Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel P. Cavanagh, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Biomedical

cause and progression, clinical diagnosisand treatments, and patient decisions and experiences. The course aimed to complement thetechnical and professional skills our students receive in our hands-on focused curriculum thatprovides each student with applied exposure to various core areas of biomedical engineeringincluding mechanics, materials, instrumentation, transport, and medical device design. Thecourse was structured to have one introductory and two in-depth projects that provided studentswith opportunities to explore and integrate diseases, devices, and patient experiences, and topropose novel health care innovations. To gain insights as to the impact of the course on thestudents, a culminating reflective exercise was also required of

Conference Session

Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary K. Nave Jr., Virginia Tech; Amy L. Hermundstad, Virginia Tech; Michael Stewart, Virginia Tech; Michele Ruth Waters, Virginia Tech; Emily Garner, Virginia Tech; Mohammed Seyam, Virginia Tech; Chelsea R. Corkins, Virginia Tech; Karen P. DePauw, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students that have participated. As part of the 2016 cohort of the Global Perspectives Program, students traveled to Europe during May of 2016 to visit eight different universities in three countries. Through these visits, students were exposed to a wide range of perspectives and insights into higher education. In this paper, we provide an overview of the Global Perspectives Program and its history, describe the prerequisites and presentation, describe the events of the trip for the 2016 cohort, and conclude by sharing participants’ reflections on their experiences. The Global Perspectives Program, with its focus on developing students’ perspectives of higher education, can help prepare students for

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, Seattle University; Chris Swan, Tufts University

Tagged Divisions

First-Year Programs

, engineeringdecisions under uncertainty, ethical failures/disasters, and sustainability. The teaching andassessment methods used in first-year courses were described for 143 introductory courses and56 design courses. The most common methods used to teach students about ethics/societal issuesin these courses were: case studies, in class discussions, lectures, and examples of professionalscenarios. Design courses also commonly included design and project based learning as methodsto teach ethics. Common assessment methods for ethics/societal impacts learning were:individual reflective essays, test/quiz questions, individual homework, and group writtenassignments. Ten percent of the introductory courses and 9% of the first-year design courses didnot assess ethics

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ardeshir Raihanian Mashhadi, University at Buffalo, SUNY; Vanessa Svihla, University of New Mexico

Tagged Divisions

Design in Engineering Education

interchangeably [2]. Likewise, Atman andcolleagues reference work by those who exclusively discuss framing [3-5], yet refer to that workas scoping. Influenced by Schön’s [6] view of design as a reflective conversation with materials,we use the word he commonly used—framing [7], though we are influenced by work usingothers terms.In framing design problems, designers make many decisions that are consequential to theproblem. They decide what to include and exclude from the problem, bounding it [8]. To do so,they gather information to fill in gaps in their understanding [9]. Experienced, skillful designersengage in framing and reframing deliberately and repeatedly, throughout design process [3, 10-13]. They pay attention to the customer/stakeholder needs

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Randy S. Lewis, Brigham Young University; Terri Christiansen Bateman, Brigham Young University; Carol J. Ward, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

, students participate in a two-week tripwhere students interact with the community and implement the project, participate in culturalexperiences, and identify projects for the following year. Following the trip, additionaldocumentation similar to items noted above is required, as well as an executive summary, shortvideo, reflections paper, and survey.Previous publications related to the course have discussed training internationally responsibleengineers3, sustainability and impact4, integration of sociology and engineering using keyprinciples of human-centered design5, GEO course insights6, social connectivity betweenstudents and communities7, the documentation strategy2, and water filter implementation inSouthern Peru8. Some of these publications

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

Faculty Development Constituent Committee

found the pedagogical changes necessary forcollaborative learning implementation to be slightly overwhelming as an individual faculty.Thus, this faculty member was enthusiastic to join the FLC, when provided the opportunity.Cross-case study findings Explicit or implicit counts are often reflected in qualitative analysis when justificationsare made. For example, we ‘identify themes or patterns that happened a number of times andthat consistently happen a specific way’ [31]. Analysis of the case study data was conductedmainly by coding the interview data, thereby yielding counts and data points that were thenanalyzed further. A starting set of codes was defined (‘Codes are tags or labels for assigningunits of meaning to the descriptive or

