Conference Session

Dimensions of Engineering Literacy and Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #18355Technological and Engineering Literacy Classes from different perspectives:A pilot studyDr. Mani Mina, Iowa State University Mani Mina is with the department of Industrial Design and Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

anengineering degree and write a reflective comprehensive report at the end of the course.Previously published results reported a positive impact on first-year engineering studentretention and performance after the first year of implementation of the DYP program. The resultsof the four-year longitudinal study confirm an increase in overall GPA and persistence for thefirst-year, but more remarkably it shows that the DYP program has a long term sustainable effecton student success. Results show statistically significant differences in GPA and persistence ratesbetween the DYP cohort and control cohort for all years. The DYP cohort showed higher overallGPAs: +0.53 year one, +0.33 year two, +0.31 year three and +0.26 year four (p<0.001, exceptfor year

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell; Wendy M. Barnard, Arizona State University; Alison Cook-Davis, Arizona State University; Adam R. Carberry, Arizona State University; Stephanie B. Adams

Tagged Divisions

Pre-College Engineering Education

the presented activities was performed byasking students: Please write something you learned after visiting each of the projects in today’sfield trip. Students were given a reflection worksheet at the first activity they attended and wereinstructed to respond to the same prompt after completing each activity. Student open-endedresponses were analyzed using a thematic data analysis approach [12-13].Content InterestStudent interest toward the outreach event activities was gathered by asking students to respondto a single question on a poster board: Did you learning something interesting from this activity?A poster board was mounted on the wall adjacent to each activity (Figure 1). The poster boardsincluded three response options selected by

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Antink-Meyer, Illinois State University; Ryan A. Brown, Illinois State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

often team-based and develops based on peer, colleague, and client feedback.attempted to address in this study. This is a validation study of an open-ended questionnaire, theViews about the Nature of Engineering Knowledge (VNOEK) Questionnaire, which was Elements of this framework reflect other NOE descriptions in the literature [9] [14] and it is alsodesigned to gather K-16 teachers’ views about the NOEK. The questionnaire was created as part supportive of those other articulations. However, it is not identical, and we needed an instrumentof

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

forentrepreneurship and innovation. Although studies have analyzed how students perceive this typeof training, few of them have unveiled its influence on behaviors and career goals. The formativeuse of the assessment instruments employed is limited, so more efforts are needed to evaluateentrepreneurial training towards its continuous improvement. This article proposes a methodologyto involve students in curriculum evaluation so they become partners in curriculum delivery andteaching practices. To explore its benefits, we applied it on a Major focused on engineering design,entrepreneurship and innovation. During classroom sessions of three Major courses, a form wasused to generate individual reflections and collective discussions about course methods

Conference Session

Systems Engineering Division Technical Session 4 – Systems Thinking Integration and Systems Engineering Skills Evaluation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peizhu Zhang, Stevens Institute of Technology (School of Systems & Enterprises); Jon Patrick Wade, Stevens Institute of Technology (School of Systems & Enterprises)

Tagged Divisions

Systems Engineering

Feedback provided to learners (dialog, email, etc.) o Recommendations accepted/rejected o Instructor’s observations  Simulation Output: o Last phase/cycle completed o Results of schedule, cost, range and quality o Final status charts o Final score  Self-Reflection: o Reflection feedback provided to the learner o Learner’s reflection inputALATs provide the capability to visualize the experience performance data, userrecommendations, and user actions. Figure 2 shows a screenshot of the Learning Analysis Tool.For example, instructor could use this tool to visualize the weight recommendation for APSdepartment by a specific student, and analyze the actions made before each

Conference Session

International Engineering Education Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Deborah M. Grzybowski, Ohio State University; Qing Lei, Beihang University; Dongya Cheng, Tibet University

Tagged Divisions

International

potentiallymake improvements in curriculum based on these findings. Therefore, this paper takes theFirst-year Engineering Honors Program at the Ohio State University in the United States andthe Engineering Experimental Class at Beihang University in China as their case studies ofinternational comparison of the entire first two years’ curriculum. As an intermediary ofteaching activities and the basic guarantee of achieving educational goals, course is ablueprint and plan for cultivating what types of people. This paper takes courses as theresearch object, compares the whole course setting, and studies the syllabi of basic coursesand teaching methods reflected in the syllabi. Methodologies including text analysis,frequency analysis, comparative research

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2017 ASEE Annual Conference & Exposition

Authors

Luciana Debs, Purdue University Programs; Mark Shaurette, Purdue Polytechnic Institute; Wendy Hynes, Purdue University, West Lafayette (College of Engineering); Hyun Joo Kwon, Purdue University; Bill Hutzel, Purdue University, West Lafayette (College of Engineering); David Barbarash, Purdue University

