Conference Session

Fluid Mechanics Experiments and Laboratories

Collection

2008 Annual Conference & Exposition

Authors

MURAT OKCAY; BILGEHAN UYGAR OZTEKIN

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

industry. Students learning the design optimizationprocess early in their career will benefit from this experience greatly. In fluid mechanicsengineering a product development cycle starts with a design, and this initial design is optimizedusing Computational Fluid Dynamics (CFD). The purpose of the CFD is to minimize the number Page 13.463.1of tests that needs to be performed during the validation process of the design. This reduces thecost of development as tests are more expensive then the computational effort. The optimized Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Russell Korte, The University of Texas-Tyler; Sheri Sheppard, Stanford University; William Jordan, CRL-Stanford University

Tagged Divisions

Educational Research and Methods

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Donna Riley, Smith College

Tagged Divisions

Liberal Education

Conference Session

Philosophy of Engineering Education: Epistemology and Ethics

Collection

2008 Annual Conference & Exposition

Authors

Mark Valenzuela, University of Evansville; James Allen, University of Evansville; Brian Swenty, University of Evansville

Tagged Divisions

Liberal Education

Knowledge for the 21st Century,2nd edition, Draft 8 (herein referred to as BOK2)1.The LEAP Report challenges schools, colleges, and universities to fulfill the promise of a liberaleducation in a “new century marked by increasing global complexity, interconnectedness and Page 13.853.5rapid change.” In rethinking general education, the report addresses long-held assumptionsabout liberal education, namely: • That liberal education is not about careers or practical economic benefit. • That liberal education is only the province of certain departments in the arts and sciences and through narrow categories. • That liberal education is

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

positive feedback. It is quite another task to then gaugehow effective the professional development was based on student factors, such as academicachievement, science/engineering interest, and/or future academic and career directions ofstudents. The problem, as stated by Borko25 is that research is only beginning to understand “theimpact of teacher change on student outcomes.”Research conducted directly on student impact from RET style programs has shown to be adifficult task. Virtually all of the assessments on how RET model programs impact students havebeen through teacher participant reports instead of observing student outcomes directly10, 24.Although teacher participant reports may show seemingly significant gains in student awareness

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Drexel University

Tagged Divisions

Educational Research and Methods

Conference Session

Measuring Success of Graduate Program Components

Collection

2009 Annual Conference & Exposition

Authors

Lokesh Padhye, Georgia Institute of Technology; Gretchen Goldman, Georgia Institute of Technology; Nadia Szeinbaum, Georgia Institute of Technology; Scott Rogers, Georgia Institute of Technology; Recep Goktas, Georgia Institute of Technology; Zohre Kurt, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

from asking the participation of the entirefaculty in the seminar course, making the seminar topics more diverse and less detailed, toincluding discussion of current relevant topics in the field and inclusion of alumni talks in theseminar about their career experiences.B. Graduate Coursework. Survey questions 21 to 30 were formulated to address studentconcerns about graduate coursework in the program. Question 21 was aimed at determiningfactors motivating students’ decisions to register for courses. Relevance to the PhDcomprehensive examination and applicability to research and job prospects were the significantfactors influencing students to choose a particular class. Also the advisor’s recommendation andcore course requirements to obtain a

Conference Session

Engineering Ethics: Using Case Studies

Collection

2009 Annual Conference & Exposition

Authors

Timothy Skvarenina, Purdue University

Tagged Divisions

Engineering Ethics

mystudents were surveyed after a 50 to 75 minute class, while the reported groups participated in asix-week program, involving a three-hour case study and three writing assignments.Finally, near the end of the semester, I gave a survey to get the students’ opinion of whether theoutcomes of the course had been accomplished. Answers were again on a scale of 1 to 5 with 1indicating strongly disagree and 5 indicating strongly agree. The response to the question, “Thematerial covered in the ethics case study discussion helped me to understand the ethicalresponsibilities of a career in engineering technology,” has yielded an average score over 4.0each semester, indicating the students did believe the class discussion was useful

