Conference Session

Systems Engineering Division (SYS) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy Thompson, University of Connecticut; Matthew D. Stuber, University of Connecticut; Song Han, University of Connecticut; Abhishek Dutta, University of Connecticut; Hongyi Xu, University of Connecticut; Shengli Zhou, University of Connecticut; Qian Yang, University of Connecticut; Fei Miao, University of Connecticut; George M. Bollas, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering Division (SYS)

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Naeem Abdurrahman, University of Maryland, College Park; Sona Chudamani, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Conference Session

Energy Conversion and Conservation Division Technical Session 2: Solar Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tessa Veurink, University of Pittsburgh; Bradley G. Fox, University of Pittsburgh; Sabrina R. Helbig, University of Pittsburgh; Duncan Penizotto, University of Pittsburgh; Robert J. Kerestes, University of Pittsburgh; Brandon M. Grainger, University of Pittsburgh

Tagged Divisions

Energy Conversion and Conservation

as reflect on progress and achievements for the atto-grid project.IntroductionToday, the global pandemic has affected and impacted professionals and students by hinderingthem from safely working together at an office, facility, or school. Because of this, manyprofessionals must work at home where electricity or internet connectivity issues may be moreprevalent than at their typical office. To address the need for a resilient power source for at-homeoffices, the team developed the atto-grid – a resilient power system that uses distributed powersources to safely and effectively power a typical at-home office load.The team designed the atto-grid for a senior design capstone project that complied withrequirements set by faculty, as well as

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Keirien Taylor, Arizona State University, UOEEE; Daniel J. Laxman, Arizona State University

Tagged Divisions

Multidisciplinary Engineering

multidisciplinary introduction to engineering course, a unique introduction to engineering MOOC, and another MOOC focused on exploring global challenges from an interdisciplinary perspective. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfo- lios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.Mr. Keirien Taylor, Arizona State University, UOEEE Keirien Taylor is a research assistant at Arizona State University’s Office of Evaluations and

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela Cristina Silva Diaz, PamLab Design and Engineering; Maggie Favretti, Design Ed 4 Resilience; Nathalia Ospina Uribe; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel Castro-Sitiriche, University of Puerto Rico, Mayaguez; Luisa Rosario Seijo-Maldonado; Marian Irizarry, University of Puerto Rico, Mayaguez; Javier Moscoso, University of Puerto Rico, Mayaguez Campus; Gabriela Alexandra Otero-Andino; Kevin O'neil Crespo Pagan; Laura Sofia Garcia Canto; Grace Amato, Connecticut College; Fernando Antonio Cuevas, University of Puerto Rico; Dulce M. del Rio-Pineda, Mujeres de Islas, Inc.; Reiner F. Simshauser-Arroyo, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

included a design sprint topractice design thinking, an introduction to the team’s selected focus area (presented by subjectmatter experts), and then proceeded with design thinking activities, further defining needs andinterests within the focus areas, ideating and then prototyping solutions, and developing actionplans. The curriculum included community-led, hands-on and practical exploration, ideation,prototyping, feedback and reflection sessions that resulted in a conceptual design conceived bythe community team.4.3. Symposium MethodologyOrganizing TeamThe organizing team for this symposium included several members of the IUDC, each of whomis a principal author of this work: 3 professors (Marcel Castro, Electrical Engineering;Christopher

Conference Session

Computing and Information Technology Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

, rather than having to immediately solvein a more “public” fashion. Also, candidates may prefer explaining problems with a pencil on thepaper or on a computer using an integrated development environment. Next, they suggested usingproblems actually encountered at the company, since many puzzles are not reflective of real-worldsituations. Such tasks are seen as giving an unfair advantage to candidates just out of school.Finally, they propose problem solving “as colleagues, not as examiners” a recommendation whichhighlights that rather than an intense interrogation the process should be balanced, and shouldinvolve working together to solve issues, and that this could even be accomplished with other“potential teammates.”In addition to the two

