Conference Session

Assessment Methods

Collection

2006 Annual Conference & Exposition

Authors

Virendra Varma, Missouri Western State University

Tagged Divisions

Engineering Technology

mid 1990s with emphasis being placed onoutcomes assessment using externally-normed tests such as FE/EIT, Missouri Western alsoadopted externally-normed tests such as AIC (American Institute of Constructors), NICET(National Institute for Certification in Engineering Technologies), and SME (Society ofManufacturing Engineering) for its programs in construction, electronics, and manufacturingrespectively. Students’ performance in these nationally-normed tests did not match thecompetence levels reflected in the grades of the students. Soon it was discovered that the contentof these external tests, especially in AIC and SME tests, was not aligned with MissouriWestern’s curriculum in certain areas. A decision was made to revert back to the in

Conference Session

Program Delivery Methods and Real World Concepts

Collection

2006 Annual Conference & Exposition

Authors

Keith Plemmons

Tagged Divisions

Engineering Management

Civil Engineers(ASCE), the BOK makes recommendations on “what should be taught to and learned by futurecivil engineering students.” These recommendations are delineated in 15 outcomes. The first 11outcomes reflect verbatim those currently used by the Accreditation Board for Engineering andTechnology (ABET) 4. Four new outcomes (Outcomes 12-15), “address technical specialization,project management, construction, asset management, business and public policy andadministration, and leadership.” Commentaries and descriptions of competencies explain eachoutcome. Outcome 12 “reflects the additional technical specialization4“and Outcomes 13-15“reflect the additional professional and practice knowledge, skills, and attitudes” embodied inASCE Policy

Conference Session

Instrumentation and Laboratory Systems

Collection

2006 Annual Conference & Exposition

Authors

John Phillips, University of Guelph; Michele Oliver, University of Guelph; Bill Van Heyst, University of Guelph; Douglas Joy, University of Guelph; Warren Stiver, University of Guelph

Tagged Divisions

Computers in Education

somenegative results for over simplification of the problem, model convergence, validation andboundary condition/material property assignment raises concerns. At this time it is difficult toassess the root cause of these deficiencies. The deficiencies are possibly a reflection of ourpractices in second year, a reflection of other supporting courses, a reflection of the quality of theparticular teams and/or a reflection of the capstone design advising that was provided. Furtherassessment of previous and future capstone projects will be conducted to help in the assessmentof the second year initiative. The next evolution in our use of CAD/CAE will be developed inlight of these initial observations of the capstone design projects. The exercise has proven

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Lorelle Meadows, University of Michigan; Samantha Jarema, University of Michigan

Tagged Divisions

First-Year Programs

was to explore the impact that service-learning might have on students’ learning, including their level of engagement and motivation, ina required first year course.One method for assessing student learning is an anonymous instructor evaluation questionnaire;at the University of Michigan, such a questionnaire is required for all courses at the end of thesemester The Likert-scale questions are divided into two categories. The first four questionsaddress students’ perceptions of the quality of the course and instructor, the extent to which they“learned” in the course, and their desire to enroll in the course. The second set of questions isdirected at the specific teaching outcomes for the course. These reflect outcomes centered ontechnical

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; James Huff, Purdue University; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

PhilosophyThe overall assessment philosophy of EPICS is guided by two core values of EPICS. First,EPICS seeks to provide an educational experience that will prepare students for professional Page 23.151.3practice. Second, we seek to meet compelling human, environmental and community needs.The assessment processes are integrated into the curriculum and designed to create artifacts thatcan be assessed. A key concept in PBSL assessment is to utilize authentic project artifacts(papers, reports, notebooks, blogs, reflections, etc.) that can be assessed and used to demonstratestudent learning. Whenever possible, the assessments are integrated into processes

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Leonhard Bernold; Joni Spurlin; Cathy Crossland; Chris Anson

Observation Accommodators Divergers Reflective Active Processing Info Convergers Assimilators Receiving Info Type 3 Type 2 (How

