Collection

2008 ASEE Zone 1 Conference

Authors

Vicki V. May

-driven. A more learner-center, objective-driven approach is easier today given theavailability of digital resources and collaborative tools.As an alternative to requiring a textbook for a senior-level mechanics course, the studentsare creating a set of notes as a class using the wiki function in Blackboard. Through thisprocess the students will:• Synthesize information from different texts and resources, and• Collaboratively create a set of notes that they can use for quizzes and the final exam (and later in their careers).The students are working in groups. Each group is responsible for a separate section (thesections include: General Discussion, Theory and Equations, Definitions, Concept Map, andExample) of the class notes for each of five

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M. Burke; Julia Latorre; Carl F. Lund, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

summarizes the structure of such curricular priorities identified bythe backward design model, using the modified language proposed by Streveler & Smith [13]. Figure 1. Levels of course content adapted from Wiggins & McThige [4] based on the CAP model [13].The core element of the CAP model is the alignment between the content, assessment, and pedagogyelements, having the enduring outcomes as the main driver for the design [13]. In addition, the Streveler& Smith CAP framework, which has been taught for more than a decade at Purdue University [13], hasinfused the execution of backward design with tools that facilitate its different stages. For the first stage,(1) Content, the use of concept maps is suggested as a tool to explore the

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Cindy Waters, North Carolina A&T State University; William Joseph Stuart P.E., Oregon Institute of Technology; Eugene Judson, Arizona State University; Casey Jane Ankeny, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

Materials

activities addressed many ofthe items in Introductory Materials Course Issues (IMCIs). Fig. 1. Homework Preview Problem – Polymer Concept Map Another example of contextualization of content was in the area of phase diagrams wherea concept quiz indicated students could not differentiate between the concepts of a saturated anda supersaturated solution. This is a particularly important concept for the topic of age hardeningof aluminum alloys where the strengthening process requires creation of a supersaturated solidsolution followed by precipitation of the supersaturated phase to give strength to the alloy. Aftera concept pretest of solubility and saturation was given, a YouTube video was shown thatdemonstrated how a large

Conference Session

The Climate for Women in Engineering

Collection

2004 Annual Conference

Authors

Joni Spurlin; Susan Grant; Jo-Ann Cohen; Elizabeth Parry; Laura Bottomley; Sarah Rajala

surveys, concept mapping Meet women with common Conduct focus groups semi-annuallyinterests & build lasting friendships Increase self awareness through Administer gender identity instrument acknowledging personal strengths (BEM Sex Role Inventory) and weaknesses Administer Felder’s Learning Style Tool Explore career and personal goals Ongoing through workshops, journaling, concept mapping Develop leadership skills Administer Skills Leadership Inventory (pre- and post-)Maintain balance between academic Utilize calendar tools to plan time; compare actual and personal life

Conference Session

Understanding Students: Cognition

Collection

2002 Annual Conference

Authors

Richard Thibault; Noel Boutin

in a metacognitive process about their learning strategies. At the beginning of thesemester, texts on learning strategies, reading, concept mapping, emotional competencies, changeand stress were distributed to each student and discussed in the classroom. We emphasized theimportance for students not only to monitor their performance during the semester but also to lookback on their learning strategies and, if necessary, to improve them. To that end, we askedstudents to periodically write in a personal learning journal their thoughts about their learningstrategies. As an incentive, we told them that, as one of their final exams, they would have towrite a 7 to 10-page essay about their learning strategies. They were also informed that they

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Cameron Denson, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

in deeper ways as modeling is the most prevalent and challengingform of an activity. The germination and expression of the designer s initial ideas and thoughts is represented as aconceptual model. This is an exploratory exercise characterized by spontaneity and fluid thinking9 . There is also great flexibility, as decisions have not been made that further constrain thedesign. Specific details generally do not emerge from this model. This is the artifact of theideation phase. The artifact is generally a sketch or other loose visualization. There may bemultiple conceptual models generated to compare one to the other. Examples include sketches,block diagrams, concept maps, and circuit layouts and may be produced by various media typessuch