Tagged Divisions

Multidisciplinary Engineering

, being two faculty from the College of Liberal Arts (Interior Design program), onefaculty from the College of Agriculture (Landscape Architecture program), and three from thePurdue Polytechnic Institute (two faculty from Construction Management Technology, and onefrom Mechanical Engineering Technology). The authors´ academic ranks also vary, includingfour assistant professors, one associate professor, and one full professor.The methodology for this study includes collecting individual reflections from the facultyinvolved. Faculty members were provided with twelve guiding questions to help them focus ontheir expectations about this collaborative process and experience during the early planningprocess. All faculty members involved in the DCI

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger

Tagged Divisions

Pre-College Engineering Education Division

similar summer research programs offered at universitiesaround the country. The framework of the supporting features of Northeastern University’sprogram is what enables participants to succeed in the labs, build self-efficacy in STEM andprepare them for their academic journey into college. The weekly schedule is supported throughmorning homerooms during which a variety of topics and activities are introduced, in addition tolunchtime technical seminars, and field trips to local companies and research facilities. Utilizingformative evaluations, such as weekly reflections to inform program design and implementation,allows staff to make adjustments that might be necessary to ensure a high level of participant andfaculty satisfaction with the program

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Agnew Trevey, Marquette University; Andrea L. Gorman, Marquette University; Kristina M. Ropella, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

first course. Results of thisqualitative assessment were analyzed using a rubric developed to measure growth in perceptionsand attitudes. In addition, students wrote reflection papers about practical leadershipexperiences during their industry internships, using the guiding principles and themes of theprogram to illustrate what they learned. Students also synthesized their observations of industryleaders after shadowing each of two C-Level leaders.Early results from assessments conducted after the first year in the program indicate students aredeveloping significant self-awareness, building life-long skills and habits that will serve themwell as they assume greater leadership responsibility. Early results also indicate the necessity ofcreating

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

how it can be represented in a particularengineering discipline (Stages 1-3). Students then learn technical skills that can be applied to areal-world data derived from that same GC (Stages 4-5). Students end by reflecting on the skillsrequired for their problem solving and the relevance of those skills to other aspects of the GC(Stage 6). More details about each stage are provided in the following sections.Stage 1: Multi-Disciplinary Overview. The course instructor provides an overview of a GCtheme, often incorporating information from outside engineering (e.g., a guest technical expertfrom another field; general-interest or political/economic assignments; an in-class debate). Thisoverview (and the interactions with students) provides the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

Tagged Topics

NSF Grantees Poster Session

leading STEMeducation transformation by capitalizing on and challenging organizational norms to facilitateand secure meaningful change.9,10 We intend to foster co-establishment of new routines towardsSTEM education improvement that build on and attend to the social resources within theinstitution11 by uniting those possessing pertinent pedagogical and content knowledge and skillsand those with typical administrative power via a distributed leadership model.12 Our intent is tofoster a continuously growing “choir” that can enact and sustain change through their work atvarious organizational levels and structures via emergent change strategies to create reflective

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chi-Ning Chang, Texas A&M University, Department of Educational Psychology; Brandie Semma, Texas A&M University; Debra A. Fowler, Texas A&M University; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Graduate Studies

is a doctoral student at Texas A&M University. Her research interests are in meta- analysis, Bayesian methods, and latent variable modeling.Dr. Debra A. Fowler, Texas A&M University Dr. Debra Fowler serves as the Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios and professional development of graduate students related to teaching.Dr. Raymundo

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Sanders, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

activitiesrequire some low-level processing on the part of the student, reflecting tasks such assummarizing information, interpreting graphs, and collecting data. Level 3 tasks generallyrequire students to apply content and skills they have learned to complete activities such asanalyzing data, explaining using course concepts, and revising work. Last, Level 4 tasks such assynthesizing, designing, and reflecting on one’s own learning require the highest level ofcognitive engagement. In addition to these nuances of student activity, the protocol also capturesthe instructor’s stated learning objectives for the class and the observer’s judgment of thealignment between the objectives and the classroom activities.The ELCOT and Existing Observation Protocol

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

NSF Grantees Poster Session

goal of developing“Changemaking Engineers”. This revised canon teaches technical skills within a contextualframework that includes humanitarian, sustainable, and social justice approaches. This requires acurriculum that includes a focus on student teamwork, a greater consideration of social factors,improved communication with diverse constituents, and reflection on ethical consequences ofdecisions and solutions. This broader perspective of engineering practice will produce graduateswho can address a wider range of societal problems bringing new perspectives to traditionalareas. In this paper, we review our recent efforts towards achieving this vision, focusing on thedevelopment of curricular materialsSummary of course materials developed and