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Jonathan Grunert, Virginia Tech; Yousef Jalali, Virginia Tech; Stephanie G. Adams, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

engineeringexpertise as unique. A series of short essays encourage students to analyze engineering as aprofession and consider their own roles as citizen engineers with the power to intervene as non-experts in engineering activities that impact society.In this first iteration of the course, one of the authors served as a participant-observer andethnographer focused on student learning. The observer witnessed student engagement withcourse topics and with one another, and interviewed all the students in the class (n=5)individually. Using the observer’s analysis of his observation notes and interview responses, andusing the instructors’ analysis of student work and course feedback, we reflect on the outcomesof this first iteration of the course and consider

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Douglas G Schmucker, University of Utah; Steven J. Burian, University of Utah

Tagged Divisions

Civil Engineering

reflect the organizedtime made available for group work. A fourth course, MG EN 1050 Technical Communicationsis not included here as it solely addresses the technical skill of using a computer drawing tool(CAD) and does not address the broader issues that are encompassed in the professional “spine.”In essence, these three courses create a “vertical” professional spine through the curriculum.Specifically, three courses were designated as the vehicle for delivering and assessing learningexperiences for most of the professional skill sets identified in the BOK. Table 1 identifies therelated BOK outcomes for each course and the desired level of achievement using Bloom’sTaxonomy of Educational Objectives4 as a basis for performance. The sequence was

Conference Session

Building Pathways that Promote Pursuit/Persistence in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey E. Baker, University of Florida, Gainesville; Justin Dunnavant, University of Florida, Gainesville; Janise McNair, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, he concluded that “racially/culturally diversified campus environmentsdo more than appear or ‘sound’ good, they promote cognitive growth and complexthinking.” 13Diversity is equally as significant in the industrial sector as well. As tech companies continue toengage in relationships with more diverse clients and partners, cultural sensitivity and culturalcompetency become increasingly important. Additionally, it is important to ensure thatupper-level managerial positions reflect the diversity that companies hope to achieve. In one casestudy, an unnamed SV company sought to employ a URM woman in their CFO positionspecifically to foster relationships with clients and partners from diverse background and to serveas a role model for women in the

Conference Session

Innovations in Communications and Wireless Systems Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven S. Holland, Milwaukee School of Engineering; Robert A. Strangeway, Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

progressing through static fields,dynamic fields, transmission lines, plane waves, links, and electromagnetic interferenceprinciples. The integral forms of the fundamental electromagnetic relations are emphasized inthese required courses. As a result, this antennas elective must incorporate pedagogically-selected background material such as differential operators and the differential forms ofMaxwell’s equations, skin depth, and reflection and transmission of plane waves at materialinterfaces. The course builds a solid foundation in antenna principles that serves studentscontinuing into advanced studies in graduate school as well as those entering industry aftergraduation. This foundation is accomplished by strategically selecting and modulating the

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monika Rummler, Technische Universität Berlin; Petra Nikol, Technische Universität Berlin

Tagged Divisions

New Engineering Educators

Delphi survey of German-speaking experts on teaching in higher education, ademand-oriented, sustainable model of didactical competences for teaching in highereducation has been developed. For teaching, the following ranking of the 10 most importantcompetences has been compiled: knowledge of (didactic) methods, professional knowledge,supporting independence, self reflection, enthusiasm, competence orientation,communication skills, participant orientation, concept competence, use of methods andchange of perspectives. The model also describes competences for processing examinationsand academic self-administration.4Program and MethodsThe competence development of teaching staff at TU Berlin starts with a curriculum for thequalification of academic

