGill University face-to-face experiential learning assessment principle concerning content-process mixture, bigpicture perspective and reflection is presented here. The advances in artificial intelligencesoftware as it pertains to online experiential learning are discussed.KeywordsAsynchronous online delivery, experiential learning, tacit and explicit knowledgeIntroductionThe online delivery of

Collection

2021 First-Year Engineering Experience

Authors

Jonathan Krones, Boston College; Jenna Tonn, Boston College; Russell C. Powell

Tagged Topics

Diversity

course for BC’s newDepartment of Engineering which will enroll its first class in fall 2021. Seventy students enrolledin MMW, representing all the BC undergraduate schools and a number of different STEM andnon-STEM majors.As a designated “Complex Problems” course, MMW includes three pedagogical components:lectures, labs, and reflection sessions [1]. Lectures examine topics from major branches ofengineering (civil, mechanical, and electrical) and the history of science and technology since1800, with a focus on sociotechnical systems and their relationship to gender, race, disability,immigration, and nationality. Labs involve hands-on engineering modeling tasks as well as amulti-week human-centered design challenge focused on issues of access and

Collection

2018 ASEE Mid-Atlantic Section Spring Conference

Authors

Marcia Ford, Murray State University; Kevin T Perry AIA, Murray State University; Brian Giltner, Murray State University; Melanie McCallon Seib, Murray State University

Tagged Topics

Diversity

Engineering Technology,and Telecommunications Systems Management programs at Murray State University reflect ontheir study abroad program successes and practices. The study abroad programs were 16-week (3credit hour) courses with instructional period throughout the semester, with travel occurring duringspring or summer breaks. All five study abroad programs concluded with students traveling to theinternational partner’s location and providing a unit of work or deliverable. Topics discussed inthis paper are student recruitment, project identification, finding international partnerships,program expenses, equipment logistics, knowledge transfer, and project sustainability.Keywords — Project-based learning, Engineering Technology, Study Abroad

Conference Session

Labs and Experiments

Collection

2017 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University; Edward C Bent, Bucknell University; Rachel Cincotta, Bucknell University; Kyle Andrew MacDougall, Bucknell University Chemical Engineering Department

Tagged Divisions

Chemical Engineering

sameexperiments as demonstrations. Both treatments were accompanied with the same pre-labprediction questions and post-lab assessment and reflection questions, which kept student timedevoted to each activity similar. Students performing the experiment in small groups scoredhigher on the concept inventory than did students who watched a demonstration (24.7-percentagepoint increase relative to 16.9-percentage point increase) although both groups improvedsignificantly relative to their pre-test scores. Analysis of the student reflection questions mirroredthis trend, with students performing experiments answering the reflection questions more fullyand more correctly than students who watched the demonstration.Introduction and BackgroundIn the past five years

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana; Bradley Lane Kicklighter, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

summative surveys were distributed with each summative assessment(exams). The formative survey was distributed prior to the summative assessment and thesummative survey was distributed after the summative assessment. See Appendix A for the twosurveys. Questions are included in the figure captions, for convenient reference. Ample time wasgiven to complete the formative survey and the both surveys were generally returned with theexam. Students are informed to answer the formative survey questions reflecting on theformative assignments leading up to a summative assessment. For example, when filling outtheir second formative assessment students are asked to reflect on all homework leading up toExam 2 from the previous exam. Formative scores include the

Collection

2015 EDI

Authors

William Oakes

, Michael, Pamela Turner and William Oakes, “Teaching Engineering In High School Using Service-Learning: The EpicsModel”, Proceedings of the 2008 ASEE Annual Conference, Pittsburgh, PA, June 2008Zoltowski, C., Oakes, W., and Cardella, M., “Students’ Ways of Experiencing Human-Centered Design”, Journal of EngineeringEducation, Vol. 101, No. 1, January 2012, pp. 1-32Zoltowski, C. B., and Oakes, W.C., “Learning by Doing: Reflections of the EPICS Program”, Special Issue: University EngineeringPrograms That Impact Communities: Critical Analyses and Reflection, International Journal for Service-Learning in Engineering, 2014,pp. 1-32

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Christopher McComb, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

Tagged Topics

Diversity, FYEE Conference Sessions

efforts specifically for residents Cape Town, South Africa.Students were instructed that their solution should extend the residents’ current water supply aslong as possible. Researchers in engineering design emphasize the need for empathic educationalexperiences [19] and incorporating global perspectives into engineering curricula [20]. As suchthe design challenge focused on designing a product with social impact for a real-life crisis.Students were also instructed to use the design processes, methods, and tools taught in class todevelop a solution. At the conclusion of the in-class activity students were told they had 48 hoursto submit an individual reflection about the design challenge. The reflection asked students toconsider the design