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

in shifting student bias towards inclusion in the three interventions. The mostpromising approach is student-led, where senior students worked to change the student culturedirectly.Introduction and BackgroundImproving diversity in STEM fields is an important goal and has been widely studied. It is well-known that students and professionals in STEM careers in the USA do not reflect the generalpopulation of the country [1]. For example, white men make up 31.6% of the general populationwhile they make up 51% of scientists and engineers. Black men make up 6% of the populationand 3% of the STEM workforce. The percentage of non-white and non-Asian people in the USAis 31.3% while the percentage of this sub-population working in STEM is just 12%. In

Collection

AEE Journal

Authors

Suzan Alaswad; Sinan Salman

infeasible for humani-tarian operations (Balcik et al. 2010). However, this has not yet been reflected in operations andsupply chain management education. Typically, practitioners who are educated on how to operatecommercial supply chains self-adapt when faced with humanitarian supply chain challenges in thefield (Duddy, Stantchev, and Weaver n.d.). Hence, there is still an urgent need to develop models thatadapt to the unique relief environment to help understand the uncertainties involved and determinewhat can be done to improve the supply chain performance, particularly in terms of coordination.However, the literature lacks studies that analytically address coordination in humanitarian reliefsupply chains. We seek here to help fill this gap by

Collection

1999 Annual Conference

Authors

Glennelle Halpin; Gerald Halpin; L. D. Benefield; William Walker; S. MacGuire

goals of the IPEC program is for the students to have a stronger comprehension ofmath, physics, and basic engineering concepts. Inasmuch as the program is designed for mutualreinforcement of the concepts being taught in these different domains, the goal was to increasestudent understanding within the various domains which might be reflected in grades. Significantvariation between the groups (F = 8.7947, p = .0002) was found when examining the cumulativeGPAs as of the end of the freshman year. The mean cumulative GPAs were 2.76, 3.07, and 2.20for the comparison group, the persisting IPEC students, and the switching IPEC studentsrespectively. These results suggest several things. One is that the students who left IPEC earlycontinued to experience

Conference Session

Improving ME Education: Trends in Mechanical Engineering I

Collection

2007 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts-Lowell; Linda Barrington, University of Massachusetts-Lowell; Cheryl West, University of Massachusetts-Lowell; John McKelliget, University of Massachusetts-Lowell; Eugene Niemi, University of Massachusetts-Lowell; Sammy Shina, University of Massachusetts-Lowell; Hongwei Sun, University of Massachusetts-Lowell; Chris Niezrecki, University of Massachusetts-Lowell; Robert Parkin, University of Massachusetts-Lowell; Majid Charmchi, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts Lowell

Tagged Divisions

Mechanical Engineering

difference,” value of teamwork (among others) students recorded a range ofagreement to non-agreement on a 1-9 point Likert scale. The averages were all 6 or Page 12.1274.3above, disagreement ranged from 7 % to 14% and agreement from 60 to 75%. Mostfaculty cited time as the biggest barrier to implementation. Improvements are plannedwith more student/faculty analysis of broader impacts.IntroductionService-learning is the integration of academic subject matter with service to thecommunity in credit-bearing courses, with key elements including reciprocity, reflection,coaching, and community voice in projects (Jacoby, 1996)1. Service-learning (S-L) hasbeen shown

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Andrew Jocuns, University of Washington; Reed Stevens, University of Washington; Lari Garrison, University of Washington; Daniel Amos, University of Washington

Tagged Divisions

Educational Research and Methods

that make a good engineer, and others. Inresponses to such questions students described how they imagined engineering workplaces andthe work of engineering. We found that students in their first year of preparation to becomeengineers knew little about what kind of work they would be doing in the future as engineers.That is, they developed hopeful images of engineering. In some cases these images were alteredor augmented in later years to become more mundane. For some students images from the firstyear remained virtually unchanged into their fourth year. Our discussion reflects how students’identities are affected both by common, widely circulating images of engineering and theabsence of real workplace experiences in the undergraduate