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. in English from the University of Maryland. c American Society for Engineering Education, 2018 Toward a More Caring Code of Engineering EthicsAbstract: Despite recent scholarly work that emphasizes the importance of the ethic of care inengineering practice, care ethics are not reflected in most engineering codes of ethics. Rather, thecanons of these codes more often reflect traditional “universal” moral principles. Since despitetheir limitations, the codes of ethics are important aspirational and normative value statementsfor the profession—and are frequently used to teach engineering ethics—this paper proposes thatthe codes should include canons that reflect the ethic of care. The paper

Collection

2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings

Authors

Frederick Berry; Anne Lucietto; Andrew Scott

in 2003 through the development of an instrument focused on peer and self-assessmentcalled the Comprehensive Assessment of Team Member Effectiveness. The system enhancesteam development by creating accountability and feedback for team members, suggesting thatteam members and instructors have a positive team learning experience.Capstone Courses – Multi Institutional Collaboration. The previous work by the multi-institutional collaboration identifies the current work done in many capstone courses includingthose factors that are measureable1. Those measurable factors3 are included in CATME, thus theauthors have chosen to use note taking 4, filing 5, goal setting6,7, and other reflective open ended Proceedings of the 2018

Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Williamson; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

to identify success at higher cognitive levels. ‚ Improve the quality of course learning objectives to foster higher level cognitive abilities required for success in the engineering profession.Kolb’s Learning Cycle. Kolb11,12 developed a system of selecting classroom activities basedupon his research related to adult learning. As schematically shown in Figure 1, there are four“quadrants” of ways that people learn: concrete experience, reflective observation, abstractconceptualization, and active experimentation. Two of these stages, concrete experience andabstract conceptualization, operate in the realm of knowing (how they perceive) while the othertwo, reflective observation and active experimentation, involve

Conference Session

Multidisciplinary and Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Tech.

Tagged Divisions

Multidisciplinary Engineering

consciousnessand is derived from two major engineering disciplines; chemical engineering and materialsengineering. It seeks to develop both knowers, who remember information and cansystematically repeat skills, and learners who can create, apply, modify and adapt concepts.The main thrust of this subject is a meta-cognitive one. Meta-cognition is the consciousnessof knowledge about knowledge and is based on the assumption that knowing about knowingaffects learning. In this subject • Students will be encouraged to think critically and monitor their understanding; and • Students will reflect not only on what they know, but on how they know itBecause new knowledge and skills are introduced in this subject, a more traditional pastoral-type educational

Conference Session

Best Zone Paper Competition

Collection

2007 Annual Conference & Exposition

Authors

Stephanie Ivey; Anna Lambert, University of Memphis

following reasons: • Kolb’s LSI was designed specifically to examine adults in learning environments; • Kolb’s LSI results can be used by both individual learners and learners working in groups; • Kolb’s LSI is readily and easily generalized to a wide range of disciplines; • Kolb’s LSI offers benefits for learners, teachers, and researchers interested in breaking; down the barriers that separate many learners from traditional methods of instruction22.As engineering educators and researchers, we share two major goals: (1) to identify the learningstyles and needs of engineering students, and (2) to disseminate this knowledge in a manner thatpromotes curricular modification to reflect these findings. The Kolb LSI, therefore

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Valentin Razmov, University of Washington; Richard Anderson, University of Washington

still fresh in everyone’s minds), the instructors conduct project retrospectives by asking students about aspects of their work or process during the latest project iteration that they would like to sustain (i.e., continue doing well in the future) and aspects that they would like to improve on. Actual artifacts from two of these discussions are shown in Figure 1.Figure 1. Digital ink artifacts from in-class retrospectives that followed the Sustain / Improve technique. The noteswere taken by the instructor, while the students were reflecting aloud. The technology behind creating theseartifacts is a Tablet PC application that integrates ink with slides

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

strategies for problem solving and revising41. Peer review providesstudent reviewers with frequent opportunities to practice problem-solvingstrategies important for improvement. Peer review activities may provide thereviewer with concrete and solid experiences on how to improve problem solvingby connecting diagnosed problems with solution types42. Participating in reviewencourages student reviewers to reflect upon their own skills while examiningpeer work43-44. Online videos changed the way we create, view and share videoonline today. With smartphones like the iPhone, and phones running on Androidand Windows operating systems, it’s effortless to create and share video using thebasic features the phones offer. Videos can be an effective media to

Conference Session

Assessing Teaching and Learning

Collection

2003 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

other than academic difficulty. Building on priorwork, our enhanced approach began with the definition and integration of specific affectiveobjectives which supported the internalization of cognitive objectives and professional practices.Affective-cognitive growth was pursued through methodologies which included active and Page 8.955.1cooperative learning, student self-reflection, classroom discussion, and student incorporation into Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationacademic communities

