Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Lawrence Feick; Larry Shuman; Katherine Thomes; Bopaya Bidanda

students), perceptions (of students), and extrapolations (of what the future wouldbe). This three-pronged data collection would involve US academics, industry executives andstudents soliciting information in each country from engineers and managers, workers andacademics as shown in Figure 4. As shown in the Figure, while we would be collecting datafrom our counterparts in industry and academia, we also wanted to encourage an informationexchange among all the entities. In addition, participating students kept journals that enabledthem to reflect upon their changing career and voyage expectations as the progressed around thePacific Rim. At the end of the voyage they were encouraged to reassess their professionalexpectations and further reflect on

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Phillip Wankat

with respect toteaching/advising/tutoring freshman engineering students.” Information on advising servicesprovided in first-year programs compiled from these open-ended questions is summarized inTables 5 and 6. Respondents often listed more than one comment. Course schedule planningand career planning were the types of advising services most often mentioned, as shown in Table5. Respondents’ comments on how advising is handled are shown in Table 6. The mostfrequently mentioned advising method was department-specific advising. Interestingly, over halfthe department-specific comments were generated in Categories II, III, and VI. Page

Conference Session

State of the Art in Freshman Programs

Collection

2004 Annual Conference

Authors

Edward Evans; H. Michael Cheung; Rex Ramsier; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar

Page 9.685.3“Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”internalization of social signs, and of the internalization of culture and of social interactions”10.Thus, epistemologically, knowledge and understanding are personal but socially constructed bythe learner.As students progress through the program they will have repeated practice at developing the so-called career skills of teamwork and communication in addition to enhancing their engineeringcontent knowledge. According to Reynold’s11 model of developing competency, consistent andreliable performance of a skill occurs after a number of attempts

Conference Session

Academic Standards and Academic Issues

Collection

2004 Annual Conference

Authors

Brian Manhire

faculty are largely deficient in the practices of engineering and have little or no firsthand knowledge or experience to pass on to students being educated for careers in engineering practice as opposed to research. Systemic engineering education reform is at least partially dependent on the resolution of this and other interrelated problems;85Professor Splitt has apparently raised the ironic possibility of unethical academic resistance toimplementing (by way of EC2000) the study of ethics into engineering curricula.Recapitulating, the literature indicates considerable interest in ethics and unethical conduct isdetrimental to higher education, the practice of engineering and engineering education. Throughits

Conference Session

Intro to Engineering: Not Just 1st Year Engineers

Collection

2003 Annual Conference

Authors

Todd A. Watkins; Drew Snyder; John Ochs

experiences at the center of undergraduate education, starting inthe freshman year. We briefly outline the goals, history, structure, and our evaluation of ourIntegrated Business and Engineering Freshman Workshop, a team-project-based learning courseemphasizing entrepreneurial product development. The main goal of the Workshop, and theinterdisciplinary curricula which it leads into, is to enable graduates to move more rapidly alongtheir chosen career paths, graduating both competent in their functional disciplines—whetherbusiness or engineering—and better prepared for long-term success. Freshmen, by and large,come as a blank slate in terms of disciplinary biases and expectations about college“coursework.” By working in teams on original

Conference Session

Tools of Teaching and Learning

Collection

2003 Annual Conference

Authors

Elizabeth Davis; David Socha; Valentin Razmov

true spirit of academia – in order to prepare students for successfulengineering careers.1. Introduction Seeing conflict as an opportunity to create art from our very being is a challenge for the artist in all of us. Our lives are not dependent on whether or not we have conflict. It is what we do with conflict that makes the difference.1 Thomas F. CrumThe beneficial role of inner conflict in helping learning and as a source of innovation is not a Page 8.1307.1new concept1, 3. However, it does appear to be an uncommon and thus a largely

Conference Session

International Engineering Education I

Collection

2003 Annual Conference

Authors

Waddah Akili

during the pre-college years, has adversely affected outcome and personal traits. Measures should be taken to overcome the negative effects of the “undesirable” traits, acquired during school years, and to encourage students to develop attributes for success in their college education. 4) To expose students to engineering work environment: In an attempt to create an awareness of the role of engineers in the work place, students in the program would be given the opportunity to perform engineering tasks, as junior members of a team. This type of experience would help students become more familiar with opportunities that await them, and help them decide on their future career objectives. This experience can also help build

Conference Session

Comparing National Styles of Engr. Educ.