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray

Tagged Topics

NSF Grantees Poster Session

sticky note data individually, we recreated the clusters we had previouslymade with sticky notes within the software. Once our data was input into the software, Cmapallowed us to graphically sort and categorize our data, display it in hierarchical form, and keep iteasily accessible yet safely stored within our university’s secure data repository. Last, once alldata was transcribed and the categories were complete within the software, we sequentiallylabeled each subcategories within each concept map so that we could “code” important elementsof the written narratives in order to trace them back to their original data source (e.g., the codeN-E 3.1 stands for Needs category, subcategory E, sub-subcategory 3, data excerpt 1).Once the data was

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie (Behrend College); Steven Nozaki, Pennsylvania State University, Erie (Behrend College); Sheryl A. Sorby, University of Cincinnati ; Mary A. Sadowski, Purdue University, West Lafayette (Polytechnic Institute); Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Ronald L. Miller, Colorado School of Mines; Kaloki Nabutola, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

questions each,and was tested with approximately 900 students at the participating universities. Soon after thealpha version was administered, the research group held a face-to-face meeting with theiradvisory board. This board was comprised of experts in engineering graphics, testing, conceptinventories, and statistics. One of the major outcomes of that meeting was a request by the boardto create a theory of action and a concept map, which should help ensure not only that the EGCIwas comprehensive and covered the concepts from the Delphi study, but also that the membersof the advisory board (who were not all graphics experts) had a better understanding of how theconcepts are related. The concept map would be used to help identify and describe

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dennis M Lee, Clemson University; Shannon K Stefl, Clemson University; Sandra Linder, Clemson University; Cindy M. Lee, Clemson University; Faiza M. Jamil, Clemson University; Karen A High, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

-identifying as lesbian, gay, bisexual, transgender or queer (LGBTQ+), veterans, low income/firstgeneration, or having disabilities in engineering. The authors of this paper used their participation in theWho’s Not At The Table? conference to shape the organization of the workshop outlined here; one teammember and author of this paper, Stefl, organized the Who’s Not At The Table conference and two otherteam members and authors, D. Lee and High, participated in the event. Additionally, High worked withStefl and Martin, to develop the strategy for the second day of the conference where research ideas (onsticky notes) were used to create concept maps that informed the research agenda.As organizers of the How Many Hats Do You Wear workshop, we were able

Conference Session

Mechanical Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brett Batson, Trine University

Tagged Divisions

Mechanical Engineering

explained and studentswere asked to comment on the level within Bloom’s required to succeed in high school and,again, in college. Emphasized topics included learning rather than memorizing, learningsufficiently well to teach subjects, the importance of reading the text, and each student assessinghis/her level of learning.Specific strategies to enhance learning introduced in these lectures included working problemswithout referring to an example, the intense study cycle [1], teaching the material to others,chapter and concept mapping, and flashcards.Working a problem while looking directly at a worked example of a similar problem is commonpractice. The students involved in this study were encouraged to study examples beforeattempting the practice

Collection

2000 Annual Conference

Authors

Sharon A. Jones; Indira Nair

develop towardstheir knowledge. Page 5.41.63/3/00 6Draft4.0 Pedagogical Techniques Within the Teachers’ TextThe pedagogical techniques used in the curriculum include a systems approach, active learning,concept mapping, and experiential learning. These are described below.A Systems Approach to Incorporate Science: A systems approach, including theunderstanding of science and technology as a human system of model building, device building,and decision making is essential for environmental literacy. In his book, The Web of Life, FritjofCapra defines a

Conference Session

Perspectives in Chemical Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Blake Lopez, University of Wisconsin, Madison

Tagged Divisions

Chemical Engineering Division (ChED)

typically within the chemicals or petrochemicalsector. This means that students interested in other fields such as biological systems or semiconductorsmay be less motivated in this course. For these reasons, there is discourse on implementing systemsthinking and design throughout the curriculum instead of tying the curriculum together at the very endof a student’s learning experience. All these issues mean the curriculum needs to be evaluated to improve outcomes. There are some toolsto analyze curricula, such as curriculum prerequisite maps to identify bridge and source-hub courses,tree-structured topic modeling, connection coefficient determination, and concept maps [6, 7, 8, 9, 10, 11].Concept maps have been applied to chemical engineering

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Aarohi Shah, University of Cincinnati

