Conference Session

Ethical Issues I: Sustainability and Environmental Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Spierre, Arizona State University; Elizabeth A. Martin, Arizona State University; Jathan Sadowski; Andrew Berardy, Arizona State University; Scott McClintock, Arizona State University; Shirley-Ann Augustin, Arizona State University; Nicholas Hohman; Jay George Banna Jr.

Tagged Divisions

Engineering Ethics

ethical principle, teachingethical reasoning skills appropriate for sustainability is problematic. While the classic approachin professional ethics education makes intensive use of behavioral codes and retrospective casestudies, these approaches are limited in their ability to prepare students for the unfamiliar andforward-looking problems of sustainability. Moreover, the classic read-discuss-writepedagogical strategies typical of the humanities emphasize abstraction and reflection at theexpense of two modes of learning more familiar to many professionals (e.g., engineers andphysical scientists): experimentation and experience. This paper describes the results of a novelexperiential approach to ethics education that employs non-cooperative game

Conference Session

Innovative Course Developments in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Tingerthal P.E., Northern Arizona University

Tagged Divisions

Construction

provides stimulus for pedagogical improvement.IntroductionStudent assessment is both a necessary and a required part of any college curriculum.1,2Typically the student has little input or control over the format or content of assessments such ashomework assignments, quizzes and tests: Self-assessments, on the other hand, give a student theopportunity and power to evaluate his or her own performance. These evaluations can take theform of reflective essays, confidence ratings of conceptual understanding, and responses to open-ended questions. Self-assessment has been defined as “the evaluation or judgment of ‘the worth’of one’s performance and the identification of one’s strengths and weaknesses with a view toimproving one’s learning outcomes.”3

Collection

2001 Annual Conference

Authors

Valarie Arms; J. Weggel; Aly Valentine

Session 2453 Assessing Innovative, Project- Based Learning In Drexel’s Freshman Core Curriculum Aly Valentine, Valarie M. Arms, J. Richard Weggel Drexel UniversityIntroductionAlthough ABET and ASEE have cited the importance of innovation in engineering curriculumdevelopment, one of the enduring challenges is their assessment. In fact, ABET’s EC2000criteria reflect the program goals initiated by Drexel’s E4 (An Enhanced Engineering Educationfor Engineers), a program initially funded by the National Science Foundation. That programwon ABET’s

Collection

1998 Annual Conference

Authors

Fiona S. Crofton; Cynthia A. Mitchell

we are all already teaching students how to respond toenvironmental/sustainability issues. It is said that talk is cheap; nonetheless, it's not withouteffect, and what is left unsaid can be as important as what is spoken. Further, even if peopledoubt what you say, they'll believe (and learn from) what you do. Whether we recognise it or not,all of us are role models — for better or worse. And what we ourselves model in the classroomis as important, perhaps even more important, than what we hold up as other examples to ourstudents. It is essential that we become more self-aware and reflective practitioners.This paper considers some of the ways that we, as 'role models' in the classroom, do and couldimpact students. The context for our

Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deepak R Keshwani, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Logan Ryan Newman, University of Nebraska, Lincoln; Rachel Ibach, University of Nebraska - Lincoln; Taryn King, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

conceptualized from a longitudinal study of a scholar’s program atthree different universities in the state of Nebraska. A department faculty member was part of amulti-year institutional professional learning community (PLC) that explored the scale-up andscale-out of this model. Based on their experience from the PLC, this model was used in thedevelopment of the department’s overall student services ethos and in the specificimplementation of two initiatives: 1) hybrid advising/mentoring model, and 2) peer-mentoringprogram. This practice paper provides an overview of the ecological validation model andpresents our approach to implementing these initiatives. We also reflect on challenges and futureopportunities including long-term sustainability and

Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hector Palala, University of Nebraska, Lincoln; Amy Millmier Schmidt, University of Nebraska, Lincoln; Mara Zelt, University of Nebraska, Lincoln; Bethany Zelt, University of Nebraska, Lincoln; Andrew Stiven Ortiz Balsero, University of Nebraska, Lincoln; Maria Jose Oviedo Ventura, Cornell University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

one hour twice weekly summer school programfor students who had recently finished 3rd grade using this curriculum.This reflection examines the experiences of curriculum designers and instructors during the firstuse of the materials to understand the efficacy of the curriculum to meet key learning objectivesrelated to AMR. This case study reflection also examines the quality of student engagement andease of use to instructors for interactive components developed in this curriculum, like animatedvideos and hands-on activities. All the data and insights presented in this paper are based on theperspectives and feedback provided by iAMResponsible™ team members who developed thecurriculum, summer program instructor, student teaching assistants, and

Conference Session

MECH - Technical Session 8: Sustainability and Interdisciplinary Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deepika Ganesh, University of Michigan; Carissa Yim, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

collaborative skills,and solving complex problems. Many of these works present effective techniques to augment the learningprocess, whereas our study places emphasis on methods to improve students’ ability to synthesize andcommunicate their learned knowledge to a broad audience.This study explores the potential of Gala – a new, open-source, case-based learning platform – to helpstudents meaningfully package and present their learnings from project, problem, and service-basedlearning. Gala’s digital, open-access structure and focus on sustainability education attracts creators withdiverse expertise, intent, and backgrounds [8,9]. The variety of creator’s interests is reflected in Figure 1,which highlights the spread of case studies across the globe. The

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Filza H. Walters, Texas A&M University; Nadia Shuayto, Ohio Northern University; Saira Anwar, Texas A&M University

Tagged Divisions

Architectural Engineering Division (ARCHE)

Activity: students interview in written communications to industry professionals in set up the meeting. During person (or via meetings they acquire teleconference) who are information, images and take young professionals and notes. Using material from seasoned professionals their interactions, they prepare individual writing reflections of their experience and

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan L. Hart, Saint Louis University, Parks College of Engineering

Tagged Divisions

Civil Engineering

to be posted on social networking sites and to limit students fromgetting overwhelmed by an open ended project.Following the tour, the class divided itself into groups consisting of approximately four students each. Thefour undecided majors were interspersed evenly within the groups completely of their own accord. Afterdividing into groups, and prior to receiving the assignment, the class introduced themselves and discussedwhy they chose their major. As a class, the students discussed what they thought a civil engineer was and did.In order to assess initial and final association and thereby engagement, students were asked to define what acivil engineer was and why they wanted to be a civil engineer in a reflective paper. In the reflective

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Olga V Shipulina, Simon Fraser University

Tagged Topics

Invited - Curriculum Development

immersion. Massara,Ancarani, Costabile, Moirano, & Ricotta10 claim that the immersion of the Second Life VEerases the difference between real and virtual worlds to the extent that, users’ psycho-physicalbehaviors in VR becomes consistent with real life. Meredith, Hussain, & Griffiths11 points outthat, investigators consider the Second Life VE as a synthetic world. Many “residents” of theSecond Life VE are escaping from their everyday real life into this synthetic world12 which inturn means that the VE synthetic world becomes a reality for VE users. The term ‘VirtualEnvironment’ is also known and widely used as ‘Virtual Reality’ (VR), which reflects its essenceof ‘reality’.Steuer13 asserts that “presence” and “telepresence” are fundamental

Conference Session

DEED Poster Session

Collection

2005 Annual Conference

Authors

Mei-yi Lau; Ming-yin Chan

teacher assumes as an adviser. Students work in groups to solve challenging problems that are original,curriculum-based, and often interdisciplinary. Students take the active role to decide how totackle a problem and what activities to pursue. Students gather information from a variety ofsources and synthesize, analyze, and derive knowledge from it. Their learning is inherentlyvaluable because it is connected to something real and involves liaison skills such ascollaboration and mediation. The most important element is reflection. Students candemonstrate their newly acquired knowledge in the final report. Students are judged by thepresentation and peer assessment. The role of teachers, unlike traditional classroom teaching,is to provide

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; Harvey Bell, University of Michigan; Brian E. Gilchrist, University of Michigan; Gail Susan Hohner, University of Michigan, College of Engineering; James Paul Holloway, University of Michigan

