Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiuhua April Si, California Baptist University; Ziliang Zhou, California Baptist University; Jinxiang Xi, University of Massachusetts Lowell

Tagged Divisions

Design in Engineering Education

computationally simulate the flow before they startdesigning the rest. They were required to study and explore different simulation tools such asSolidworks Flow simulation, Comsol Multiphysics CFD, and Ansys Fluent, all available on campus.The first simulation in Fig 6a shows the flow in the testing chamber is not uniform as the designintention. It varies from bottom to top in the range of 18 to 40 m/s. This velocity variance is caused bythe sharp ninety degree flow direction change. The distance between the test chamber and the ninetydegree angle not long enough to allow the flow to fully develop. Obviously, 45 degree angled turningvanes needed to guide the flow gradually to the test chamber. The next three simulations in Fig 6b, c,and d show how the

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dennis Rogalsky, Minnesota State University, Mankato; Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Cooperative and Experiential Education

Data s Collection Program Design Design Implementation Analysis Design Improvement Evaluation Research Design Research Literature Review Research Documentation Knowledge Question of Learning Design & Publication Creation TheoriesFigure 1. Adapted DBR Process CyclePrevious iterations were focused on how the curricular element would be developed [1] and howstudents and faculty members viewed the

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

Undergraduate Education in Engineering,” 2013.[11] National Academy of Engineering, Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning. Washington, D.C.: National Academy Press, 2013.[12] “CoE Strategic Planning Committee - Educational Experience Commission,” Ann Arbor, MI, 2018. Available: https://umich.app.box.com/s/32m2u2bz9zw9gqaa4ih4yfh3oxl3b28i. [Accessed: 14-Jan-2020].[13] ABET, “Criteria for accrediting engineering programs 2019-2020,” 2020. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2019-2020/. [Accessed: 14-Jan-2020].[14] J. Vernon, S. Edington, and L. Meadows, “Educating the Whole Engineer: Transforming an

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constanza Miranda, Pontificia Universidad Católica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile; Bruk T. Berhane, Florida International University; Trinidad Sotomayor, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

George Saridakis. (2008). “The Role of Higher Education Skills and Support in Graduate Self-Employment.” Studies in Higher Education 33 (6): 653–72.Haynie, J. M., Shepherd, D., Mosakowski, E., & Earley, P. C. (2010). A situated metacognitive model of the entrepreneurial mindset. Journal of Business Venturing, 25(2), 217-229.Huang-Saad, A., Bodnar, C., & Carberry, A. (2020). Examining Current Practice in Engineering Entrepreneurship Education. Entrepreneurship Education and Pedagogy, 3(1), 4–13. https://doi.org/10.1177/2515127419890828Jesiek, B. K., Zhu, Q., Woo, S. E., Thompson, J., & Mazzurco, A. (2014). Global engineering competency in context: Situations and behaviors. Online Journal for Global

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

Tagged Topics

Diversity, NSF Grantees Poster Session

inclusive communities.AcknowledgementThis work was supported through a grant from the National Science Foundation (Award: NSFIUSE/PFE:RED # 1730576). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] L. Benson, A. Kirn, and C. J. Faber, “CAREER: Student Motivation and Learning in Engineering,” Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20152, 2014.[2] G. Crisp, and I. Cruz, “Mentoring college students: A critical review of the literature between 1990 and 2007,” Research in Higher Education, vol. 50, no

Conference Session

Mechanical Engineering Technical Session: Potpourri

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Mingye Chen, University of Michigan, Flint; Sunzia Sultana, University of Michigan, Flint

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

skills) that are important for success as professional engineers. References:[1] J. Colwell, "Soft Skills for The New Economy: Their Place in Graduate Education inEngineering and Engineering Technology," in 2010 Annual Conference & Exposition, Louisville,Kentucky, USA, 2010.[2] Frenkel, M., & Bringardner, J., & Borges Rajguru, S. (2019, June), “Work in Progress:Student to Scholar: A Learning Community Model for Professional Skills Development” in 2019ASEE Annual Conference & Exposition , Tampa, Florida, USA. https://peer.asee.org/33650[3] A. M. Agogino, “Educating the Engineer of 2020,” in Volume 3: Design; Tribology;Education, 2008, doi: 10.1115/esda2008-59324.[4] National Academy Press

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jalil Kianfar P.E., Saint Louis University; Stephen M. Belt, Saint Louis University