Collection

2002 Annual Conference

Authors

Richard Thibault; Rene Hivon; Danielle L'Heureux; Noel Boutin

thefollowing: a) Reasons for choosing engineering as a career (male students, Université deSherbrooke); b) Reasons for choosing engineering as a career (female students, Université deSherbrooke; c) Reasons for dropping out of engineering (male and female students, Universitéde Sherbrooke); d) Peer training for the 1st co-op work term; e) College students’representations of the engineering profession; f) Role of faculty members as models forengineering students. It is expected that the first essay to be completed will be so in late winter2002. COMPETENCIES IN S & T METACOMPETENCY IN COMMUNICATION

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

to the Three Gorges Dam in China. In that way, all students were required to thinkabout an international project to some degree. This was another suitable model to teach studentsabout globalization. The older Three Gorges Dam assignments were no longer available forcontent analysis as part of this research. Final Reflective EssaysIn the first part of the final essay assignment, students were required to write about oneprofessional society meeting (such as ASCE, AGC, SWE, etc.) or professional developmentactivity (such as the career fair, design expo, civil engineering graduate seminar) that they hadattended during the semester. Of these options, EWB represents the opportunity that is the mostobviously global in nature. The percentages

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Boise State University; Seung Youn Chyung, Boise State University; William L. Hughes, Boise State University; Kotaro Sasaki, Boise State University; Teresa Cole, Boise State University, Computer Science Department; John N. Chiasson, Boise State University

Tagged Divisions

New Engineering Educators

evidence of faculty teaching effectiveness (policy) and working closely with the Center for Teaching and Learning (university-wide) to provide customized workshops to COEN faculty (professional development).  The COEN‟s Research and Scholarly Activities Committee has been charged to identify, develop and lead efforts directed toward the establishment of financial reporting systems and consistent, flexible workload policy that support annual evaluation processes (procedure and policy).  The COEN‟s Promotion and Tenure Committee has developed criteria and guidelines for promotion of research faculty (policy). Plans are underway to provide a similar career progression pathway for non-tenure

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

engagement. Middle school science studentswho reported fulfillment of their needs for autonomy, competence, and relatedness were morelikely to continue enrolling in science courses and plan to pursue careers in science.5 Incomparing junior-high and elementary students’ autonomous motivation to complete homeworkassignments, researchers attributed the older students’ decreased motivation to their teachers’poor support of the students’ psychological needs, when compared to elementary school studentsand teachers.6 Students in physical education classes that perceived a more supportiveenvironment reported greater need fulfillment and engagement in physical education activities.7While fewer researchers have utilized self-determination theory among college

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; Kurt Paterson, Michigan Technological University; Olga Pierrakos, James Madison University; Angela R. Bielefeldt, University of Colorado, Boulder; Bradley A. Striebig, James Madison University

Tagged Topics

NSF Grantees

grant), advancing problem based learning methodologies (NSF CCLI grant), assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education (NSF CAREER grant). Her other research interests lie in cardiovascular fluid mechanics, sustainability research, and K-12 engineer- ing outreach.Angela R Bielefeldt, University of Colorado, Boulder Angela is an Associate Professor in the Department of Civil, Environmental, and Architectural Engineer- ing at the University of Colorado - Boulder (CU). She has taught the capstone design for environmental engineering since 1998 and began incorporating service learning projects into the course in 2001. She also