Tagged Divisions

Computers in Education Division (COED)

expectedhallucinations, as usual. Given causal loop diagrams can be created in this fashion, we encourageinstructors to adapt this approach to prepare other diagrams that represent relationships betweenideas or variables, such as concept maps [39]. Concept maps, in particular, can be useful asassessments [40] and as curricular design tools; for example, students could use the output andbuild upon a concept map by critiquing its formulation and adding missing connections. Conclusion and Future WorkAs we refine our pedagogical practices to adjust to the democratization of generative AI, there isnot necessarily a clear answer for addressing the wicked problems and fruitful capabilitiesinherent to ChatGPT and its competitors. When

Conference Session

New Trends in ECE Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul G. Flikkema, Northern Arizona University; Kenji Ryan Yamamoto, Northern Arizona University; Carol Haden, Magnolia Consulting, LLC; Jeff Frolik, University of Vermont; Tom Weller, University of South Florida

Tagged Divisions

Electrical and Computer

—traditional ECE subdisciplinary silos (Figure 1, bottom)—to specific conceptualcomponents required for the final project. Thus the concept map of the course topics and howthe development of concepts leads to the final project is hierarchical in nature, and the finalproject integrates knowledge from across subdisciplines as shown in Figure 1.Figure 1: Hierarchical concept map. Connectedness of concepts is shown by overlapping nodes in addition toedges. Note that all possible links and overlaps are not shown. Page 22.1693.4Final ProjectFor the final project, our primary goals were (i) to allow students to tackle a hands-on designproject that

Conference Session

NSF Grantees Poster Session

Collection

2002 Annual Conference

Authors

Mark Iken; Mahima Ashok; J.C. Lu; Alexander Quinn; Amy Pritchett; George Nickles

more easily explored.The web-based software tools access a database containing the educational materials. Theeducational materials may be in any Internet readable form such as webpages, images,interactive demos, etc. The software tools can be used to create websites for traditional courses,inject specialized online course components, and provide exploration sites for students andrefresher sites for professionals as a means of continuing education (Figure 1). Users can accessthe educational materials in multiple ways, including concept maps, search techniques, and thestandard course structure. The database of references to the material is key in achieving multiplemeans of access to the educational content. Figure 1. Schematic of Integrated

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University

Tagged Topics

NSF Grantees Poster Session

often in conflict with their demonstrated behaviors. For example, cognitive dissonance may be recognized by an individual if he or she rates strongly in agreement that “an ideal professional engineer would be ethical in all business dealings,” yet that same individual rates highly in agreement that “when making contractual decisions, I always allow bribes to sway my decision making.” • Intentional Self-Development: The process by which individuals work toward aligning their ideal behaviors or values with their actual behaviors. Intentional self-development may refer to either fast or slow change processes. • Concept Maps: Concept maps (or cmaps) are graphical tools for organizing and presenting

Conference Session

Tricks of the Trade - Experiences Designing Courses and Communities

Collection

2016 ASEE Annual Conference & Exposition

Authors

Khalilullah Mayar, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Student

Good to be familiar with section of the curricularpriorities:  Ability to know how different formulas were derived dealing with solving different concepts of the course.  Ability to use specific methods for analyzing specific type of definite structures. Figure 1. Three nested rings used by Wiggins & McTighe (2005) for describing curricular prioritiesB. Concept mapConcept maps are the graphical representation of how the concepts/ideas in a target domain areinterconnected to each other. Considering the above three different stages of curricularpriorities for the course, the author has come up with the following concept map for Statics: Figure 2. Concept map for the curricular priorities of Statics1. Concept map

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

, like design tasks, there can be multiple accuratemental models. Furthermore, specifying TMMs regarding their contents, Bierhals et al. (2007)described that team-TMMs and process-TMMs are related to team performance. Team-TMMsallow team members to define and organize their roles and responsibilities based on their sharedunderstanding about each member’s expertise and functions in the team. Also, Process-TMMsenable the team to hold common procedure and strategies throughout a design project.How can team mental models be externalized and measured? Twelve articles measured the sharedness of TMMs. They elicited and collectedindividuals’ mental models through surveys or interviews, concept maps, or observations andthen analyzed the similarity