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Willietta Gibson

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

styles of active/reflective, sensing/intuitive, visual/verbal andsequential/global before instruction of the case study. The results confirm that the majority of thestudents were active, sensing, visual and sequential learners. These characteristics are ideal forthe use of cases and hands-on interactive instruction. Overall, the students found the use of casesmore engaging and the cases elevated their interest in laboratory discussions and course content.External evaluation of the student reports suggest that the use of cases did not significantlyimprove the quality of the student laboratory reports, however, student interpretation andanalysis of data slightly improved.     Purpose of Study Laboratory courses

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Paul John Ackerman Jr P.E., Virginia Military Institute; Tim Moore P.E., Virginia Military Institute; Tyler Adam Brickles

Tagged Topics

International Forum

assessment model that can quantify the student learning outcomes ofmultiple faculty and department service initiatives. Currently, learning outcomes are assessedqualitatively through reading journals, blogs, and reflective essays that students are required tosubmit. Measuring the outcomes for creating successful partnerships with academia,communities, and non-government organizations is simply a quantitative measurement based onthe number of project proposals and partnerships seriously evaluated compared to the number ofproposals that resulted in a successfully completed project by the program. The overall objectiveof this paper is to share the experiences of developing a student service program in the hope thatsuch information will assist schools

Conference Session

Environmental Engineering Division: Curricula, Criteria, Student Performance, and Growth

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Wayne T. Padgett, Rose-Hulman Institute of Technology; Andrew R. Mech, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

electrical engineering. In addition, eachfaculty member had some limited amount of experience overseas. The consulting engineer hadextensive experience with EWB teams and in developing engineering solutions worldwide.The concept of “Do No Harm” was woven throughout the course by exposing students tointernational case studies. One class per week was dedicated to considering success ofhumanitarian engineering projects and the unfortunate frequency of failed – though well-intended – projects. Assignments forced the students to reflect upon positives and negatives andincorporate the best in their plans. Additionally, the students were challenged to develop a designand prototype to transport water from a creek on campus considering appropriateness

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

S. Norma Godavari, University of Manitoba; Anne E. Parker, University of Manitoba

Tagged Divisions

Engineering Libraries

“global quality assurance process for STEMeducation programs through numerous agreements with organizations worldwide“ [2] . Ofcourse, this includes ABET Criterion 3i: Student Outcomes; “a recognition of the need for, andan ability to engage in life-long learning”, which, in Canada, becomes Graduate Attribute,Criterion 12, Lifelong Learning. The ABET Student Outcomes a-k reflect essentially the 12CEAB Graduate Outcomes 1-12. The purpose of this paper is to present one way that we use to assess how our studentsaddress their information needs for an assignment: a Report for our Engineering Communicationcourse. The assessment form, the Search Strategy Page (see Appendix A), is given to all studentsin the undergraduate Engineering

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Joachim Walther, University of Queensland; David Radcliffe

Tagged Divisions

Educational Research and Methods

semester longself-recording followed similar trigger statements. They recorded and reflected on criticallearning events during their time in industry and related these back to their prior learning atuniversity. The self-recording consisted of a weekly submission of one complete account of acritical incident each week for twelve weeks.3.2 Data AnalysisThe focus transcripts were analyzed using the qualitative data analysis tool NVivo7.40-42 The textwas coded on two levels of increasingly abstract interpretation from what Geertz22 calls“experience-near” to “experience-distant concepts”.As illustrated in Figure 1, the level of topic coding included clusters of educational influencesand work situations (for clarity the names of the coding clusters and

Conference Session

Introducing Active Learning into ME Courses

Collection

2006 Annual Conference & Exposition

Authors

Ali Al-Bahi, King Abdulaziz University

Tagged Divisions

Mechanical Engineering

processing.Several questions are related to a balanced grading system for team work and individualcontributions, in addition to a balanced load distribution inside the team. The use of openended and real life problems are encouraged such that the students realize differentknowledge levels and aspects inside the team. The importance of the students' reflection ontheir learning experience, confidence level evaluation, and positive feedback on classactivities are also addressed. The use of instructor expectations and assignment checklists,which map into course learning objectives and outcomes, are encouraged as assessment tools.Portfolios, journals, student surveys and questionnaires are also encouraged to ensuretriangulation for the assessment of course