Tagged Divisions

Multidisciplinary Engineering

-structured interview data served as the data informing this study. Theinterviews were grounded in students’ design experiences. Thus, the beginning interviewquestions were about the details of the experience, and were followed by questions about theimpacts on themselves they have seen from these experiences. This interview protocol designallows students to remember deeply about the experience and therefore, reflect more deeplyabout the impact of the experience, how they changed because of the experience, and how theyview and approach interdisciplinary design in general. The interviews were audio recorded andlasted approximately one hour. An outline with example questions of the protocol is includedbelow.Focus of Questions Example

Collection

1999 Annual Conference

Authors

Gloria Rogers; Julia Williams

-Portfolio at Rose-HulmanInstitute of Technology, the faculty, administration, and students have confronted theseissues; the result is a web-based portfolio system that focuses on a student’s “best work”and requires a “reflective statement” in which a student demonstrates the relevance of thework to the learning outcomes objectives. This article outlines the stages of the RosE-Portfolio development from the initial concept to its testing through a Pilot Project andthe current status of the plan. In offering the results of the project thus far, the authorsoffer suggestions on how other institutions may gauge the appropriateness of a portfoliosystem to their own student learning outcome goals.IntroductionThe current interest in the use of portfolios

Conference Session

Engineering Management Division (EMD) Tech Session 2: Course-level strategies to positively impact student learning and experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Zoghi, Texas A&M University

Tagged Divisions

Engineering Management Division (EMD)

not only get to apply relevant technicalknowledge and leadership skills to real-world problem-solving processes, but also have theopportunity to demonstrate their ability to lead and execute fruitful changes in theirorganizations. It is a perfect testament to impactful academic-industry collaboration. Bothqualitative and quantitative data will be collected, including course and program evaluationsurveys, student reflections, to gauge the perception of learning outcomes and course2023 ASEE Engineering Management Division (EMD)effectiveness. Other institutions could use this course as a design template when offering similarproject-based courses.Keywords: Project-based learning, academic-industry collaboration, Capstone project, coursedesign

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

], [34]), etc.Given the variety of terms and approaches, we first sought to define our goals for equity-centeredengineering curriculum and instruction. To challenge conceptualizations of engineering thatreproduce and maintain inequitable processes and outcomes, educators must interrogate whatcounts as engineering and support such reflection in their students. Educators must teach thatengineering is sociotechnical in nature [7]; authentic engineering problem-solving is contextual[13], [23]; and engineering is part of justice movements [1], [20]. Such teaching requires bothequitable pedagogy – to model equitable practices and create environments in which students canlearn to be equity-minded engineers – as well as equity-centered content – in

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington; Sarah Marie Coppola, University of Washington; Arpita Bhattacharya, University of Washington

Tagged Divisions

Design in Engineering Education Division (DEED)

practices as a form ofworld-building and examination of the inner workings of technical artifacts and design methodsfrom multiple social, historical, cultural, and ethical perspectives. The course was conductedprimarily as a lecture with in-class discussion and activities, with additional discussion sectionscontaining hands-on design exercises. Students wrote weekly reflections, and the final projectwas a critique and re-design of the design process.  The perceived need to make a change to the way the department was offering these twocourses arose from our experience teaching them and reading end-of-course evaluations, as wellas conversations with alumni and industry. A common theme across evaluations of DP overmultiple quarters was how

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Currey, Union College

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

as social support for learning, understandingmetacognition when designing a course, and alternative student assessment or grading. Treisman[4] was able to demonstrate that students’ learning significantly improved when they movedfrom working alone to working in study groups where they could debate problem solvingmethods and answers. McGuire [5] has described metacognition in learning as involvingplanning, assessing, controlling, and adjusting techniques of learning. Incorporatingmetacognitive strategies of reflection and self-questioning into a course leads to improvedlearning. Incorporating peer-to-peer learning, metacognition, as well as other pedagogicaltechniques can disrupt the illusion that traditional methods of instruction are

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Haas, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Jennifer Kaiser, Georgia Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