Conference Session

Implementation of the Civil Engineering Body of Knowledge and Recent ABET Experiences

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

fall completed and presented their course assessments to theentire faculty team. Table 2: UT Tyler Program Educational Objectives1. Graduates have the knowledge, skills, and attitudes necessary to become engineeringleaders and assume responsibility for multidisciplinary engineering design; project,construction, and asset management; and ethical decision making in professional practice.2. Graduates continue to grow intellectually and professionally through participation inprofessional society activities, continuing engineering education, graduate studies, and/orself study during their professional career.3. Graduates have effective oral, written, and graphical communication skills.4. Graduates become registered engineers.The

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

thatstudents understood critical thinking and its role in the practice of engineering. Subsequentinterviews with incoming engineering students found a limited understanding of critical thinking.In an effort to help students become better critical thinkers and appreciate the importance of itspractice throughout their education and careers, critical thinking and engineering reasoning arenow explicit parts of the engineering school’s recently introduced, ―Introduction to Engineering‖(ENGR 100) course.To maintain consistency with the University’s overall QEP, the Paul-Elder model of criticalthinking is used to define and operationalize critical thinking. Critical thinking is now both anexplicit and implicit component of the ―Introduction to Engineering

Conference Session

Innovations in Manufacturing Education

Collection

2009 Annual Conference & Exposition

Authors

Darrell Wallace, Youngstown State University

Tagged Divisions

Manufacturing

isspecifically designed to guide the hazard evaluation for a particular machine has been shown tobe effective, 1, 2 but the underlying problem of compliance seems to be a lack of adequateunderstanding of the applicable laws and standards. The apparent lack of understanding of thesesafety requirements seems to suggest a deficiency in relevant education and training.The role of the manufacturing engineer in machine safety practices is somewhat unclear. Mostmanufacturing engineers, from a variety of manufacturing backgrounds (manufacturing,mechanical, industrial, etc.), will have some direct interaction with manufacturing equipment intheir professional careers. In many cases, the manufacturing engineer is given some level ofresponsibility for the safe

Conference Session

Computer Education Innovations

Collection

2009 Annual Conference & Exposition

Authors

Claudia E. Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Cindee Dresen, Corporation for a Skilled Workforce; Tammy Coxen, Corporation for a Skilled Workforce; Taryn MacFarlane, Corporation for a Skilled Workforce; Kysha Frazier, Corporation for a Skilled Workforce; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Louise Paquette, Lansing Community College; Jon Sticklen, Michigan State University; Jeannine LaPrad, Corporation for a Skilled Workforce; Thomas Wolff, Michigan State University

Tagged Divisions

Computers in Education

and Residential Experience program at Michigan State University. He earned his M.S. degree in pavement Page 14.848.1 engineering in 1988 from the University of Michigan, Ann Arbor and his Ph.D. in pavement and materials engineering from Texas A&M University, College Station, in 1995. Dr. Buch began his academic career at Michigan State University in 1996. Dr. Buch teaches undergraduate and graduate courses in concrete materials and pavement engineering. He is also involved in teaching© American Society for Engineering Education, 2009 short courses on pavement design and

Conference Session

BME Laboratory Courses and Experiences

Collection

2009 Annual Conference & Exposition

Authors

Timothy Allen, University of Virginia; Jeffrey Saucerman, University of Virginia; Jason Papin, University of Virginia; Shayn Peirce-Cottler, University of Virginia

Tagged Divisions

Biomedical

where you perform the following skills? In other words, which of the following skill sets would you prefer to use your future career? Page 14.462.15 a. Computer modeling b. Experimental analysis c. High-throughput data analysis d. Integrating heterogeneous datasets e. None of these Rank-order the skills that you would be most interesting in using in your future career. Fill in numbers 10-14 with one of the letters above, where 10 is your top preference, and 14 is your lowest preference.In the second round of the survey given January 2009, two questions were added: 15. How much does your