Conference Session

Technical Session IX

Collection

2018 FYEE Conference

Authors

Krista M Kecskemety, Ohio State University

Tagged Topics

FYEE Conference Sessions

the 2 semester engineering courses, faculty have little time to talk abouthow students are adjusting to life in college, what their plans are for engineering, and how thesemester is going. Each class has 72 students and each course is 2 credit hrs. Two faculty startedimplementing discussion boards on the Learning Management System (LMS) in their courses tointroduce new topics and require a reflective post each week. While the students use the LMS forturning in class assignments and viewing information, most of the class is delivered in-person,therefore, the discussion board assignment is one of the only pure online/virtual assignments.The two instructors used different approaches to the discussion boards. Instructor A posted thetopics on the

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Edward Sobiesk, United States Military Academy; William Suchan, United States Military Academy; Roland Trope, United States Military Academy

Tagged Divisions

Engineering Ethics

be required to show Page 12.1139.2once they graduate. Rather than allowing our students to avoid intellectual property issues, weforce them to confront the issues head on. One of our most significant outcomes is that ourThe views expressed in this paper are those of the authors and do not reflect the official policy or position of the United States Military Academy,the Department of the Army, the Department of Defense or the United States Government.students not only understand that most of the material they find on the Internet is protected bycopyright law, but they also experience the process

Collection

2008 GSW

Authors

Nripendra Sarker; Cajetan M Akujuobi

rest are designed inthe light of program educational objectives and Criterion 3 outcomes. These methods were foundto be highly appreciated by ABET in one earlier accreditation process. IntroductionTraditionally, an instructor assesses student performances by giving home works, tests, andprojects, etc. This assessment method is subjective of the instructor. It is well known that duringcourse registration process, many students choose instructors for easy grades. Therefore, gradesdo not always reflect the true merits of students and the programs as well. The real merits of thestudents and programs can better be assessed by determining how really they perform in theirprofessional careers several years

Conference Session

Professional Development in Materials Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mary Vollaro, Western New England College

Tagged Divisions

Materials

Machine Activity – modeling the actions of a 5-axis CNC machine onsimple component shapes with in-class reflection/ discussion,f) Material Selection Activity- using materials selection software to validate the choice ofmaterial and manufacturing process(es) for a selected component with a worksheet,g) Portable NDT (Non Destructive Testing) Kit – conducting an independent investigation within-class presentations and reflection/discussion, andh) Traditional Lecture. Page 14.1085.2Some of these activities are well-proven and the “Quick-n-Dirty” CNC machine activity, thematerial selection activity, the portable NDT kit will be highlighted in paper

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Rocco Piccinino, Smith College; Mary Moriarty, Smith College; Linda Jones, Smith College

Tagged Divisions

Engineering Libraries

(visual, oral and written) [g] responsibility6. Ethics: the ability to think critically and act reflectively in g. an ability to communicate effectively relation to engineering ethics and professional responsibility h. the broad education necessary to understand [f, h, j] the impact of engineering solutions in a7. Life Long Learning: the ability to apply the fundamentals of global and societal context how people learn to one’s own education and life goals, and i. a recognition of the need for, and an ability to to use this knowledge to engage others in learning [i] engage in life-long learning8. Problem Framing

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Llewellyn Mann, Central Queensland University; Shanna Daly, University of Michigan

Tagged Divisions

Design in Engineering Education

of other perspectives and ways of being andunderstanding and specifically changing the practitioners themselves rather than the ‘designpractice’ removed from the practitioners.This framework involves six steps: 1. Make practitioners aware of their own practice through reflection 2. Make practitioners aware of other ways of practicing by bringing in the results from studies 3. Help practitioners to reflect on the similarities and differences between their practice and other ways of practicing 4. Help practitioners with the adoption of some changes to their practice to ‘trial’ a new way of practicing 5. Help practitioners further reflect on the effectiveness of the changes made 6. If positive, help introduce a wider

Collection

1997 Annual Conference

Authors

T. Chang; R. Barat; J. F. Federici; H. Grebel; A. M. Johnson

: Lasers, Lamps, etc.; Reflection and Refraction -- Snell's law, brewster angle,total internal reflection, dispersion; Geometric Optics -- Mirrors, lenses, magnification, raytracing techniques and software; Polarization; Birefringence; Interference -- interferometry andthin films; Diffraction -- gratings; SpectroscopyLABORATORIES 1. Detection of light (a) Use photodiode and optical power meter to detect laser light. (b)Calibrate neutral density filters/ beamsplitter © determine linearity of photodiode. 2. Reflection/refraction (a) study of Snell's law with different materials (b) total internalreflection (measure index of refraction) in a prism. 3. Geometric Optics (a) build a simple microscope (b) expand and collimate a HeNe laserbeam