Tagged Divisions

Pre-College Engineering Education

. Developingmodules related to these engineering disciplines would enable students to learn about a broaderrange of career opportunities in engineering. However, including additional modules in a week-long program may limit the time devoted to a meaningful introduction to each discipline.AcknowledgementsThe summer program was supported by the Federal Highway Administration National SummerTransportation Institute program. Authors would like to thank Elizabeth Reed of MissouriDepartment of Transportation and Lauren Paulwell of FHWA for their support of the program.Authors would like to thank Dr. Amanda L. Cox, Dr. John Buerck, Dr. Kyle Mitchell, Prof.Stephen Magoc, and Dr. Ronaldo Luna for their contributions to the program.References[1] S. Ivey, M. Golias

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan Delson, UC San Diego; Lelli Van Den Einde, UC San Diego and eGrove Education Inc.; Jessica Tuazon; Daniel Yang, UC San Diego

Tagged Divisions

Engineering Design Graphics

visualization: A gateway to computer-based technology,” Journal Special Education Technology, Vol. 12(3), pp. 195–206. 1994.[4] S. Sorby, “Educational research in developing 3‐D spatial skills for engineering students”. International Journal of Science Education. Vol 31(3), pp 459-80, Feb. 2009.[5] S. Sorby, “Spatial Skills Training to Improve Student Success in Engineering,” 2012 Specialist Meeting—Spatial Thinking Across the College Curriculum, pp. 1– 4, 2012.[6] G. Hoople, E. Cowan, L. Van Den Einde, J. Tara, and N. Delson. “Teaching Spatial Visualization: A Controlled Trial of a Touchscreen App Implemented as Homework”, Conference proceedings for Frontiers in Education: Fostering Education through Diversity, October 3-6. San

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Rebecca B. Spilka, Clemson University; Haleh Barmaki Brotherton, Clemson University; Katherine M. Ehlert, Clemson University

Tagged Topics

NSF Grantees Poster Session

Decision-Making CompetencyInventory for publication and are examining the relation between it and engineering major choiceand persistence. A prototype Academic Dashboard has been created and we continue to add andimprove functionality. The prototype of the Academic Dashboard will also be user-tested toidentify coding errors and other areas for improvement with the user interface.References[1] M. K. Orr, R. K. Anderson, and M. L. Rucks, “Work in Progress: Developing a Procedure for Identifying Indicators of ‘Overpersistence,’” in Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2017.[2] K. M. Ehlert, M. K. Orr, and S. J. Grigg, “WIP: What’s Your Major? First-Year Engineering

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ciera Ferrone, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez, Arizona State University; James Collofello, Arizona State University; Kyle D. Squires, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

activities, mayadvance inclusion of under-represented populations in engineering pathways.Acknowledgements This material is based upon work supported by the National Science Foundation underGrant No. 1744539. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] Engineering Projects in Community Service (EPICS) High. Purdue University, West Lafayette, IN. 2018. Available online: https://engineering.purdue.edu/EPICS/k12 (accessed on 5 December 2018).[2] Capiobianco, B.M., French, B.F., & Diefes-Dux, H.A. (2012). Engineering identity development among pre-adolescent learners

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Nicole Carter; Rafael E. Landaeta, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Student

Inclusion in STEMM | The NationalAcademies Press. [Online]. Available: https://www.nap.edu/collection/81/diversity-and-inclusion-in-stemm. [Accessed: 23-Feb-2020].[5] Pietri, E. S., Johnson, I. R., & Ozgumus, E. (2018). One size may not fit all: Exploring how theintersection of race and gender and stigma consciousness predict effective identity-safe cues for Blackwomen. Journal of Experimental Social Psychology, 74, 291-306.[6] McTaggart, R. (1991). Principles for participatory action research. Adult education quarterly, 41(3),168-187.[7] National Academy of Engineering. Committee on Public Understanding of EngineeringMessages.(2008). Changing the conversation: Messages for improving public understanding ofengineering. National Academies

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E.; Elizabeth O'Brien, Seattle University; Teddi Callahan

Tagged Divisions

Community Engagement Division

findingprojects and also in allowing short term project collaborations between the university and thecommunity partners, while retaining longer term relationships through placement-based service-learning used in other classes. Future work will build on this paper, focusing on studentperceptions of the projects, perceptions of learning and performance on assessments related tolearning the software.Bibliography1 M. Prince, "Does Active Learning Work? A Review of the Research," Journal of Engineering Education, vol. 93, no. 3, pp. 223-231, 2004.2 S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt and M. P. Wenderoth, "Active learning increases student performance in science, engineering, and mathematics," Proceedings of