Conference Session

Current Environmental Issues

Collection

2003 Annual Conference

Authors

Cynthia Veit; Chris Swan

) in Massachusetts, who have recycling programs, and were tasked with developinga Material Reuse Information Guide for community residents.The projects were successful in a number of areas. Since they were real problems, they carriedmore meaning and encouraged greater student learning, enriching the students’ educationalexperience. Additionally, the projects not only benefited the students, but also the affectedcommunities, providing additional information that could be delivered to their residents. Thispaper will also discuss the student’s reflections of what they learned about recycling by doing theproject.IntroductionWhy recycle? This question was posed to students in a course entitled “Waste Not, Want Not”,an introductory engineering

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Purdue University, West Lafayette; Cyndi Lynch, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

instructor stated that the reflective processabout the students’ own professional identity was one of the most essential tasks in theirprofessional development. It directly addresses the “tell me about yourself” or “why should I hireyou” type of questions. In this activity, the students take 3-5 minutes to reflect on three to five ormore points that they would like their audiences to remember about them after their interaction.The audiences can be interviewers, potential employers at a career fair, or professionals withwhom they network in venues like conferences. After the reflection, the students paired withanother student and shared their skills, then came together for a large group discussion. Studentsshared among the class skills or abilities

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University; Shaobo Huang, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

Foundation for the Advancement of Teaching has prepared a series ofstudies including a focus on educating engineers 19. Sheppard’s research identified reflectivejudgment as an appropriate framework for understanding the cognitive development of designthinking. “As individuals develop mature reflective judgment, their epistemological assumptionsand their ability to evaluate knowledge claims and evidence and to justify their claims andbeliefs change” 19.King and Kitchener have identified seven stages of reflective thinking organized into threeclusters: pre- reflective thinking, quasi- reflective thinking, and reflective thinking 20. Results ofa ten-year longitudinal study of reflective judgment suggested that juniors in high school have acognitive

Conference Session

Normative Commitments and Public Engagement in Engineering

Collection

2010 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Western Australia; Donna Riley, Smith College; Dean Nieusma, Rensselaer Polytechnic Institute; Chris Byrne, Cascadia Community College; Margaret Bailey, Rochester Institute of Technology; Katy Haralampides, University of New Brunswick

Tagged Divisions

Liberal Education

income inequality (i.e. one person has all the income, whileeveryone else has zero income).Students must use Mathematica and for the data set provided, develop a plot with population asthe x-axis variable and wealth as the y-axis variable. They then calculate the coefficient andthrough research using the internet, find the value of the most recent Gini coefficient for the U.S.as well as at least 10 additional countries insuring several of the countries are in the West,several in the East and several in South America. After completing the technical part of themodule, students are asked to consider if the existence of poverty in the U.S. getting better or isit becoming worse. They are asked to reflect upon their findings and to consider what if

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Jeffrey Jalkio; Christopher Greene

. Second, how do we assess the efficacy of our instruction so thatwe can improve our classes and document accomplishment of objectives for accreditationpurposes. Third, how do we motivate student reflection on the material beyond memorization offormulae to the integration of math, science, and engineering topics into their mental toolbox.Our previous paper reviewed studies of norm-referenced and criterion-referenced grading2,3,4 andpresented a grading system in which students submit a self-assessment report at the middle andend of the semester reporting their level of mastery in each of the course learning objectives.This report includes references to specific accomplishments demonstrated in graded assignments(examinations, homework, and

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

use LEGOStoryVisualizer software to compose short stories depicting common engineering problems andtheir existing or potential solutions. Initially, LEGO StoryStarter components are used toconstruct scenes depicting a specific engineering problem (see topics below) along withillustrating a creative solution to that problem. Next, the students capture images of their sceneswith the aid of an inexpensively made light box. The images are then either imported into theLEGO StoryVisualizer software or sequenced using a stop motion application (e.g., SAMAnimation Software/myCreate, iMotion HD) to compose an artistic reflection upon the posedproblem. In addition, 7th and 8th grade girls are invited to help lead small groups by offeringguidance on the