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Robert Ricks, Southern Illinois University, Carbondale; Rhonda Kowalchuk, Southern Illinois University, Carbondale; John Nicklow, Southern Illinois University, Carbondale; Loen Graceson-Martin, Southern Illinois University, Carbondale; Lalit Gupta, Southern Illinois University, Carbondale; James Mathias, Southern Illinois University, Carbondale; Jale Tezcan, Southern Illinois University, Carbondale; Kathy Pericak-Spector, Southern Illinois University, Carbondale

Tagged Divisions

First-Year Programs

establishaccountability guidelines for my mentees,” with mean of 3.50 (sd = 0.98), and item 55, “Iencouraged my mentees to reflect on their progress toward their goals,” with mean of 3.63 (sd =0.92). Page 14.185.13Table 9Miscellaneous Aspects of the Peer Mentoring Experience Percent of Responses (n = 24) # Item M sd SA A N D SD NR 41 I was able to answer mentee questions about university life 4.25 0.61 33.3 58.3 8.3 0.0 0.0 0.0 43 I was able to assist

Conference Session

Contemporary Practices in Engineering Management Programs

Collection

2009 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Engineering Management

clear that as a normal part of the business cycle, priorities change. As they change, we must makeinformed decisions and move on. That may result in a series of reductions that are much smaller thanwhat we are accustomed to seeing, but are much more reflective of how a typical business responds tochanging conditions. We have requested the authority to conduct additional such reductions as early asthis month. I anticipate no such "ebb and flow" reductions in December, but I would not rule out any suchactivity either before December or after the first of the year.I hope that all of the above information better clarifies the situation.[company] PresidentNovember 11, 2002bTransition Update: Employee Movement - November 11, 2002Since I announced our

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Matthew Verleger, Purdue University; Judith Zawojewski, Illinois Institute of Technology; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

reflect engineering practice. High quality andreliable feedback and assessment strategies must accompany these learning experiences to ensurethat student learning is achieved (e.g. misconceptions are addressed) and the quality of studentwork increasingly reflects what is valued in engineering practice.Model-Eliciting Activities (MEAs) are one instructional approach to developing these and othercompetencies3,4. These client-driven, open-ended, team-oriented problems have beenimplemented in a large (N = 1200-1600) required first-year engineering problem solving andcomputer tools course since Fall 20025,6. Over 20 different MEAs have been implemented and anumber of feedback and assessment strategies have been employed with varying degrees ofsuccess6

Conference Session

Thermodynamics, Fluids, and Heat Transfer II

Collection

2009 Annual Conference & Exposition

Authors

Gerald Recktenwald, Portland State University; Robert Edwards, Pennsylvania State University, Erie; Douglas Howe, Portland State University; Jenna Faulkner, Portland State University; Calvin Hsieh, Portland State University

Tagged Divisions

Mechanical Engineering

Project. Page 14.1215.1© American Society for Engineering Education, 2009 The Engineering of Everyday Things: Simple Experiments for the Thermal and Fluid SciencesAbstractA series of demonstrations and laboratory exercises have been developed to teach fundamentalconcepts in the thermal and fluid sciences of the undergraduate engineering curriculum. Thismaterial is part of an educational research project called the Engineering of Everyday Things.The title reflects the use of common technology like hair dryers, blenders, toasters and bicyclepumps, which are used to demonstrate principles of thermodynamics

Conference Session

Energy Laboratory Development

Collection

2006 Annual Conference & Exposition

Authors

Philip Gerhart, University of Evansville; Andrew Gerhart, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

accurately reflect experimentalthermal efficiencies, and pointed to future experimental work.For this paper, two more objectives are met, contributing to the conclusions andrecommendations from the first paper. First, a direct assessment (and further indirectassessment) of the Rankine Cycler as a learning tool is performed. Student’s laboratory reportswere evaluated, so that ultimately the equipment can be used in the undergraduate curriculum inthe best possible manner.Inevitably, when a power generation plant is scaled-down and it has few efficiency-enhancingcomponents (e.g. lack of feedwater heaters, etc.), energy losses in components will be magnified,substantially decreasing the cycle efficiency. Although the Rankine Cycler is a useful tool