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maria C. Sanchez, University of Maryland College Park; Dylan Anthony Hazelwood, University of Maryland, College Park; Dave K. Anand, University of Maryland, College Park

Tagged Divisions

Community Engagement Division

and was involved in information technology infrastructure development and management, high performance computing cluster development and implementation as well as establish- ing distance learning and other educational technologies. He also worked with the Energetics Technology Center in Southern Maryland in the areas of informatics and IT management. Since joining CECD he has continued to work on energetics informatics, rare earth materials research and STEM program anal- ysis. He co-authored the 2012 book Rare Earth Materials: Insights and Concerns, the 2013 book S&T Revitalization: A New Look and the 2016 book Engineering for Social Change: Engineering is Not Just Engineering. He has been the course manager

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

implementationThe practice run element holds the space in the process where recruited university studentfacilitators receive training in the curriculum(s) for that month so they can be prepared to supportthe in-classroom activities. While student facilitators were not initially included in the NSFITEST proposal, their engagement in the classroom provides extra hands to support the activitieswhile serving as an engineering role model to the 6th grade students and teachers. All of thestudents volunteering for the program are pursuing degrees in engineering or science- andtechnology-related fields. As indicated by Figure 2, there is a loop from observations, reflections,and artifacts back to intervention design indicating a continuous improvement model

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University

Tagged Topics

Faculty Development Constituency Committee

include specific goals associatedwith the improvement of specific competences (teaching and professional).As part of the reflective memorandum (self-evaluation), each faculty member is invited toidentify weaknesses and opportunities for improvement, which are included in s self-managedimprovement plan. The Department Head uses this input to identify and consolidate trainingopportunities, workshops, communication or seminars; to establish spaces for cooperation andthe presentation of improvement plans; and to assess the faculty member’s level of commitmentto and compliance with her or his proposed improvement plan.Current planning at the departmental level is considering the use of the CDIO twelve standardsframework [8]. This framework takes the

Conference Session

Computing & Information Technology: Curriculum and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Masoud Naghedolfeizi, Fort Valley State University; Xiangyan Zeng, Fort Valley State University; Chunhua Dong, Fort Valley State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

/mentoring sessions and regularly communicating with the course professors and project director about their tutoring/mentoring activities. To further enhance the communication between tutors and course instructors as well as to better familiarize the tutors with the students and class activities, the tutors would be required to attend 2 to 3 classes per week (maximum 3 hours/week) for the course(s) they tutor. The attendance in these classes would be considered as part of their tutoring load.  Identify at least 5 qualified students for tutoring/mentoring task. These students have performed at least at a level of B or better in the gate keeping courses, have junior/senior standing, and have a GPA of at

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical Engineering

Society for Engineering Education Annual Conference, New Orleans, LA. (2016) 2. Ambrose, S. A. (2013). Undergraduate engineering curriculum: The ultimate design challenge. The Bridge: Linking Engineering and Society, 43(2). 3. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works. San Francisco, CA: Jossey-Bass. 4. Kaplan, M., Silver, N., LaVaque-Manty, D., & Meizlish, D. (Eds.). (2013). Using Metacognition and Reflection to Improve Student Learning. Sterling, VA: Stylus Publishing. 5. Seemiller, C. (2014). The Student Leadership Competencies Guidebook: Designing Intentional Leadership Learning and Development. San Francisco, CA: John Wiley &

Conference Session

EDGD: Assessment & Student Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theodore J. Branoff, Illinois State University

Tagged Divisions

Engineering Design Graphics

examining students’understanding of a datum reference frame (DRF) specified on a drawing and their ability tomodel a 3D part with a consistent DRF origin. It was clear that students in TEC333 had difficultyrecognizing the DRF when given a drawing with GD&T. This was especially true when holeswere used as datum features. Since one of the main tenants of GD&T is to provide consistencythrough design, manufacturing, and inspection, conducting a closer examination of design intentwithin the drawing, constraint-based model, and the inspection method could provide useful datafor improving instruction.References1. Neumann, S., & Neumann, A. (2009). GeoTol Pro: A practical guide to Geometric Tolerancing. Longboat Key, FL: Technical