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

William Lee, University of South Florida; Mernet Larson, University of South Florida; Jack Heller, University of South Florida; Douglas Lunsford, University of South Florida

Tagged Divisions

Educational Research and Methods

visual and performing artsAbstractEngineering educations routinely use a variety of means to assist in the education process,including all forms of media (books, visual aids, virtual sources, etc.). The incorporation of “realworld” materials and experiences is disappearing. Students actually see the hardware aspects oftheir subject less and less, including (small scale) individual components and (large scale)industrial processes. While this may reflect economic and convenience realities, there is apotential conceptual error being made by instructors (and subsequently adopted by students) thatstudying models, diagrams, illustrations, etc. of engineering objects or processes of interest isequivalent to (and perhaps even superior to) including the

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Steve Lappenbusch, University of Washington

Tagged Divisions

Educational Research and Methods

subset of a larger study employing multipledata collection techniques including written reflections, audio-taped interviews, paper-and-pencilconcept mapping, written surveys, and video-taped think-aloud protocols. For this paper, we useonly the data provided in the weekly written process reflections completed by students. As aresult, the data pertinent to this paper and analysis consist of 60 written weekly processreflections from the six student participants in the two course sections. In each weekly processreflection students responded to the following three questions: 1) how would you describe whatyou have been doing over the past week? 2) what challenges have you encountered?, and 3) whatare you taking away? Though these questions do imply

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Design in Engineering Education

engineering design course that is intended to deepen and enrich students’understanding of these terms by asking them to categorize various artifacts as works ofengineering design. Starting with a simple binary question - yes or no - they move to a planarassessment - and finally to a comparative exercise as complications are introduced into theartifact set. Analyzing their pre and post-activity definitions and student reflections on theactivity allows us to explore the impact of the exercise on the students’ understanding of andengagement with the concept of “engineering design.”1. Background and IntroductionFreshman engineering students often begin their studies with limited, imprecise, and minimallyinformed conceptions of engineering, design, and

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

, analyzes, and reflects on intellectual work. These eight elements leadto eight categories of questions present in critical thinking: (1) what is the purpose, (2) what isthe question that is being answered, (3) what is the point of view, (4) what are the assumptions,(5) what are the implications, (6) what information is needed, (7) what inferences are being Page 15.798.3made, and (8) what is the most fundamental concept? The intellectual standards describe thecriteria used to evaluate the quality of the critical thinking and the intellectual traits are thecharacteristics associated with a mature critical thinker. For more information on the Paul

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michelle E. Jordan , Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

efforts, structuring student engagement through individual designjournals, product design worksheets, and individual reflection questions. She also instigatedclassroom talk structures to facilitate learning through peer interaction in small-group and whole-class settings. These included structures such as group wikis7; five-minutes “stop-and-talks”, and– most importantly for this paper – public design critique sessions in which each group presentedtheir progress and received feedback from their teacher and classmates.Design critique sessions, also called design briefs, are one avenue through which the broadersocial context can exert influence on group-work processes of young designers. Design critiquesessions provide opportunities for teams to

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

required to manageprospective situations.”1 A GTA in this course will learn pedagogy and teaching skillsconcurrently. The course activities include peer observations, microteaching, observations bythe instructor which include a video capture of the student teaching, and reflective papers. Thestudent skills acquired are practice and feedback, reflecting on one’s own abilities andexperiences, course design (writing learning objectives, selecting appropriate methods andassessments, grading), and communicating with students. Research on the effectiveness ofvideo feedback as a training component indicates that it is effective in improving instructionalquality.2The learning experience for GTAs being trained to teach provides learning of the

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Paul King; Joan Walker

process andprofessional development. The method we used to answer these questions was conceptmapping. A concept map is a spatial representation of ideas and their relationships. Toidentify key concepts and processes associated with biodesign, we asked 15 experts toconstruct a map reflecting their definition of the biomedical engineering design process.Findings from this work were used to establish a biodesign taxonomy and benchmarks ofexpertise. Our taxonomy contained six broad categories: the design process, motivationfor the design, interpersonal skills, technical skills, societal concerns, and marketing. Wethen applied our benchmarks to the maps of 32 undergraduates enrolled in a two-semestersenior biodesign course. Students constructed maps