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alex Jordan Hanson, Massachusetts Institute of Technology; Peter Lindahl, Massachusetts Institute of Technology; Samantha Dale Strasser, Massachusetts Institute of Technology; Alison F. Takemura, Massachusetts Institute of Technology; Dirk R. Englund, Massachusetts Institute of Technology; Jaime Goldstein, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

Technology,Inc., ABET) [3] agencies already have communication requirements. In addition, ABET intro-duced new language for 2016-17 requiring an ability to communicate effectively with a range ofaudiences [4], reflecting the fact that the communication demands of engineers are increasing inscope as well as intensity.Recent graduates likewise recognize the importance of communication in their professional lives.A recent study of graduate opinion places communication as fourth out of twelve ABET require-ments in terms of importance (related “teamwork” placed first) [5]. Nevertheless, graduates them-selves have emphasized communication as a weakness [6], with most feeling insufficiently pre-pared [1].1 These findings suggest that communication is one

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; Nathan E. Canney, Seattle University

Tagged Divisions

Liberal Education/Engineering & Society

anambiguous category. As such, it holds promise for insight into how engineers imagine the socialorder in which they operate as well as their own position in it. Our premise is twofold: that howengineers conceive of “the public” likely informs their conceptions of self, professional duty, andprofessional right, as well as engineering decisions, practices, and products; and that knowingwhat imaginaries of “the public” engineering education fosters is necessary for understanding theideologies that inform the critical but often elusive boundary that engineers raise between theirprofession and society. Our ultimate goal is to throw into relief the texture of this boundary:What social order might it promote? What values might it reflect? What interests

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

International Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dena Lang, Pennsylvania State University, University Park; Meg Handley, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park; Mariza Tsakalerou, Nazarbayev University

Tagged Topics

Diversity

Tagged Divisions

International

other twosub-scales reflects greater ability to deal with this cultural factor. That is the higher scorereflects greater comfort with cultural differences.In a follow-up report, using additional pooled data, Bielefeldt (2008) indicates within freshmanstudents, females had significantly higher scores in all three sub-scales of the M-GUDS-Scompared with males. Male students raised outside the U.S. had significantly higher scores forDiversity of Contact compared with students raised primarily within the U.S. Comparison ofwhite students to all other students indicated that non-white students had higher Diversity ofContact scores. Comparisons of freshman and senior/graduate students indicated higher scoresfor Diversity of Contact and overall UDO in

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Nicole Warren, Kansas State University; Charles Carlson, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Biomedical Engineering

. “Design versus research in BME accreditation [ABET requirements and why research cannot substitute for design],” IEEE Engineering in Medicine and Biology Magazine, vol. 27, no. 2, pp. 80–85, Apr. 2008.[15] “BME Design Course Syllabus and Outline,” Jan. 14, 2020, https://bmedesign.engr.wisc.edu/course/syllabus/.[16] G. N. Svarovsky and D. W. Shaffer. “Design meetings and design notebooks as tools for reflection in the engineering design course,” Frontiers in Education. 36th Annual Conference, San Diego, CA, Oct. 2006, pp. M2G-7-M2G-12, doi: 10.1109/FIE.2006.322548.[17] “Google,” 2020, https://www.google.com/.[18] “Google Scholar,” 2020, https://scholar.google.com/.[19] IEEE. “IEEE Xplore Digital

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Military and Veterans Division Technical Session 2: Veteran Identity & Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca C. Atkinson, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

salient for ourparticipants. Participants completed an Identity Circle and reflected upon the interaction betweentheir identities and their engineering education pursuits. They selected from a list of roles andidentities that we provided, and were encouraged to add additional ones, if desired (see Figure 1).They then placed the identities on the three rings of the Identity Circle diagram (Levels 1 through3) to illustrate the centrality of a particular identity to their current experiences; respondentscould also place a particular label just outside the diagram (Level 4). For example, if the mostimportant part of her identity was being a woman, the participant would place the “gender” labelin the inner concentric circle. Participants limited their

