Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Caroline Baillie

knowledgeto be learnt.‘Through the course of history, questions relating to how knowledge is formed have becomeseparated from different domains of knowledge – of whatever kind.’ (Bowden and Marton1p285).For the purpose of this paper we will consider an intimate relation between learning and knowingor becoming knowledgeable about something. It is my belief that enabling engineers to reflect onthe knowledge they negotiate and on the process of negotiation itself, they will be able to helpstudents live the spirit of discovery. What students will learn within the University will then bemore akin to how to be an engineer, rather than how to pass exams.Certain educational researchers take the perspective that teachers need to help students think andreflect

Conference Session

Retention: Keeping the Women Students

Collection

2004 Annual Conference

Authors

Mary Ellen Litzinger; Barbara Bogue

strength of the relationship between exerciseparticipation and self-esteem. In a study which analyzed the responses of 427 subjects (61% ofwhom were female) to a battery of normative instruments, it was determined that physical self-worth accounted for 30% of the variance in self-esteem for the female sample of respondents.When combined with social self-concept, physical self-worth accounted for 42% of the variancein self-esteem regardless of gender. Interestingly, male respondents reported that they exercisedat higher intensity and for longer periods than females, perhaps reflecting a differentialsocialization of males and females regarding involvement in sport and physical activityparticipation. These results reinforced our desire to counter the

Conference Session

Innovative Curriculum in ET

Collection

2004 Annual Conference

Authors

Jay Porter

equations. Students learnthe concepts of the plane wave, wave reflection and transmission, boundary conditions, andpenetration depth. These principles are then applied to waveguides, antennas, and free spacewave propagation. The final subject of the course is an introduction to RF communication links.Basic communication system architectures are presented and the concepts of noise, signal-to-noise ratio, and link budgets are introduced. This paper will discuss the course curriculum andthe laboratory in detail.Introduction In today’s industry where many electronic systems operate at increasing frequencies, anunderstanding of fundamental electromagnetics is becoming not only a desired trait but also arequirement for the entry-level engineering

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Thomas Walker; Patrick Devens

students and no group specific indicators of varying performance have been identified. • Afro-American freshman engineering students parallel the overall student performance at a lower total SAT level. The lower group average SAT scores are reflected in the group grade performance. However, it appears that “pockets” of these students respond well to targeted support programs that attempt to ameliorate the academic and social struggles common to all students. • Hispanic freshman engineering students tend to follow overall student norms but display large variations in performance. This is attributed to the limited number of Hispanic students used in the study. As a result, no general

Collection

1998 Annual Conference

Authors

Marc A. Mesmer; Elizabeth A. Eschenbach

the course and instructor continually improve, each team is required to completea midterm evaluation of the course and the instructor. [2] contains a copy of the midterm courseand instructor evaluation form. Each team is required to discuss the answers to the questions andtry to reach consensus. If consensus is not reached then the team makes it clear that the answerdoes not reflect the entire team. Each team submits its evaluation electronically, so that the teamremains anonymous. This method of requiring the team to reach consensus helps precipitate themost widely perceived positive and negative aspects of the class and the instructor. (This courseevaluation method of using team consensus is similar to one used at the first year

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheri Shakiban, University of St. Thomas; Michael P. Hennessey, University of St. Thomas

Tagged Divisions

Mathematics

“line groups,” that visually correspond to what are commonly known as frieze patterns.Translations, half-turns, vertical reflections, horizontal reflections, vertical & horizontalreflections, glide reflections, and vertical reflections & glide reflections with half-turns constitutea practical visual manner in which to identify them (Table 7). Throughout our travels in Peru,students were on the lookout for examples of all 7 types. Table 7 Frieze patterns and their categorization Basic visual coding of all 7 types of frieze patterns using letters of the alphabet. Eight different Incan frieze patterns (top

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa Genevieve Wojcik, Villanova University; M. Clayton, Villanova University; Aleksandra Radlinska, Villanova University; Noelle K. Comolli, Villanova University