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carl A. Reidsema PhD, The University of Queensland; Lydia Kavanagh, The University of Queensland; Lesley Jolly, Strategic Partnerships

Tagged Divisions

Design in Engineering Education

” involving over 1100 students. In 2010 he was appointed to the position of Director of Teaching and Learning for the Faculty of Engineering at the University of Queensland in where he then led the successful development of the Flipped Classroom model for integrating theory with design prac- tice in a first year engineering design course ”ENGG1200 – Engineering Modelling and Problem Solving” with over 1200 students. Dr. Reidsema’s work is centred around the notion of Transformational Change in Higher Education which is reflected by his success in securing grants and industry funding for research and development in this area exceeding $3M including a 2008 Australian Learning and Teaching Council (ALTC) Project

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Robert Wicklein; David Gattie

. Beginning as industrial arts with the objective to educate high school students inaspects of an increasingly more industrialized society, the name technology education wasofficially adopted by the primary professional association – International Technology EducationAssociation on February 20, 1985 to reflect the field’s transition toward an educational focus onthe technological underpinnings of society.7 To a large degree, this transition reflected arecognized need within the general K-12 educational scheme to prepare non-college bound highschool graduates to directly enter the workforce with a suite of technological skills. Eachtransition in the growth and development of the field was accompanied by an appropriate shift inthe educational schema

Conference Session

New Program/Course Success Stories

Collection

2004 Annual Conference

Authors

Josh Humphries; David Radcliffe

experienceengineering management in the form of project management in a team and to reflect upon thelessons they learn by the experience. This initiative grew from the need to create a learningexperience for students than was more engaging than that provided by a “traditional” lecturebased engineering management course with its attendant problems of student motivation.Our innovation was to have the students undertake a feasibility study that defines and plans for aprospective baccalaureate research project. By this process, the students not only experiencemost aspects of project management but they also develop skills to prepare them for undertakinga research project. Thus it achieves two key program objectives. An integral part of thisinnovation was the

Conference Session

Assessment & Quality Assuranc in Engr Ed

Collection

2003 Annual Conference

Authors

Jiangqiao Lan; Donghai Xie

. The first one is the pattern with theexperts` assessment as the major form. Since the end of 1980`s, in order to curb the fallingtendency of teaching quality, Teaching Inspection Groups have been formed in many collegesand universities in China, which consist of the experienced teaching experts in all subjects (themajority of whom are retired or retiring professors) who will be in charge of the inspection ofthe teaching quality. The experts make assessments on the courses and the class teachingthrough attending the lectures. The result of such assessment will be reflected to the TeachingAffairs and Administration Office, who will inform the leaders in charge of teaching in thecollege and departments of the results, which can work as the

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Stephan Hussmann; Nitish Patel; Julainne Sumich; Bruce MacDonald; Abbas Bigdeli

presented from a student survey, conducted to evaluate the students’viewpoint on the course. The paper concludes with a discussion on the benefits perceived so far,from the standpoint of the student, both Faculties and the profession.IntroductionEngineering disciplines have a strong tradition of practical problem-solving. Universityengineering programs have reflected this in specialized design courses, where the emphasis is onthe process, the technical and communication skills involved in the project, and the team work,rather than the demonstration of academic knowledge in a final examination. In New Zealand asin other countries this emphasis has been reinforced in the last two decades as large employersscaled down training programs for young

Conference Session

Technical Issues in Arch Engineering

Collection

2003 Annual Conference

Authors

Stan Guidera

for final presentations. Both approaches are aligned with thepremise that the studio may be an inappropriate venue for learning to use. Marx stated that“students are struggling to learn how to design, much less to design on a computer” [6].However, it is also possible that these approaches may reflect a lack of expertise in the use of thedigital media among faculty. Marx also suggested that student’s struggle to learn to design on acomputer is “compounded by the current lack of digital skills on the part of design faculty” whichtherefore “makes it difficult to create a level of consistency in teaching digital design.” This resistance to the role of computing in design is rooted in a range of issues. Oneargument that has persisted is

Collection

2001 Annual Conference

Authors

Sarah Irvine; Mary Anne Lesiak; Andrea Prejean; Teresa Larkin-Hein

discussion of the previous day's "reflectionquestions." Each day participants were given several questions to ponder after the conclusion ofthe day's events and activities. Participants were asked to go home and keep track of theirreflections in a journal. The reflection questions were typically associated with informationpresented during that day's sessions. The intent of the reflection questions was to give teacherstime to digest information they had received during the day, and to reflect on how thatinformation might have relevance to them in their daily teaching activities.In addition, each day participants engaged in hands-on activities grounded in the constructivistphilosophy. To support this philosophy, the participating middle school