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto

Tagged Divisions

Design in Engineering Education

following six questions:Q1: To what extent did you enjoy the learning experience?Q2: To what extent was the workload worth the learning outcome?Q3: To what extent do you think this course would be useful for your future career?Q4: To what extent did teamwork help you develop the design skills?Q5: Overall, how satisfied are you with the teaching/ learning process in this course?Q6: Do you think that you could obtain similar learning experience in one semester (instead of two semesters)?The ranking was based on a five-grade Likert ordinal scale [33], with the following codes:1: Not at all2: To a limited extent3: To a fair extent4: To a great extent5: To a very great extent Table 5. Students’ feedback Rank 1 2

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Kyle Oliver, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

14.328.2Pre-Engineering as an Integrative CurriculumIn Rising Above the Gathering Storm, the National Research Council3 calls for educationalleaders to optimize the knowledge-based resources and energize the STEM career pipeline. Thereport repeatedly emphasizes the importance of science and math achievement as a precursor fortechnical advancement, and relates the poor international showing of US students in math andscience to the declining impact of the US in research, patent issuance and economic andtechnological standing.The primacy of math and science to engineering is a common view that can, in educationalsettings, at least, clash with the objectives of engineering. The Nobel laureate Herbert Simon4observed in the late 1960’s that “Engineering

Conference Session

ECE Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Georgios Anagnostopoulos, Florida Institute of Technology; Michael Georgiopoulos, University of Central Florida; Veton Kepuska, Florida Institute of Technology; Kenneth Stanley, University of Central Florida; Alison Morrison-Shetlar, University of Central Florida; Pat Lancey, University of Central Florida; Paula Krist, University of Central Florida; Tace Crouse, University of Central Florida

Tagged Divisions

Electrical and Computer

-lifeproblems, thus exposing participants to both theory and applications.As mentioned earlier, the AMALTHEA effort is funded and supported under the NSF’s REUprogram2 which states that it “…supports active research participation by undergraduatestudents in any of the areas of research funded by the National Science Foundation” andconstitutes one of the several NSF programs that aim to develop a diverse and globally-competitive workforce of future US engineers and scientists. Project Kaleidoscope (PKAL)3 aninformal alliance of faculty, focuses on building learning environments that attract and sustainundergraduate students to the study of STEM (science, technology, engineering and math) fieldsand motivate them to consider careers in related fields

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2009 Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon Skelton, Jackson State University; HuiRu Shih, Jackson State University; Evelyn Leggette, Jackson State University; Tzusheng Pei, Jackson State University

Tagged Divisions

Minorities in Engineering

Page 14.917.5teams; hands-on and integrative experience in the first year; and emphasis on social relevance,service learning, and collaboration16.For example, the Colorado School of Mines allows freshmen to discover important connectionsamong multi-disciplines, and to acquire a deeper appreciation of the importance of theirEngineering studies and their interrelation with upper-level courses, their careers and life. Itincludes extensive use of active and cooperative learning strategies for interdisciplinary topicsthrough student peer study group17. The evaluation of the program indicates that the interventionimprove students' academic performance. Interactions with faculty and peers were the mostpositive aspect of students' experience. Turf

Conference Session

Tree-huggers, Diggers, and Queers--Oh my!