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

education to improve itsquality and direction. Former president of the National Academy of Engineering, William A.Wulf, said it best in his statement, “Incorporating a set of "new fundamentals" into theengineering curriculum and encouraging faculty to practice their craft are among the stepsneeded to bring engineering education into the 21st century.” 1The engineering student can nolonger be instructed through “chalk and talk” practices, but rather, there is a need to makeengineering education more dynamic and engaging to produce well-rounded engineeringstudents for the careers of the 21st century1,2. According to the National Academy ofEngineering (NAE) Engineer of 2020 Attributes3 report, engineers will be called upon to adapt tonew trends in

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

from McGill University, and an M.S. and a Ph.D. in Industrial and Systems Engineering with a Ph.D. minor in Women’s Studies from the University of Wisconsin-Madison. She is Co-PI and Research Director of Purdue University’s ADVANCE program, and PI on the Assessing Sustainability Knowledge project. She runs the Research in Feminist Engineering (RIFE) group, whose projects are described at the group’s website, http://feministengineering.org/. She is interested in creating new models for thinking about gender and race in the context of engineering education. She was recently awarded a CAREER grant for the project, ”Learning from Small Numbers: Using personal narratives by underrepresented undergraduate students to

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

engineering and in computer science, Pat worked in computer chip design before changing careers to teach high school. He is currently a graduate student in STEM Education at The University of Texas at Austin and his research interests include measuring the educational benefits of middle school and high school robotics programs.Stephanie Baker Peacock, The University of Texas, Austin Stephanie received her BS and MS of Mathematics at branch campuses of The University of Texas and is pursuing her PhD in Science and Mathematics Education at The University of Texas at Austin. Her predominate research interest focuses on development of algebraic reasoning and symbolic understand- ing. Special attention is paid to students in

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M Frehill, National Action Council for Minorities in Engineering

Tagged Divisions

Women in Engineering

AC 2011-2430: MOVING BEYOND THE DOUBLE-BIND: WIE AND MEPPROGRAMS AND SERVING THE NEEDS OF WOMEN OF COLOR INENGINEERINGLisa M Frehill, National Action Council for Minorities in Engineering Lisa Frehill is the Director of Research, Evaluation and Policy at the National Action Council for Mi- norities in Engineering (NACME), a Senior Program Officer with the Committee on Women in Science, Engineering, and Medicine at the National Research Council, and a senior analyst at Energetics Technol- ogy Center. Since earning her doctoral degree Dr. Frehill has developed expertise in the science and engineering workforce with a focus on how gender and ethnicity impact access to careers in these fields. While she was an

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

Tagged Topics

NSF Grantees

Technology Policy Fellowship at the National Science Foundation. Her research interests focus on interdisciplinary faculty members and graduate students in engineering and science, with engineering education as a specific case. Dr. Borrego holds U.S. NSF CAREER and Presidential Early Career Award for Scientists and Engineers (PECASE) awards for her engineering education research. Dr. Borrego has developed and taught graduate level courses in engi- neering education research methods and assessment from 2005-2010. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.Jefferey E. Froyd, Texas A&M

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Judith A. Sunderman, University of Illinois, Urbana-Champaign; Raymond L. Price, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

in P-12 career and technical educa- tion for the Illinois State Board of Higher Education/Illinois State University; research and evaluation for the Illinois Assessment and Accountability Project (Illinois State Board of Higher Education/University of Illinois); and the Entrepreneurial Leadership in STEM Teaching and Learning (Project EnLiST - Na- tional Science Foundation/University of Illinois). Her research focus and area of expertise is personal development, sustainable transformative learning environments, and curricular change. She has worked with curriculum/programs in a variety of areas, including teaching centers, engineering, business, honors, national scholarship advising, animal sciences, human

Conference Session

ADVANCE and Related Faculty Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Corey Schimpf, Purdue University, West Lafayette; Marisol Mercado Santiago, Purdue University, West Lafayette; Alice L. Pawley, Purdue University