Conference Session

Emerging Trends in Graduate Education

Collection

2004 Annual Conference

Authors

Ronald Bennett; Elaine Millam

,manufacturing, banking, law, public government, medical technology, product design anddevelopment, electrical engineering and engineering management to name a few. Thestudents were invited immediately to work in small teams to share experiences, identifycommon goals and shape their notions of leadership for their graduate program outcomes.Each student received data from five separate assessment processes—leadershippotential, emotional intelligence, personality preferences, learning styles andcompetencies reflecting MSTM program objectives. Students carefully reviewed theirdata, looked for correlations across the data and began to shape goals for their learningprocess that would enhance their strengths and eliminate gaps between their ideals and

Conference Session

Opportunities in Environmental Engineering Curriculum

Collection

2004 Annual Conference

Authors

David Pines

• Enhances the academic curriculum • Enhances students’ communication, team-building, and critical-thinking skills • Provides structured time for students to reflect on the service experienceBased on these potential benefits, a service learning environmental research project was added tothe civil engineering curriculum at the University of Hartford.Selection and Instruction of Service Learning ProjectsThe Water Quality Engineering course is offered in the fall semester. Typical course enrollmentis 10 to 18 students. Student project teams range from three to five students. Therefore, three orfour projects need to be defined prior to the fall semester. Projects are requested from localtowns and water utilities. These contacts are made

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Barbara Christe

straightforward. The survey did not present questionswhich were relevant to the students and their experience in the course. The class certainly beganand ended on time since there was NO schedule! Most of my students do not hear my voiceexcept when using the telephone. This could be defined as tutoring “outside” the classroom andis, therefore, not reflective of the instructor’s enthusiasm or speech patterns. The students didnot know how to answer these questions. Also, the questions did not reflect the role of theinstructor in the web-based course. Generally, in the virtual classroom, instructors are viewed asguides rather than presenters. Material is provided to the student in many forms and many ofwhich are not directly associated with the

Conference Session

Learning Styles of Engineers

Collection

2002 Annual Conference

Authors

Virginia Elkins; Roy Eckart; Catherine Rafter; Eugene Rutz; Cathy Maltbie

conclusions about what has been perceived. Differences inperceptions and conclusions result in differing reactions, interests, values and motivationsand skills.The MBTI has four separate indices that reflect the four preferences used in perceptionand judgment. These preferences reflect not only what people attend to in a givensituation but also how they draw conclusions about their perceptions. The main objectiveof the MBTI is to identify four basic preferences. These preferences or indices, EI, SN,TF, and JP are designed to point in one direction or the other. They are not designed tomeasure traits or behaviors. The intent is to reflect a habitual choice between rivalalternatives, analogous to right-handedness or left-handedness. Just as everyone

Collection

2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

a basis for explaining how internship learning“works.” The nature and benefits of construction internships which comprise authentic involvement arepresented. Students’ reported learning experiences are compared to the four modes of experientiallearning, concrete experience, reflective observation, abstract conceptualization, and activeexperimentation. Prevalent learning modes during construction internships are found to be activeexperimentation and reflective observation, and it is inferred that the dominant learning style in aconstruction environment is the accommodative learning style postulated by Kolb. Conclusions are drawnbased on data from 170 student reports from internship work sites across the country over two years.Important

Collection

2001 Annual Conference

Authors

Sanjeev Arora; Masoud Naghedolfeizi; Jim Henry

the torque. This output voltage is on the order of millivolts, so, again, for this low voltage, a signal conditioner is used which produces a proportional DC voltage in the range of 0-5 volts DC to be read by the data acquisition board. Using the calibration constant of the torque sensor, the software then converts it to the real observed torque. • Tachometers: For measuring rotational speed, a reflected-light photo sensor is being used which has a square-wave voltage output with a frequency proportional to the frequency at which reflective spots on the motor shaft pass the sensor. This output voltage is sent to a signal conditioner which produces a proportional DC voltage in the range of 0-5 volts DC to be read by the