Collection

2009 Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education

interdisciplinary collaboration. The conceptualgrounding in interdisciplinarity not only makes sense theoretically; it also facilitates orienting theminor toward a variety of undergraduate major disciplines. Thus, in developing the minor,faculty participants agreed on the importance of connecting sustainability education withstudents’ disciplinary interests and career aspirations. And luckily, despite pedagogicalshortcomings with the electives approach to big-picture education for most engineering students,the curricular format makes it easy for engineering undergraduates to elect the sustainabilitystudies minor in STS within their existing curricular templates. H&SS electives are simplyreplaced with specific courses that meet the sustainability

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

prepared toenter STEM careers. The introduction of engineering into the K-12 classroom, which may befacilitated by partnerships between universities and K-12 schools, is a promising means toaccomplish this goal. This abstract describes one such partnership between an eighth-grade science teacher at anurban middle school and faculty from the Technology and Engineering Education Department ofa neighboring university. Technology and Engineering Education, K-12, a program housed in theSchool of Engineering and Technology of the university partner, is a comprehensive pre-engineering undergraduate program that prepares students for teacher certification, grades K-12.Throughout the program, emphasis is placed on designing, developing and using

Conference Session

Special Session: 19 years of NETI-- A Tribute to Jim Stice

Collection

2009 Annual Conference & Exposition

Authors

Richard Felder, North Carolina State University; Rebecca Brent, Education Designs Inc.

Tagged Divisions

Educational Research and Methods

attended by 935 professors from 209 different schools (Appendix A).Information about the NETI can be found at . Topics covered in the NETI include designing instruction to address the full spectrum ofstudent learning styles; planning courses (including writing learning objectives covering allcognitive levels of Bloom’s Taxonomy); assessing and evaluating learning; effective lecturing;active learning; teaching problem-solving skills; time management; and dealing with a variety ofproblems that commonly arise in the careers of engineering educators. Cooperative learning andinductive teaching methods such as inquiry-based learning and problem-based learning areintroduced but minimal instruction in them is given. During the afternoon of the

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison; Traci Nathans-Kelly, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

where a school of engineering and aschool of business create a systemic partnership37. Faculty from both schools collaborated toidentify core business knowledge that engineering students should have. In this program abusiness faculty member began teaching a project management course for engineers, where theydeveloped a product and a business plan for it. The plan for this program is to develop Page 14.1297.14“graduates who can see the big picture and integrate solid technical skill and real businessunderstanding early in their professional careers” 38. In addition to real-world business skills, engineers also need more real-world

Conference Session

Graduate Student Experiences

Collection

2006 Annual Conference & Exposition

Authors

Scott Rogers, Georgia Institute of Technology; Jeremy Noonan, Purdue University; Jaemeen Baek, Georgia Institute of Technology; Sangil Lee, Georgia Institute of Technology; Ulas Tezel, Georgia Institute of Technology; Grant Michalski, Georgia Institute of Technology; Chia-Hung Hou, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

master’s students in general cared less about the number of Page 11.130.13papers they published and where their papers are published considering that such achievementstypically are not as important to their career goals as they are to goals of Ph.D. students.Questions (H3) and (H6) produced specific, overlapping comments.However, there were some potential validity issues associated with Blocks G and H. At least onestudent was confused by the term “methodology” in (G1). Several respondents selected multipleanswers in (G2) suggesting that they were considering with equal weight multiple career optionsfor after graduation. In future surveys, (G2

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

motivation, career clarity, enhanced employability, andvocational maturity, and employers by providing labor force flexibility, enhancedrecruitment/retention of trained workers, and a mechanism for providing input into curricula [3]. Page 11.793.2However, cooperative education has also been criticized for “the lack of well-done research thatempirically demonstrates these benefits” [4] and has also been criticized for placing too muchemphasis on placements rather than learning, and for its emphasis and focus on administration,logistics, placements, and procedures [5].Another criticism, particularly relevant to educators in technical fields with highly

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

is an Assistant Professor and Assistant Department Head for Graduate Programs in Vir- ginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies. Matusovich

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiliang Li P.E., Purdue University Northwest, Westville Campus, INDIANA, USA; Jinyuan Zhai, University of Akron