Tagged Divisions

Women in Engineering

University. She has a B.Eng. in chemical engineering from McGill University, and an M.S. and a Ph.D. in industrial and systems engineering with a Ph.D. minor in women’s studies from the University of Wisconsin, Madison. She is Co-PI and Research Director of Purdue University’s AD- VANCE program, and PI on the Assessing Sustainability Knowledge project. She runs the Research in Feminist Engineering (RIFE) group, whose diverse projects and group members are described at the web- site http://feministengineering.org/. She is interested in creating new models for thinking about gender and race in the context of engineering education. She was awarded a CAREER grant in 2010 for the project, ”Learning from Small Numbers: Using

Conference Session

Making Headway: Two-year/Four-year Curriculum Alignment and Also U-G Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

James K. Nelson Jr. P.E., University of Texas, Tyler; Mary Eileen Smith, Texas Higher Education Coordinating Board; Martha M. Ellis

Tagged Divisions

Two Year College Division

Society of Civil Engineers for curriculum redesign supporting the civil engineering body of knowledge. He is actively engaged in developing strategies for enhancing the STEM education pipeline in Texas and nationally and has testified before the Texas Senate Higher Education Committee in that regard. He served on a committee of the Texas Higher Education Coordinating Board to develop a statewide articulation compact for mechanical engineering and currently chairs the council for developing articulation compacts in other engineering disciplines. He also served on the Texas State Board of Education committee preparing the standards for career and technical education.Dr. Mary Eileen Smith, Texas Higher Education Coordinating

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin Andrew Richards, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University

Tagged Divisions

Graduate Studies

for future research.1. IntroductionGraduate students attending large, research-intensive institutions of higher education are oftenprovided departmental funding as teaching assistants (TAs). This is especially true in the case ofhigh enrollment and service courses such as English, mathematics, foreign languages andintroductory courses in disciplines such as psychology and sociology. Although the specificresponsibilities of TAs vary among institutions and even between departments within the sameinstitution, many graduate students serving in these positions are asked to deliver content andeven serve as primary instructors1. These teaching responsibilities are important to graduatestudent development as individuals who intend to pursue careers

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, employers and managers are unable to give completefeedback that satisfies employees need to understand their current successes and shortcomings.7In the STEM research community, fellow researchers must give feedback on most papers prior topublication, which means the STEM community could not disseminate research withouteffective feedback.8 Ensuring that our STEM educators, professionals, and researchers arecapable of effective feedback is crucial for the continuing success of the STEM community.Due to the need for informal and formal feedback in STEM careers, it is vital to teach futureSTEM professionals how to develop and give effective feedback during their undergraduateeducation. Teaching peer feedback enables students to do more than just give

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, commu- nication studies, identity theory, and reflective practice. Projects supported by the National Science Foun- dation include interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in statics courses, and a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is

Conference Session

Computers in Education Division Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yogendra M. Panta, Youngstown State University; Hyun W. Kim, Youngstown State University; Param C Adhikari, Youngstown State University; Sanket Aryal, Youngstown State University

Tagged Divisions

Computers in Education

educators convince the need forincorporating CFD course in the curriculum of undergraduate engineering education. Thus,number of universities that develops and implements a CFD course for undergraduate andgraduate engineering students is growing every year, especially for mechanical, civil,biomedical, energy, and aerospace engineering disciplines 2, 3, 4, 5. Incorporating a CFD into thefluid curriculum will not only benefit to have better understanding and visualization offundamental fluid dynamics and prepare them for higher studies and research but also support toachieve their short and long term career goals. Furthermore, it is felt that an early introduction toCFD may inspire the students to take advanced fluid mechanics courses or go to

Conference Session

Innovations in Teaching Transportation and Geotechnical Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tom Szymoniak, Portland State University