Collection

2000 Annual Conference

Authors

Willie Ofosu

11,752 53Hispanic 6,593 2,528 62 6,810 2,911 57White 114,235 98,135 14 112,119 100,174 11Table 2. Student numbers for the academic years 1996-1997 and 1997-1998.Table 1 shows an increase for the different racial groups except White where it shows adecrease for the three years. Table 2 shows the number of students starting 1st Grade and12th Grade for the academic years 1996-1997 and 1997-1998. As stated above, the tabledoes not reflect groups of students who were followed from the first grade throughgraduation from college. The numbers and percentages however indicate some stabilityaround some mean. There are significant drops in percentage

Collection

1998 Annual Conference

Authors

Siegfried M. Holzer; Raul H. Andruet

indirectly in symbolic form (conceptual, deductive mode). Similarly, there are two distinctways to transform experience, by reflection or action. At any moment in the learning process,one or a combination of the four fundamental learning modes may be involved. It is significantthat their synthesis leads to higher levels of learning (Kolb, 1984). This is confirmed in a studyby Stice (1987), which shows that the students' retention of knowledge increases from 20% whenonly abstract conceptualization is involved to 90% when students are engaged in all four stagesof learning.We found it helpful to view the four-stage learning cycle as a spiral in time that extends beyond asession. For example, a concept or principle may be developed or applied in

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

Tagged Topics

NSF Grantees

showed that this instructional technique significantlyimproved students' ability to answer a second, isomorphic ConcepTest on the same concept,immediately after the first ConcepTest, even though the instructor did not supply the correctanswer to the first ConcepTest. For difficult questions, where only about 20% of the studentsanswered the first question correctly on their own, approximately 55% answered the secondquestion correctly on their own. This improvement demonstrates the value of ConcepTests andpeer instruction for improved learning.Questions that reflect the core concepts of a discipline are believed to be most effective inpromoting conceptual change, especially when answer choices reflect common studentmisconceptions. Eliciting those

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Jitesh Panchal, Washington State University; Sammy Haroon, The RBR Group; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Page 22.429.1 c American Society for Engineering Education, 2011 Design Education for the World of Near Tomorrow: Empowering Students to Learn How to Learn1. IntroductionThe world of technology is becoming increasingly complex and dynamic. The skills that wereconsidered valuable yesterday are becoming the commodities of today and tomorrow [1,2].Looking back at the past 20 years of engineering design and realizing how much the world haschanged it becomes apparent that this change needs to be better reflected in the way engineeringdesigners are educated [3-6]. Complex social networks, consisting of millions of individuals,have formed over the Internet through emerging Web 2.0

Collection

1999 Annual Conference

Authors

Halvard E. Nystrom

a profit. They work in teams to make these decisions, compare their results,and reflect on their performance and how it could have been improved. As a result, they betterunderstand how Engineering Management helps them become more effective engineers who candeal in the world of business and help their firms focus on the most important problems. Thesimulation allows them to visualize how the degree will allow them to function as an engineerand use marketing, finance, engineering economics, accounting, management informationsystems, management, manufacturing and production, to become more effective and successful.The simulation is handled with a Microsoft Excel worksheet that is intended for use with

Collection

2000 Annual Conference

Authors

Joseph A. Shaeiwitz

to the goals of the curriculum, if such goalsactually exist.2 The AAHE basic assessment principles include:3 • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time • Assessment requires attention to outcomes, but also and equally to the experiences that lead to these outcomes • Assessment works best when it is ongoing.Application of these three basic assessment principles are viewed as a major step in addressingthe problems of a disjointed curriculum with content unrelated to curriculum goals. The idea isto assess education as it is delivered, to integrate assessment with teaching and make assessmentpart of an instructors

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Technological Literacy Constituent Committee