. Therefore, it was not surprising that the retention of students within the major was as lowas 50%. To improve student retention by helping students learn more about the CEE field and buildtheir professional identity as soon as they enter the major, a new course was developed for first-year students within civil and environmental engineering. This course has been taught in the fallsemester commencing in 2019. It is designed to be highly interactive meeting one hour a week instandard lecture format and two hours a week in smaller studio sessions. The course is organizedinto four modules with each covering one of the major cross-cutting areas within the program andwith each module consisting of Learn, Do, and Reflect components. The students work in

Conference Session

Design in Engineering Education Division (DEED) - Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuwei Deng, King's College London; Wei Liu, King's College London; Claire Lucas, King's College London

Tagged Divisions

Design in Engineering Education Division (DEED)

understanding of Design Thinking in engineeringeducation.Table 2 Classification of Design Thinking Approaches Among Participants Design Explanation Participant ID Thinking Process Step-by-step approach to integrating design thinking into ID-1, ID-4, the curriculum, including stages such as empathy, define, ID-5 ideate, prototype, and test. Method Specific techniques and strategies used to teach design ID-2, ID-3, thinking, such as brainstorming sessions, user research, ID-4, ID-6, prototyping, PBL, and CDIO. ID-6 State of Developing a reflective and

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea L. Schuman, California Polytechnic State University, San Luis Obispo; David B Knight, Virginia Polytechnic Institute and State University; Mohammed Seyam, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education Division (DEED)

design at the beginning of their senior capstone. The participants in this study are 31students majoring in Computer Science, Secure Computing, or Data-Centric Computing andenrolled in a Software Engineering Capstone course. Students recorded themselves speakingbased on a series of reflection prompts. In their first reflection, which is the focus of this paper,the students were asked “How would you define design in computer science?” The transcripts oftheir responses were analyzed using provisional coding based on prior definitions of DesignThinking from literature. Their responses were used to answer the research question: How dosoftware engineering undergraduate students define design at the beginning of a capstonecourse? The results of this

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Pranathi C Amballa, Georgia Institute of Technology; Stacy Ross, Georgia Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

highlybeneficial to building core design skills [7].Peer mentorship can be a very valuable augmentation in engineering education, offering severalbenefits to both mentors and mentees. It is considered an effective pedagogical approach toenhance student engagement, learning outcomes, and retention in engineering education.Lunsford et al. [8] highlight the benefits of peer mentoring in cultivating a sense of belongingand improving students' confidence in their abilities within STEM disciplines, including first-generation university students. Similarly, Colvin and Ashman [9] discuss the dual benefit of peermentorship, where both mentors and mentees gain valuable learning experiences throughknowledge sharing and reflective practice.The integration of

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); MaeRianna Artang, Purdue Engineering Education; Lauren Elizabeth Graves, Indiana University - Purdue University in Indianapolis; Iori Honzawa; Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

as: “... someone whose job it is to make something... a lot of that feels very like you're in a lab doing your little tests rather than going out to locations, understanding the problem personally.”Quinn similarly shared: “…[engineering] as something to do with science and technology, more like math... but I don't think I would have had a clear answer on what they [engineers] do.”Kai reflected on their own assumptions: “I think I would have been a lot more flippant... I would have said, ‘Oh, numbers,’... logistics and specifications... I would have spoken with authority, but I would have been tepid.”These perspectives frame engineering as distant, detached, and inaccessible. As an external

Conference Session

Engineering Technology Division (ETD) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Tamara Schwartz, York College of Pennsylvania; Dean Zeller, York College of Pennsylvania

Tagged Divisions

Engineering Technology Division (ETD)

-leddiscussions focusing on three primary areas: (1) the impact of AI on the workplace, specificallyaddressing concerns such as “Will I have a job?” (2) future developments in AI and what’s next,and (3) the convergence of AI with other emerging technologies. After introductions, panelistsshared their personal journeys with AI, leading into in-depth discussions of these key themes,followed by an engaging Q&A session with students and faculty.This paper presents faculty observations, insights from student surveys, and reflections on theoverall experience. It underscores the significance of the forum for our college community andexplains why such discussions are both timely and essential. Testimonials and survey responsesprovide further context

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary M Bevilacqua, University of Colorado Denver