Tagged Divisions

Design in Engineering Education

pedagogical approaches which nurture these capacities.Traditional engineering curricula fail to adequately address the active, iterative, and process-oriented nature of design found in the ABET definition. The use of cornerstone and capstoneprojects does not sufficiently foster the transfer or application of technical knowledge or providerepeated, meaningful opportunities to practice the behaviors associated with design.Research on how students learn engineering design most effectively call for repeatedopportunities to engage in hands-on, open-ended problems. For example, Prince (2004) suggeststhat design and other engineering subjects are best learnt through hands-on, active pedagogy, e.g.project-based learning.6 Impromptu design exercises reflect

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

. Further investigation indicated that many FYEstudents could identify the superficial features from the problem statement, but they werenot able to identify the implicit logical steps or deep structure of the problem.Our current data provided the baseline of how FYE students abstract and interpretinformation from a design goal to generate a specific problem statement. We areinterested in treatments to improve students‟ ability to recognize critical features of agiven context and encourage taking multiple perspectives to identify alternative solutions.We are combining the use of graphical representational tools as organizational tools tosupport teams collaboration and we encourage opportunities to reflect and refine theirdesign process. This

Conference Session

ETD Design I: Electrical and Computer Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Antonio Soares, Florida A&M Univeristy; Chao Li, Florida A&M University/Florida State University

Tagged Divisions

Engineering Technology

the circuit diagrams for the two cases where the digitalI/Os are used in this project [4, 5, 7]. Page 22.270.5 Figure 4 Digital I/Os circuit diagrams for (a) Pushbuttons and (b) Reflectance SensorWhen the pushbutton is connected to a digital I/Os it can be used as a reset or start up controlsignal. In Figure 4 (a) pin PB1 is connected to VCC through the pull-up resistor R (20-50 k)which sets the voltage on the input pin to 5 V, so it reads as a digital 1. Pressing the buttonconnects the input to ground (0 Volts) through a 1 k resistor, which is much lower than the valueof R. This sets the input voltage very close to 0 V, so the pin reads

Conference Session

Trends in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Joao Vinhas, Politecnico de Viseu; Joao Paiva, Politecnico de Viseu

Tagged Divisions

Mechanical Engineering

havebeen introduced since then. It also discusses students’ and teachers’ strategies, aiming atadapting their behaviour to the way they have perceived those new paradigms. Somesignificant changes were detected, namely those related to students’ work, expected to beautonomous and continuous throughout the semester, benefiting from teachers’ tutorialguidance and reflected in a continuous evaluation.Nonetheless, it has been a road dotted with some difficulties: changing students’ attitudestowards work and persuading instructors of the importance and need to look for innovativepedagogical strategies is not an easy task. Still, in a significant number of courses, some newteaching/learning models were introduced, based on skills development models

Conference Session

Normative Commitments and Public Engagement in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Jen Schneider, Colorado School of Mines; Jon Leydens, Colorado School of Mines

Tagged Divisions

Liberal Education

Sustainable Community Development. Our project is acritical pedagogy, one aimed at enhancing students’ knowledge, skills and attitudes to reflect onthe historical and political location of engineering, question the authority and relevance ofengineering problem-solving and design methods, and “examine their education, includinglearning objectives, the course syllabus, and the textbook itself” (Riley, 2008, p. 113).Specifically, our project is aimed at engineering education as it relates to a diversity of theseefforts, which we call “Engineering to Help” (ETH). ETH initiatives often exist under namessuch as community service, humanitarian engineering, service learning, Engineers WithoutBorders (EWB), Engineers for a Sustainable World (ESW) and

Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Ann McKenna

classroomenvironment was restructured to support collaborative and reflective learning, and provideopportunities for students to practice skills expected in engineering practice. For example,students presented their findings, defended their positions, and debated with fellow students andfaculty instructors their conclusions; such interactions allowed development of core engineeringcompetencies. This paper provides an overview of the challenges and learning activities thatwere developed for three specific courses that have been implemented at Northwestern. Wefocus on the assessments used to measure student understanding of the scientific concepts, aswell as the development of engineering skills. Studies were conducted in the domains of bio-optics and