Collection

2000 Annual Conference

Authors

Phillip J. Cornwell

. Page 5.241.1On the fourth day Professor found out that it was possible for students to actually learn from andhelp each other see the beauty of dynamics. This radical idea was called “cooperative learning”and Professor began to use it in his class. Professor became excited about discovering that therewere actually creatures that studied the process of learning. He started trying some of the ideashe read about such as “readiness assessment tests” and “plus-deltas” and “concept maps”. Healso began using a wonderful device called a “copy machine” to make copies of exampleproblems to be worked in class. By passing out the problems to students he discovered there wasmore time available in class for group work and discussion of the problems. And it

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6: Undergraduate and Faculty Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Dillon, University of Washington; Jenna P. Carpenter, Campbell University; Rachel Louis Kajfez, The Ohio State University; Brooke K. Mayer, Marquette University; Shane W. Rogers, Clarkson University; Ben Tribelhorn, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

designed the workshop to follow the steps associated with a typical research project. In each section,we challenge participants to think about research as a way to enhance student mindset. We developedshort presentations that were then followed by active learning worksheets in a printed field guide. Most ofthe active learning worksheets were designed to be easily adapted for use with research students backhome.Module 1. Connecting Research to Your Career. In this module we encourage participants to thinkabout how they might connect research to other parts of their roles. In the activity, we ask participants tobuild a concept map that connects their research to service, classes, and other aspects of their work. Anexample of this type of concept map

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bill M. Diong, Kennesaw State University; Craig A. Chin, Kennesaw State University; Sandip Das, Kennesaw State University; Ayse Tekes, Kennesaw State University; Walter Thain, Kennesaw State University

Tagged Divisions

Educational Research and Methods

developed two computer-based training modulesfocused on two fault diagnosis problems from industry and involved about 100 students fromengineering technology programs. The modules compared the two concept maps developed byexperts for diagnosing the faults, to those developed by the students in terms of both semanticsimilarity of the nodes and structural similarity of the map, which were used as the key indicatorsfor assessing students’ mastery of the diagnosis principle and procedure. Interestingly, thisstudy’s results showed that the computer-generated similarity assessment and feedback did nothelp the students much (on average) to improve their second-attempt maps.Troubleshooting has become an effective tool for non-engineers also to learn

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

George Stefanek, Purdue University Northwest

Tagged Divisions

College Industry Partnerships

designed as an architectureof micro-services as a layer between the app and any vendor cloud services.Project 5: Nursing Concept Map Mobile ApplicationDescription: This mobile app was designed as an aid to help nursing students create graphicalconcept maps that represent a patient’s assessment. A concept map is a useful tool for nursingstudents to help organize the material in a concise way. It helps a student to understand conceptssince it requires a deep understanding of the material. The project was done for the Nursingdepartment at the university.Technologies Used: The technologies used were Xamarin / C#, Microsoft Visual Studio,SkiaSharp (a graphics package for Xamarin for doing 2D graphics), PCL Storage (provides aconsistent, portable set of

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Gina Navoa Svarovsky, University of Notre Dame; Matthew Kloser, University of Notre Dame

Tagged Divisions

Design in Engineering Education

. Page 26.1123.5 Figure 3: Concept map of the hierarchical organization of components in an automobile1Design ThinkingDesign thinking3 is a prescriptive theory of design that has gained great popularity inrecent years as a practical approach to effectively determining the needs for a design, andthen iteratively developing a working prototype. There are many different formulations,but at its core, it is a human-centered process that begins with identifying human needs.Work done at Stanford University and the design firm IDEO—itself an outgrowth fromStanford—has played a very significant role in the adoption of this methodology6. TheStanford d.school design thinking methodology lists five steps, summarized below: • Empathize: observe

Collection

1998 Annual Conference

Authors

Alex Kirlik; Jennifer Turns

having, at hand, assessment instruments that can support the instructor with his/her goals and can be easily adapted to his/her situation. Ongoing debates explore the relative merits of standard testing procedures, authentic performance based assessments, and alternative assessments such as the use of concepts maps.• Designing and Executing the Assessment: Designing and executing an assessment, even when the basic goals and methods have been identified, is typically very time consuming. Anyone who has Page 3.513.1 ever made up a set of test questions and then graded students responses is aware of this phenomenon. Given

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen L Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