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Mohammad Moshirpour, University of Calgary; Mahmood Moussavi, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Yasaman Amannejad, University of Calgary

Tagged Divisions

First-Year Programs

space: Enhancing experientiallearning in higher education. Academy of Management Learning & Education, 4(2):193-212.E. Marasco, M. Moshirpour, L. Behjat, W. Rosehart. (2016). Studios and sustainability: Acreative CDIO approach to computer engineering education. 12th International CDIOConference, Turku, Finland.E. Marasco, M. Moshirpour, M. Moussavi. (2017). Flipping the Foundation: A multi-yearflipped classroom study for a large-scale introductory programming course. 2017 AmericanSociety of Engineering Education Annual Conference and Exposition, Columbus, Ohio, USA.A. Pears, S. Seidman, L. Malmi, L. Mannila, and E. Adams. (2007). A survey of literature on theteaching of introductory programming. Working Group Report on ITiCSE on Innovation

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Bette Grauer P.E., Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

peer-tutoring. Proceedings of the ASEE/IEEE Frontiers in Education Conference. Boston, MA.5. Hendriksen,S. I., Yang, L., Love, B., & Hall, M.C. (2005). Assessing academic support: The effects of tutoring on student learning outcomes. Journal of College Reading and Learning, 35(2), 56-65.6. Malm, J., Bryngfors, L., & Mörner, L. L. (2016). The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students. European Journal of Engineering Education, 41(5), 548-561.7. García, R., Morales, J. C., & Rivera, G. (2014). The use of peer tutoring to improve the passing rates in mathematics placement exams of

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Symone Whipple, Kennesaw State University; Shelbie P. Prater, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Opportunity Program (SROP).References[1] L. S. Hirsch, S. J. Gibbons, H. Kimmel, R. Rockland, and J. Bloom, "High school students," 2003, pp. F2A7-12: IEEE.[2] W. Times, "U. of Michigan launches program to boost diversity efforts," October 23, 2015 Accessed on: July 16, 2017. Available: https://www.washingtontimes.com/news/2015/oct/23/u-of-michigan-launches-college- prep-scholarship-pr/[3] D. D. Quigley, "The Early Academic Outreach Program (EAOP) and Its Impact on High School Students' Completion of the University of California's Preparatory Coursework. CSE Technical Report," 2002.[4] R. J. Drummond and H. A. Drummond, "Northeast Florida College Reach Out Program: 1995 Evaluation Report," 1995.[5] K

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

Tagged Topics

Faculty Development Constituency Committee

and activities.References[1] S. Freeman, S. Eddy, M. McDonough, M. Smith, N. Okoroafor, H. Jordt and M. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics” in Proc. of the National Academy of Sciences of the United States of America, 111(23), 8410–8415, 2014, DOI: 10.1073/pnas.1319030111, 2014[2] G. Zavala, M. E. Truyol, and A. Dominguez, “Professional development program in active learning for Engineering Faculty in Chile: First stage”, in Proc. of the 2017 ASEE Annu. Conf. and Expo., Columbus, OH June 25-28, 2017, https://peer.asee.org/28761[3] M. Christie and E. de Graaff, “The philosophical and pedagogical underpinnings of Active Learning in

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

, 2007(139), 69-77. 6. Reed, G. G., Cooper, J. E., & Young, L. (2007). A partnership in flux: The demise of a program. New Directions for Community Colleges, 2007(139), 79-90. 7. Case, J. M., & Light, G. (2011). Emerging Methodologies in Engineering Education Research. Journal of Engineering Education, 100(1), 186–210. 8. Lofland, J., & Lofland, L. H. (2006). Analyzing social settings. Belmont, CA: Wadsworth Publishing Company. 9. Ansay, S. J., Perkins, D. F., & Nelson, C. J. (2004). Interpreting outcomes: Using focus groups in evaluation research. Family Relations, 53(3), 310-316. 10. Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22(1), 129-152. 11

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Divisions

Pre-College Engineering Education

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky; Kevin D. Dahm, Rowan University; Laura P. Ford, University of Tulsa; Jennifer Cole, Northwestern University; Lucas James Landherr, Northeastern University