Conference Session

IE Accreditation and Program Issues

Collection

2004 Annual Conference

Authors

Veronica Dark; Mary Huba; Kevin Saunders; Frank Peters; Sarah Ryan; John Jackman; Sigurdur Olafsson

of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education The modules will focus on helping students develop both their cognitive ability to structure schemas in industrial engineering knowledge domains and develop their metacognitive ability by reflecting on their solutions and justifying each action that is made.For each module students must independently define goals, formulate problems, and developsolution strategies while mastering the course material. This environment is thus a fundamentalshift from the existing emphasis on the traditional lecture format to active learning12,13. This isalso an ideal tool to encourage

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ron Earley; Dave Lennig; Dave Campbell; Suguna Bommaraju

variouscontexts and reflect on their actions throughout the project. 3-5At Miami University, the senior design project course is also used to establish bridges with localhigh schools by participating in FIRST robotics comeptition. Started in the year 2001, this coursehas been successful in collaborating with local high schools participating in the competition. TheFIRST robotics competition 6 engages university students in a challenging 'design-build-and test'project, while working side by side with industrial engineers and high school students. Throughthe competition, university students complete a demanding engineering project and motivate anew cadre of students to follow their career footsteps.After a brief description of FIRST competition, the paper

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Don E. Malzahn, Wichita State University; Lawrence E. Whitman, Wichita State University; Zulma Toro-Ramos, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

. Page 22.1723.1 c American Society for Engineering Education, 2011! “The Engineer as Leader” Course Design and AssessmentAbstractA course was developed in response to the needs of industry and society at large. This course istargeted to those developing engineering skills who will, in the near term, assume leadershiproles. This course uses the constructivist pedagogical model and was designed with the goal offacilitating “significant learning experiences.”The basic components of the course are a series of readings (24), videos (14), and interactionswith practicing engineering leaders applying a “leaders teaching leaders” approach (5) used asprobes to elicit responses from students who then reflect upon

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Matt Lammi, Utah State University; Kyungsuk Park, Utah State University; Elizabeth Dansie, Purdue University

Tagged Divisions

Educational Research and Methods

challenge? 2. What additional understanding can be gained about the study’s methodology and its capacity to measure engineering design thinking from conducting reflective interviews?Literature Foundation The methods and design thinking constructs measured in this study were built on afoundation of previous work which emerged from the University of Washington led by CindyAtman. This study is differentiated from the Washington work in two distinct ways. First, thiswork extended the continuum of novice to expert to include high school students whereasprevious work employing these methods focused specifically on college students and practicingexperts. Second, our study attempted to explore design thinking in dyads

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Regina Hannemann, University of Kentucky

Tagged Divisions

Design in Engineering Education

description is expected to be more elaborate than in theproposal and there is also the added section of a project reflection, which is not usually part of atechnical report but should give the students the opportunity to reflect on their project and thework they have done during the semester.For the past two semesters the students have been required to schedule feedback sessions withthe Writing Center. The Writing Center assists students, faculty, and staff with the process ofwriting in any discipline and for any purpose. They usually offer free individual and groupconsultations on any writing project at any stage in the writing process. For our senior designcourse we have a special set up so that the teams will have a preferred time slot where they

Conference Session

TAC/ABET-related Outcome-based Assessment Methods and Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Dyrenfurth, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

efficiencies in pursuing the differingaccreditation requirements. The purpose of this paper is to share how the use of sharedlearning outcomes and technology created some advantages for the accreditation process.Also discussed are the challenges and disadvantages of pursuing multiple accreditationprocesses.Purpose of the PaperThe purpose of this paper is to share the experiences of the faculty as they evolved amore efficient way of collecting quality information, reflecting on it and subsequentlydocumenting it in the various self-studies and other evaluative systems required bythe various accreditation bodies. Additionally, the authors desire to: • Highlight the key lessons learned • Advance suggestions for others who seek accreditation