Learning Styles (ILS) data, a switch to inductiveteaching practices which include collaborative, active learning modules and concept/peerlearning opportunities, collaborative writing of research papers, low stakes quizzing, thedevelopment of targeted iPod applications that promote enhanced student understandingof known conceptual difficulties, MSE vocabulary terms, visual and conceptuallycontained presentations of material properties, material calculators and conversion tools,and the development of a web site based upon concept maps. The project includesformative and summative assessment elements.This paper focuses on previously unreported components of the iCollaborate project thatwere researched, analyzed or developed during the 2011-2012

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Jedlicka, Lehigh University; Eugene Thomas Pashuck, Lehigh University; Susan F. Perry, Lehigh University

Tagged Divisions

Biomedical Engineering

across courses and semesters. Thus, as part of the university’s interaction with theKEEN network, we created a concept map (Table 1) to identify areas where integrated projectswould provide maximum impact in knowledge translation. To include student input, we examinedexit interview data, course evaluations, and worked with a senior BIOE student to identifyopportunities for integration. Through this process, we chose to focus on cardiovascular circulationand physiology. These generally familiar topics are presented in track neutral sophomore yearcourses, Fundamentals of Bioengineering (fall) and Engineering Physiology (spring). Associatedconcepts appear throughout the advanced BIOE curriculum, including Biological FluidMechanics, Regulatory

Conference Session

Statics and Dynamics: What's New

Collection

2009 Annual Conference & Exposition

Authors

Joseph Walchko, United States Military Academy

Tagged Divisions

Mechanical Engineering

discipline. Darmofal, Soderholm, andBrodeur applied concept maps and concept questioning to enhance conceptual understanding inaeronautics and astronautics courses at the Massachusetts Institute of Technology5. Yap andWong assessed conceptual learning at the Nanyang Technological University, Singapore 6.Brodeur, Young, and Blair utilized problem based learning as a form of conceptual learning inthe aeronautics and astronautics curriculum at the Massachusetts Institute of Technology7. This paper presents a methodology for instruction and testing in an engineering course based Page 14.908.2on conceptual learning techniques. The examinations within an

Collection

2018 St.Lawrence Section Meeting

Authors

Chaitanya K. Ullal; Elizabeth Herkenham; Amy H. Kim; Tara Chklovski

was for students to be able tocome to an appreciation of the high level societal implications of scientific and technologicaladvances through a collection of journal articles. This was assessed through the quality of theAuthors: Ullal, Herkenham, Kim, and Chklovski Page 2 of 7 ASEE St. Lawrence Section Conference, 2018 Cornell University April 20-21, 2018sub-topics in the concept map presentation. Additionally, students were asked to identify andexpand on two concepts that could serve as the basis of a design prompt for their family scienceengineering design challenge. In the second component of the labs, the students were asked to create a design challengebased on

Collection

1998 Annual Conference

Authors

Michael Prissovsky; Edwin R. Carney; David B. Oglesby; Dave Crites

are implemented at this time. The project, in its current form, can beviewed at www.umr.edu/~oci. Concept Maps - material overview with forward and back links in the curriculum Conceptual Mini-Lectures - sequence of short audio/graphic lectures with back links Conceptual Self Tests - T/F and MC questions to test understanding Interactive Example Problems - students play “what if” by changing problemparameters Homework Problems - randomized, automatic submission, grading with instantfeedback Electronic Bulletin Board - instructor/students asynchronous communicationSome additional features are planned for the future. These include the following. Whiteboard & Chat Facility - synchronous

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reneta Davina Lansiquot, New York City College of Technology; Ashwin Satyanarayana, New York City College of Technology; Candido Cabo, New York City College of Technology/CUNY

Tagged Divisions

Computing & Information Technology

from Alice (www.alice.org), a 3D programming environment. • Development of a side-quest: In a three-page narrative, develop a character side quest based on your game world and the team of characters that you have created. How will game artifacts come into play? Explain how your character interacts with the world and what this character contributes to the team. Attach, on a separate page, a well-developed paragraph explaining why this side quest will be engaging to your audience. Also attach your concept map—that is, a diagram that maps the relationships among elements of the story.Finally, during the last five weeks, students develop their game design document as a group.2.2 Problem Solving with Computer