Tagged Divisions

Chemical Engineering

survey, American Association for Engineering Education,Columbus, OH, 2017.9. Description of Academic Credit Systems,https://www2.ed.gov/about/offices/list/ous/international/usnei/us/credits.doc&usg=AOvVaw1EGAH-eLs0EkSXPqXpcr8j, Accessed 2008.10. Boud, D. J., Dunn, J., Kennedy, T., and Thorley, R., The Aims of Science LaboratoryCourses: A Survey of Students, Graduates, and Practising Scientists, European Journal ofScience Education, 2(4), 1980, 415-428.11. Domin, D. S., A Review of Laboratory Instruction Styles, Journal of chemical education,76(4), 1999, 543.12. Elawady, Y. and Tolba, A. S., Educational Objectives of Different Laboratory Types: AComparative Study, International Journal of Computer Science and Information

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hani Serhal Saad, Eastern Washington University

Tagged Divisions

New Engineering Educators

Paper ID #21305Implementation and Assessment of New Techniques in Technical WritingDr. Hani Serhal Saad, Eastern Washington University B.S. and M.S. in Mechanical Engineering, Marquette University PhD. in Mechanical Engineering, Wash- ington State University c American Society for Engineering Education, 2018“Implementation and Assessment of New Techniques in Technical Writing”. Hani S Saad Associate Professor of ME/MET Eastern Washington UniversityAbstractTeaching technical writing to engineering students is a challenging task

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin Buffardi, California State University, Chico; William Zamora, Califonia State University, Chico; Colleen Robb, California State University, Chico; David Rahn, California State University, Chico

Tagged Divisions

Entrepreneurship & Engineering Innovation

real software products.Tech Startup Model. The Tech Startup process begins with the onset of the semester, when instructors presenta general overview of semester-long projects and charge students to brainstorm project ideas forsoftware to develop. With the popularity of social media, web services, and prevalence ofsmartphones, most projects proposed involve web and/or mobile applications. In the followinglecture, the project proposals are shared among all students and each student expresses whichproject(s) to which they wish to contribute. Based on their preferences, we form teams of about 5software engineering students with 1-2 entrepreneurship students. Students are expected toarrange times outside of class to meet regularly to work

Collection

2018 ASEE Zone IV Conference

Authors

Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Trung H Duong, Colorado State University, Pueblo

justification for lab equipmentupgrades or new equipment implementations. Future work may explore the relationship betweenthe state of the engineering labs and students’ recruitment and retention in engineering programs.Bibliography1. Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, N.J., 1984.2. Harb, J. N., Durrant, S. O., and Terry, R. E., ”Use of the Kolb Learning Cycle and the 4MAT System in Engineering in Education,” Journal of Engineering Education, Vol. 82, April 1993, pp. 70-77.3. Harb, J. N., Terry, R. E., Hurt, P. K., and Williamson, K. J., Teaching Through the Cycle: Application of Learning Style Theory to Engineering Education at Brigham Young

Collection

2018 ASEE Zone IV Conference

Authors

Abolfazl Amin, Utah Valley University; Kyle Frederick Larsen P.E., Eastern Washington University

-longproject. This paper will provide the results of our efforts and studies to examine the gap betweenenrollments in our Introductory and Statics courses. Also, it will show if using hands-on projectsin our Introduction to Engineering course has helped reduce the gap in enrollment with ourStatics course. This paper will also provide some suggestions for future investigations and foridentifying other factors related to retention in the freshman year of engineering programs.IntroductionThe significant enrollment difference between our Introduction to Engineering, ENGR-1000, andthe next course which is Statics, ENGR-2010, has prompted us to monitor our enrollment and toinvestigate the reason/s for such a difference. The Pre-Engineering program in our

Conference Session

Electrical and Computer Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yufang Jin, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas, San Antonio; Robin Lynn Nelson, University of Texas, San Antonio; Ruitao Jin, University of Texas, San Antonio

Tagged Divisions

Electrical and Computer

classroom," Phi Delta Kappan, vol. 86, pp. 8-21, 2004.[5] D. Boud and E. Molloy, "Rethinking models of feedback for learning: the challenge of design," Assessment & Evaluation in Higher Education, vol. 38, pp. 698-712, 2013.[6] S. Gielen, E. Peeters, F. Dochy, P. Onghena, and K. Struyven, "Improving the effectiveness of peer feedback for learning," Learning and Instruction, vol. 20, pp. 304- 315, 2010/08/01/ 2010.[7] P. M. Lightbown and N. Spada, "Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning," Studies in Second Language Acquisition, vol. 12, pp. 429-448, 2008.[8] D. J. Nicol and D. Macfarlane‐Dick, "Formative assessment and self