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Kerrie Kephart, University of Texas, El Paso; Elsa Villa, University of Texas, El Paso; Louis Everett, University of Texas, El Paso; Arunkumar Pennathur, University of Texas, El Paso

students will deepen their conceptual understanding as they makesense of and derive meaning from phenomena under investigation.1,3Embedded in the facultydevelopment activities are reflection and investigation of learning theories. This work is led bythe University of Texas El Paso (UTEP) and is supported by a grant from the National ScienceFoundation (NSF) in the Course, Curriculum and Laboratory Improvement (CCLI) program. In1 This material is based upon work supported by the National Science Foundation under GrantNo. 0618861. Any opinions, findings, and conclusions or recommendations expressed in this Page 14.389.2material are those of the author

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Julie Trenor, University of Houston; Jennifer Ruchhoeft, University of Houston; Frank Claydon, Unviersity of Houston; Stuart Long, University of Houston

Tagged Divisions

K-12 & Pre-College Engineering

, Transfer, and Results.Reactions and Learning— Views of the Program and New Knowledge of Engineering: At the endof the program, teachers were asked to complete two survey assessment tools. One survey askedparticipants to rate their agreement with various statements related to program content andadministration at the end of the program using a Likert scale (responses included “stronglyagree” (5), “agree somewhat” (4), “not sure” (3), “disagree somewhat”(2), “stronglydisagree”(1)). The other survey queried participants on how well their expectations wereachieved during the program, and asked participants to rate each statement in terms of the extentto which each factor was reflected in their summer experience (a score of 1 indicated that it wasnot at

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Michael Trevisan, Washington State University; Denny Davis, Washington State University; Steven Beyerlein, University of Idaho; Phillip Thompson, Seattle University; Olakunle Harrison, Tuskegee University

Tagged Divisions

Design in Engineering Education

understanding of biomedical engineering design processPriority2. Adams, Turns, & Design Basic Research Discusses the importanceAtman (2003) Journal of reflective practice for student learning in design11. Brinkman & Communica Applied Describes studentvan der Geest tion Journal Research feedback on technical(2003) (student focus) communication in engineering design

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

class activities found in the scholarly literature. Thesepractices were grounded in experiential and cooperative learning such as visits from experts,round-table discussions, reflections, but still included traditional learning activities such asassigned readings and lectures. Outside the classroom, students actively worked with communitypartners to improve thriving in the community.Gratitude - Gratitude consists of feelings of appreciation for someone in response to receivingintentional benefits, especially at some cost to the benefactor [2], [3]. There are both interpersonaland intrapersonal benefits of gratitude. Gratitude is one of the strongest correlates to emotionalwellbeing [4], life satisfaction, optimism, and reduced anxiety [5]. In

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Mary E. Campbell, Texas A&M University; Mary K. McDougal, Texas A&M University; Lauren Neala Holder, Texas A&M University

Tagged Divisions

Community Engagement Division

-specific knowledge and developing their multidisciplinarycommunication, problem-solving, and research skills.Course design and executionAccording to Bringle and Hatcher [1], service-learning is defined as a “course-based, creditbearing educational experience in which students (a) participate in an organized service activitythat meets identified community needs, and (b) reflect on the service activity in such a way as togain further understanding of course content, a broader appreciation of the discipline, and anenhanced sense of personal values and civic responsibility” (p. 112).” Service-learning has beenproven to benefit students in many ways. More specifically, service learning has been found toenhance students’ collaboration skills [2], civic

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan A Munden, Fairfield University

Tagged Divisions

Community Engagement Division

elective for allengineering students. The course successfully implements reflection practices to measureattainment of civic learning outcomes, which are essential to true service-learning courses. Arubric measures student achievement of course technical outcomes. Improved team performancedemonstrates effectiveness of the university mentors. The mentoring has a demonstrable effecton youth attitudes toward STEM education and careers. The course and mentoring resulted in85% retention of existing youth team members, plus addition of new youth from 3 additionalhigh schools, expanding the reach of the robotics team in the community. The course has alsoresulted in the university hosting a district competition, increasing STEM visibility to the