Tagged Divisions

Civil Engineering

students for engineering practice, the importance of writing isoften emphasized. The need for improved writing skills is a regular finding in surveys ofemployers and graduates.1,2,3 Practicing engineers note the importance of communication skills,including writing, for advancing their careers.4 Accreditation criteria since 2000 have alsoreflected the importance of writing.Within civil engineering practice, writing takes on an even more important role than in manybranches of engineering. There is a vast array of writing behind any civil engineering project –qualifications proposals, cost proposals, scoping notes, technical memos, design reports, site visitreports, reports for regulatory agencies, e-mails among the team, plan sheet notes and

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

about the alumni’s career paths (for example, full-time employment orgraduate school), the importance of certain skills and abilities in their current jobs, how wellprepared they perceive themselves to be in these skills and abilities, and how satisfied they werewith their engineering education3. Page 25.1062.3This study is part of a larger, multi-year study that seeks to understand the undergraduateengineering experience and how the University’s College of Engineering is preparingundergraduates for their future careers. To do this, quantitative and qualitative methods will beused to study both alumni’s and current undergraduates’ experiences

Conference Session

New Concepts for Alternative Energy Courses and Concepts

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; Phillip Barnett, York College of Pennsylvania; Paul Isaac Deysher, York College of Pennsylvania; K. Vaisakh, Andhra University

Tagged Divisions

Energy Conversion and Conservation

and courses in the areas of renewable energy and power system. This is becausethere is and will be demand of power engineers knowledgeable in renewable energy and conversiontechnologies. Aside from the field of power engineering, energy industries are also looking for engineerswith renewable energy background because of the predicted high growth in the renewable electric energyand the public interest in cleaner energy. Most engineering students start their professional career rightafter they finish the undergraduate degree, and by providing a background in renewable energy will helpthem to research alternative energy options in their perspective professional career. Engineeringprograms around the world are trying to satisfy this need by

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter H. Meckl, Purdue University; Marc H. Williams, Purdue University, West Lafayette; Carolyn Percifield, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Society for Engineering Education, 2009.[6] Ernest T. Smerdon, “An Action Agenda for Engineering Curriculum Innovation,” presented at the 11th IEEE-USA Biennial Careers Conference, Nov. 2000, San Jose, CA, pp. 1-10.[7] Earl Dowell, Eleanor Baum, John McTague, “The Green Report - Engineering Education for a ChangingWorld,” American Society for Engineering Education, 1994.[8] Review of Engineering, et al., Changing the Culture: Engineering Education into the Future, Institution ofEngineers, Australia, 1996.[9] National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the NewCentury, National Academies Press, Washington, DC, 2005.[10] Barry Johnson, Polarity Management: Identifying and Managing Unsolvable

Collection

2001 Annual Conference

Authors

Vijay Arora; Lorenzo Faraone

Technological University (aspiring to be the MIT of the East) for giving VKAan opportunity to interact with so many wonderful strategic planners picked from prestigiousinstitutions around the world to engineer the future of NTU. We are fortunate to be able to offera number of courses on techno-entrepreneurship and exchanging ideas during our travel. Manyof the ideas in this paper are a direct result of our interactions with diverse group of people, toonumerous to name here, during our travel around the world. We thank them all for sharing theirwisdom with us which in turn we are sharing with our engineering colleagues in other parts ofthe world.Bibliography1. Hissey, T. W., “Education and Careers 2000,” August 2000, Vol. 88, Number 08 (http

Collection

1998 Annual Conference

Authors

Louis L. Bucciarelli

chicken and egg problem. Asnecessary as science is to engineering practice, it ought not, can not, be the basis for evaluationof educational innovation if we deem that requires a change of culture.Appendix - Workshop AbstractsSESSION I Technology in support of Learning By DesignLearning by Design & Pro/ENGINEERDiana Johnson, Erik Rebeck, Mechanical Engineering, University of Maryland Teaching industrial CAD/CAM software systems to accomplish “Learning by Design” represents a uniqueapproach to improve and enhance the effectiveness of undergraduate engineering education in preparing ourstudents for life-long productive careers. Experience gained from teaching Pro/Engineer, a leading computer-aideddesign system used by industry