Tagged Divisions

Engineering Physics & Physics

relationship as w = Ww/Ws. So given, w, known or easilymeasured from the lab, we can quickly figure out how much water is in a soil mass with the Wseasily estimated/measured or known. This water or moist content concept should be emphasizedthroughout the soil mechanics courses and even throughout a geotechnical engineer’s career aswell. Water content, w, is important because Atterberg limits like Liquid limit (LL) plastic limit(PL) are all fundamentally water content. And without emphasizing this fact, it is easy to forgetthis fundamental idea and concept. In this regard, the author recommends that LL and PL bewritten as and as in several classical soil mechanics textbooks. Putting the w, watercontent before LL and PL will help reminding

Conference Session

Mechanics, Music, Meaning, and Mohr

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; James Ledlie Klosky, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy

Tagged Divisions

Civil Engineering

) has evolved sincethe institution’s inception in 1802 1: To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country and prepared for a career of professional excellence and service to the Nation as an officer in the United States Army.The Department of Civil and Mechanical Engineering is one of 11 departments at USMA, andboth the civil and mechanical engineering programs are ABET accredited. The mission of thedepartment parallels that of the Academy, and focuses on educating and inspiring engineeringstudents 2: To educate, develop, and inspire agile and adaptive leaders of character who design and implement innovative solutions

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Bryan M. Jenkins, University of California, Davis, Dept. of Biological and Agricultural Engineering; Martin Lehmann, Aalborg University, Denmark; Chresten Træholt, Center for Electric Power and Energy, DTU Department of Electrical Engineering; Ronnie D. Lipschutz, University of California, Santa Cruz; Kurt Lawrence Kornbluth, University of California, Davis; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

new topics. “The US-Denmark PIRE Program was life changing, and the highlight of my college career. Without a doubt, the professor that led this program made this a truly memorable experience.”Moreover, participants were better able to define their own career paths, developing confidencefor future endeavors. “I want to work in the energy field, this course help me to define what I am the most interested in, thanks to the field trips but also lectures. Working on solar thermal energy for district heating is relevant for me because it was a topic I did not know a lot about, but now I can consider applying for a job related to it.” “My participation in this program has afforded me the opportunity to experience education in an

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Educational Research and Methods

Paper ID #19292Early Validation of the Motivation in Team Projects (MTP) AssessmentDr. Peter Rogers, The Ohio State University Dr. Peter Rogers is a Professor of Practice in the Department of Engineering Education at The Ohio State University. He joined the university in October 2008 bringing with him 35 years of industry experience. His career includes senior leadership roles in engineering, sales, and manufacturing developing products using multidisciplinary teams to convert customer needs to commercially viable products and services. Rogers co-led the development of an ABET-approved year-long Capstone design experience

Conference Session

Women in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kath Xu, Massachusetts Institute of Technology; Dawn Wendell, Massachusetts Institute of Technology; Andrea S. Walsh, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

gender dynamics in MIT’s Mechanical Engineering Department havechanged over the past decade and a half, a range of mechanical engineering faculty wereinterviewed on their thoughts from their own career paths in engineering to what they haveobserved at MIT to what they think could be done better in achieving gender balance in the fieldof mechanical engineering.Ten MIT staff and tenure-track faculty members were interviewed for the original thesis. For thepurpose of condensing the findings into this conference paper, only quotes from four interviewsubjects are included here.Three of the four interviewees quoted in this paper are tenure-track faculty members, while thefourth heads MIT’s undergraduate admissions office. Two of the interviewees are

Conference Session

Software Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Hoffman, Quinnipiac University; Stefan C. Christov, Quinnipiac University

Tagged Divisions

Software Engineering Division

Paper ID #20403Guiding Principles and Pedagogical Tools for an Introductory Software De-velopment CourseDr. Mark Hoffman, Quinnipiac University Mark Hoffman is a professor of computer science at Quinnipiac University. He joined the University in 2001 following a career in industry and has taught a wide variety of courses including data structures, computer architecture and organization, software development, and the senior capstone project. His re- search interests include communication and critical thinking skills in computer science education, and the impact of technology on work/home boundary management. He received