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Shalaka Subhash Ghaisas, University of Oklahoma; Xun Ge, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

to improve such courses incrementally. In our course AME4163 –Principles of Engineering Design, a senior-level engineering DBT course, we haveincorporated David Kolb’s experiential learning construct into the fabric of courseactivities, assignments, and structured exercises. We now seek to additionallyleverage Piaget’s cognitive constructivism and Vygotsky’s sociocultural theoryinto structured learning exercises. One such exercise is the ‘Learning Statement,’(LS) a reflective exercise in which students directly translate experience intolearning and articulate expected future value from that learning. In employing theLS as an instrument for a formative assessment, we attempt to identify the students’Zones of Proximal Development (ZPD

Conference Session

Issues in Academic Integrity and the Value of Portfolios, Case Studies, and Supportive Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Patrick H. Knowles Jr., Cleveland Mixer

Tagged Divisions

Graduate Studies

as a tool to define educationalobjectives, correlate documented material to a program's educational objectives, facilitate anopportunity for students to reflect on their learning, and assess the attainment of objectives.While the author does not present the mechanics of assembling individual portfolios (over astudent's academic career), the author illustrates how portfolios have been used to assess andimprove the learning process.Bhattacharya and Hartnett extend the use of student portfolios in engineering education beyondcommunications and into all aspects of engineering professional knowledge and skills. 4 Theportfolio serves both as a collection of a student’s best work and as a forum to encouragepersonal reflection. This perspective on

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

). However, sometimes these challenges may be too large to allow all team members toengage in the design process deeply. Further, instructors cannot observe teams in action duringtheir design process, which makes it difficult to provide feedback. Nor can they assess teams’workflow process as they transfer what they learn into knowledge needed to define a solution.Over the past two years we have used a collection of small design challenges at multiple times ofthe year to help teams practice and reflect on their processes of design, teaming and projectmanagement. These two hour design sessions engaged learners in a short conceptual designaround an interesting problem. After each session the students reflected on their process andthen discussed as a

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University; Stephanie Luster-Teasley, North Carolina A&T State University; Willietta Gibson, Bennett College

Tagged Topics

NSF Grantees Poster Session

qualitative methods are assigned equal weighting in the interpretation offindings27.The Felder Index of Learning Styles Assessment (ILSA) is a 44-item questionnaire whichassesses students’ learning style preferences which are evaluated on four continua. Felder ILSAresults categorize all respondents’ learning styles in terms of being active/reflective (ACT_REF),sensing/intuitive (SEN_INT), visual/verbal (VIS_VRB), and sequential/global (SEQ_GLO).Each anchor of the continua is assigned a quantitative value of -11 or 11, respectively, and allrespondents are assigned individual values between these extremes. Respondents’ ratings on thevarious Felder ILSA continua served as the independent variables in this research.Dependent variables were a product of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

class Faculty  Reflection &  incorporate  Summary changes Review &  Final faculty  Comment by  reflection CTL Faculty review  Review &  video &  Comment by 2

Conference Session

Enviromental Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

Tagged Divisions

Environmental Engineering

earlierinterdisciplinary efforts. The EnGAGE project was used as an innovative way to promotecollaboration between the two classes while achieving traditional course goals in each. Studentswere involved in all aspects of the project, including site assessment, design, planning and willbe an integral part of construction of the garden. Participants completed short pre and postsurveys during various phases of the project, and will be resurveyed at the project conclusion aswell as asked to write reflections on their to gain qualitative and quantitative data regardingproject success.Introduction:Entry level engineering courses are beginning to emphasize production of a more well-roundedengineer through service and community involvement. Interest in outside of the

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.660.2unemployment rates, STEM jobs “are going unfilled simply for lack of people with the right skillsets.”2, further emphasizing the need to train a population of qualified STEM graduates.However, current trends in engineering enrollment reflect a decrease from 6.3 to 5.4 percent ofthe total degrees conferred.3 The 2012 President’s Council of Advisors on Science andTechnology (PCAST) report, “Engage to Excel: Producing One Million Additional CollegeGraduates with Degrees in Science, Technology, Engineering, and Mathematics,” indicates thatthe United States needs to prepare one million additional STEM professionals in the next decadeto maintain its dominance in science and technology.4 One important strategy for increasing thequalified

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ikhlaq Sidhu, University of California, Berkeley; Ken Singer, CET, College of Engineering UC Berkeley; Charlotta Johnsson, Lund University, Sweden; Mari Suoranta, University of Jyvaskyla, Finland

Tagged Divisions

Entrepreneurship & Engineering Innovation

focus (right in Figure 1) is referred to as inductivelearning12. - Deductive: In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts. The students should demonstrate that they have understood the concepts by repeating what the teacher just told or did. - Inductive: In an inductive classroom, the teacher presents or exposes the students to examples that show how the concept is used. The intent is for students to “notice”, by reflecting around the examples, how the concept works. The students should demonstrate that they have understood by re-inventing the concepts based on their own