Tagged Divisions

Engineering Ethics Division (ETHICS)

collaboratively written codes to analyze individual media case studies,identifying areas where their frameworks failed to address critical ethical dilemmas. This createdan opportunity to engage with ethical reasoning in a playful yet rigorous format, encouragingdeeper reflection and prompting revisions of their codes to better account for ambiguity,complexity, and edge-case scenarios in biomedical design ethics.Assignment DescriptionStudents were challenged to create a discipline-specific code of ethics tailored to biomedicalinnovation. Rather than simply summarizing or quoting standard documents, they were expectedto synthesize core concepts from foundational ethics texts with their own interpretations. Theassignment sequence began with a lecture series

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Justin L. Hess, Indiana University-Purdue University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

), Verdasco (2) Immersion in Novel Experienced new elements of innovation due to Ella (4), Hannah Innovation Ecosystems substantive involvement in authentic innovation (1), Jessica (2), projects firsthand and reflecting on these new John (1), Sarah facets. Developed a broader understanding of the (3), Verdasco (3) innovation ecosystem. Learning from Acute Failure Experienced a failed prototype or implemented Elon (1), Esteban Failure design due to their natural approaches. They (1), Jerry

Conference Session

Engineering Management Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekaterina Koromyslova, South Dakota State University; Anna Sadovnikova, Monmouth University

Tagged Divisions

Engineering Management

, recommendingthe departmental tactics, etc. Although originally perceived by the learners as a unique challenge,this approach effectively promoted interpersonal interactions and communications, to facilitateeffective project-related decisions. “To be honest, I thought that the beginning of the class was very hard; being told that we have this huge project to complete as a team is a huge burden, and I for one wasn’t sure how to handle it. I thought that there wasn’t a lot of direction. Looking back now, I believe that the freedom in how we did the project allowed to the team to truly grow” (a quote from a reflection journal 401107) 2) Students were asked to work in

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students react to anin-depth growth mindset intervention?In order to address this question, two of the authors formed a Mindset focus group consisting ofeight first-year engineering students. This focus group met five times over the course of asemester to discuss their reading of and reaction to Dweck’s popular 2006 Mindset book.Students’ written reflections captured their reaction to the learning experience, and this data wassubjected to thematic analysis. Significant findings include the use of growth mindset as a toolto reflect and unpack past experiences, especially with respect to their personal experiences, theresulting behavior, and the role of external influences. Growth mindset proved to be a usefullens to reconsider past

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bre Przestrzelski, University of San Diego; Elizabeth A. Reddy, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Materials

. This module was successfully implemented in Fall 2017 with 31students from General, Electrical, and Mechanical Engineering. Students brought in their ownweeks’ worth of trash. The first portion of class time focused on materials categorization andclassification, engineering concepts they had been previously introduced to in class. A classdebrief challenged students to think about topics related to recycling in general and their largersocial responsibility in material choice as future engineers. In a subsequent reflection, studentsprovided feedback, suggestions for improvement and articulated their meaningful takeawaysfrom the module. Analysis of student responses shows that learning objectives were achieved.Lessons learned suggest improvements

Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science and Technology; Ghulam Bham, Missouri University of Science and Technology

Tagged Divisions

Design in Engineering Education

instructional redesign process. Two majorcharacteristics of threshold concepts, integrativity and transformativity were used to identifyhorizontal alignment candidate-concept for the highway design process.Using concept maps generated as guides through the integrativity of learning associated with thehorizontal alignment, several adjustments to the structure of lecture materials and project taskswere made. In addition, reflective assessment items were administered after each redesignedinstructional task and at the end of the course. Students’ answers to these reflective assessmentshelped identifying trends associated with the transformativity of horizontal alignment in thecontext of highway design. The analysis of students’ reflective assessment

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Participantsfound it difficult to extend their goals because graduation was so far away and there were fewopportunities for reflection within their programs. Implications from this work will help students,faculty, and administrators begin conversations about student goals and encourage students toengage in reflective practices to determine the value of the doctoral degree for them along withwhether their courses and research align with their goals.INTRODUCTION & LITERATURE REVIEW Attrition is high in engineering graduate programs. The 10-year completion rate forengineering PhDs is only 60% depending on the discipline [1], with attrition rates at approximately35% for women, 24% for men, and as high as 57% for African American engineering