, science and engineering; 2) learning a specific subject intechnology, for example, basic concepts in control systems; and 3) experiencing theprocess of designing, constructing and improving a technological system, for example,robotics. Students’ performance in the course and their very positive reflections on thisexperience indicate that individuals having a background in exact sciences are frequentlyinterested in learning technological concepts and are capable of handling relativelychallenging technological tasks in a short time. Based on our experience, it is suggestedto adapt the following guidelines in designing programs aimed at fostering technologicalliteracy: linking what is learned in the class to participants’ daily lives or

Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Daniel Davis, University of Hartford

Tagged Divisions

Architectural

products ≠ Increase building envelope insulation ≠ Glazing area and performance ≠ Optimize day-lighting ≠ Day-lighting controls ≠ Light shelves ≠ Solar shading ≠ Nighttime ventilation ≠ Mixed mode ventilation ≠ Reflective roofs Page 15.774.3Medium first-cost with medium-term payback ≠ Low flow water fixtures ≠ Heat recovery ≠ Desiccant cooling ≠ Evaporative cooling ≠ Borehole cooling ≠ Wind tower/scoops ≠ Green roofsHigh first-cost with long-term payback ≠ Photovoltaics ≠ Wind turbines ≠ Geothermal ≠ Double-skin facadesIn the final analysis both first-cost and payback have to be considered.Incorporating Green Building into

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jim Richardson

portfolios by a faculty/industry committee 4 Session Number 1896 Mechanical engineering faculty at Stanford developed an innovative peer-review methodin which professors volunteer to be reviewed by their colleagues 5. The professor being reviewedfirst writes a reflective memo on the process he or she used to plan and deliver the course. Next,colleagues interview two groups of students from the professor’s course. And finally, thecolleague reviewers write a summary memo based on information in the reflective memo andstudent interviews. Focus groups were formed of participants from over a two-year period. Thefaculty especially liked the reflective memo and many now write

Conference Session

Documenting Success

Collection

2005 Annual Conference

Authors

Patricia White; Steven Mickelson; Thomas Brumm

-graduation.Integrating STARs into the CurriculumSTARs are integrated into the ABE undergraduate curriculum during the first semester in both ofour Agricultural Engineering (AE) and Agricultural Systems Technology (AST) programs. Bothprograms have a first semester orientation class (Engr 101 and AST 110) that meets for one houreach week for fifteen weeks. Both orientation classes have integrated two periods on BBI andSTARs.During the first period students are introduced to fourteen ISU Competencies that are used to inour learning outcomes assessment process. Students are asked to read and reflect on thedescriptions of the seven of these core workplace competencies: Engineering Knowledge,General Knowledge, Analysis and Judgment, Communication, Continuous Learning

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cyndi Lynch, Purdue University, West Lafayette; Kathy Garza Sears, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

and responsibilities asthey relate to the missions of an institution of higher education, along with the type of institutionincluding community colleges, liberal arts colleges, research universities, and minority-servinginstitutions.The institutional data along with program evaluations reflect the efforts of these programs.Application, enrollment, and degree numbers are steadily increasing. The number of studentsparticipating in the program is also on the rise. Continued growth in the number of URMstudents receiving doctoral degrees will provide a more culturally diverse faculty, thus achievingthe AGEP program goals.Significance of Project and RationaleIt is projected that by 2050 the population that is now considered a minority will surpass

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia F. Mead, Norfolk State University; Ruth A. Streveler, Purdue University, West Lafayette; Lauren D. Thomas, Virginia Tech; Candace A. Cobb, Norfolk State University

Tagged Divisions

Engineering Physics & Physics

discussion of challenges is presented, the research team notes a few things that opticalengineering students agreed were helpful about their previous coursework. Optical engineeringis a hybrid between electrical engineering and applied physics. The NSU optical engineeringstudents complete a two-semester sequence in optics and a semester of materials science beforethey reach the lasers course. Based on these courses, there are a few terms that were notconsidered new or confusing by the students surveyed for this paper. These include reflectioncoefficient, reflectance and reflectivity, crystalline structure, conduction and valence bands,photon, and optical transformation matrix.Two general types of language challenges are discussed. The first is the