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

the building collapsed similar enough that useful and the team had to come to an agreement comparisons are drawn. whose fault the collapse was. Followed Necessitates some form of debrief by a debrief on the social difficulties or reflection. associated with ethics-related engineering disasters (Lloyd & van de Poel, 2008). Feedback-practice Students practice the application of A digital game that gave students skeleton loop concepts or skills, get feedback code, asked students fill in the rest of the

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Su Li, U. C. Hastings, College of the Law; Roberta Rincon, Society of Women Engineers; joan Chalmers Williams, University of California, Hastings College of the Law

Tagged Topics

ASEE Diversity Committee, Diversity

.., 2010) and that afemale scientist needed 64 more impact points than an identical male scientist to be seen asequally competent—which translates into three extra papers in Nature or Science or 20 in lessprestigious journals (Wenneras & Wold, 1997).A second mechanism that fuels Prove-It-Again bias is in-group favoritism: in-groups, but notout-groups, tend to get the benefit of the doubt (Brewer, 1999; Brewer & Gardner, 1996;Hewstone, 1990). The Prove-It-Again phenomenon also reflects stereotype expectancy(Hamilton & Rose, 1980), aka confirmation bias (Mahoney, 1977): we see what we expect tosee. Because low-competence stereotypes set expectations low, more evidence will be requiredof out-groups, as compared with in-groups, to persuade

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Dukart, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, Lewin, and Piaget. The second reason is to emphasizethe central role that experience plays in the learning process.”19 Kolb aligns Lewin’s model ofaction research, Dewey’s model of learning, and Piaget’s model of cognitive development intohis own model of experiential learning that he described as “the process whereby knowledge iscreated through the transformation of experience.”Figure 1, utilizing a recast and critiqued version of Kolb’s experiential learning model fromBergsteiner, Avery, & Neumann, illustrates four ways of experiencing: Concrete Experience,Reflective Observation, Abstract Conceptualization, and Active Experimentation. 22 These fourways of experiencing iteratively interact with four distinct learning styles, Diverging

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leon Szeli, Stanford University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

(Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999

Conference Session

INDUSTRY DAY: Industry-Focused Collaboration Techniques

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine Leslie, Engineers Without Borders - USA

Tagged Topics

Corporate Member Council

Tagged Divisions

College Industry Partnerships

and for those of one’s group, team, or department. 1.2.1.2 Demonstrate global, social, intellectual, and technological responsibility.1.2.2 Behaving ethically 1.2.2.1 Encourage others to behave ethically. 1.2.2.2 Understand that behaving ethically goes beyond what the law requires. 1.2.2.3 Respect the need for confidentiality, when appropriate.Employment and Training AdministrationUnited States Department of Laborwww.doleta.govEngineering Competency Model – May 2015 61.2.3 Acting fairly 1.2.3.1 Treat others with honesty, fairness, and respect. 1.2.3.2 Make decisions that are objective and reflect the just

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

demographics, features of thelearning environment, nature of the learning activity, and the manner in which researchersindexed their findings. After one last read-through, we further refined the thematic headings tomost accurately reflect their respective studies, in addition to combining redundant themes—ultimately leading to the maturation and finalization of the six themes that constitute the basis ofour review.6(The forthcoming subsections present specific exemplary studies that are representative of theirrespective theme. For summaries of the cited articles and additional exemplary studies, refer toAppendix B).Theme 1: Substantiating the General Benefits of Educational Robots (N=17) To understand research pertaining to educational robots

Conference Session

Diverse Issues in Renewable Energy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Slowinski , M.Ed., CREATE NSF-ATE; Kenneth A. Walz, Madison Area Technical College; Kathleen Alfano, College of the Canyons

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

traveling and resulted in short reportsafter travel.Site visit reports: Participants completed reports for each site visited. These forms consisted offive question prompts and resulted in formative, reflective reports that captured their experiencesat each visit and also acted as informal journals that they could use in the future to identifytrends, concepts and/or innovations that they found notable. The reports also served as a recordfor their continued investigation into their individual inquiry question(s).Sector Reports: Upon return, participants were paired up on teams based on their specific areaof renewable energy expertise to complete sector reports which compared and contrasted theGerman and U.S. energy industry, educational pathways