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Mary Cook; Jim Lyons; Kenneth Gentili

team might be delayed until a second team is formed and has begun to develop its own synergy. This timing will provide students with an ability to compare differences in team structure and be able to better understand what constitutes a functioning first team. In addition, the students will be better able to apply this information to make their second team more effective. About two weeks after the second team is formed is an appropriate time to do the assessment to maximize both reflective and application processes. 3. Administer the first assessment somewhere between a half and two-thirds of the way through a project. This will provide an opportunity for each team to set goals and develop

Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Margaret Pinnell; Carl Eger

teamwork. The teams working on these projects are diverse in major, discipline, education level, gender and ethnicity. 8. Enhance the ability of students to communicate their ideas/solutions effectively to both technical and non-technical people: Students are required to write a technical report, a reflection paper and to present their experiences and/or work to the campus community or a specific class. Furthermore, students are required to write reflections as part of the cultural immersion workshop on non-technical issues. Students are required to submit electronic weekly status reports to the ETHOS director while participating in their service-placements. In most cases, students are required to speak

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

as a whole?How can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around faculty Page 15.975.4development in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between educational research, student

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Dazhi Yang, Purdue University; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez; Ruth Streveler, Purdue Universtiy; Ronald Miller, Colorado School of Mines; James Slotta, University of Toronto; Michelene Chi

Tagged Divisions

Educational Research and Methods

Procedure Experimental Group Control Group Pre-Test Heat transfer concept questions Sequential and Emergent The Nature of Science (with Processes (with reflection reflection prompts); prompts); Diffusion example with no Training Module Diffusion as an example of mention of emergent processes an emergent process (with (with reflection prompts) reflection prompts) Diffusion concept questionsTest for

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie-Ann Miller LCSW, State University of New York, Stony Brook

Tagged Divisions

Community Engagement Division

team tolearn to come to a consensus as to what issue they would like to address, and howthey plan to address it. At the end of the year the students participate in a capstoneevent where they can share with others their process. According to Cathryn BergerKay, M.A., there are five Stages of Service Learning. “They include: Inventoryand Investigation, Preparation and Planning, Action, Reflection andDemonstration”. 8 All our STEM Tech Clubs follow this model.The SISTER mentors and professionals facilitating the groups tie the issue ofconcern to the students various level of curriculum. They share their enthusiasmand knowledge of STEM education and opportunities. The school administratorswork with the groups, as well as teachers to help with this

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Design in Engineering Education

tool aims to provide students with asafe, virtual environment in which they can: i) learn about their team effectiveness and teamissues, and ii) practice methods to improve on identified areas of weakness before trying themwith their teammates. This on-line tool will serve as a one-stop, on-line portal through whichstudents can access self-reflections and feedback from peer-assessments across different projectteams and track their improvement across different years of their degree. A description of theproposed tool design is provided herein.2. Pedagogical Foundations of the ToolAs discussed above, a student-centred and personalized approach is required to teach team-effectiveness due to the range of student proficiencies. Given the focus of

Conference Session

Track 3: Technical Session 1: An Ecosystem of Support Initiatives for BIPOC, Women, and Domestic Graduate Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andrew Edmunds, Clemson University; Melissa Smith, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

Investments Investments CECAS graduate students make up between 28-33% of graduate student enrollment at Clemson UniversityThe graphics on this slide show the overall trends in graduate student enrollment inengineering and computing graduate programs (domestic and international studentscombined). These graphics will reflect fluctuations and illustrated that as overallenrollment at the university has increased at a rate of ~2% graudate

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Nathan Mentzer, Purdue University, West Lafayette ; Scott R. Bartholomew, Brigham Young University; Wonki Lee, Purdue University, West Lafayette ; Jessica Marie Yauney; Scott Thorne, Purdue University, West Lafayette; Daniel Bayah

Tagged Topics

NSF Grantees Poster Session

,2) classroom observations and reflections with teachers, and 3) analysis of student justificationsmade during the comparative sessions. All together, these activities have prepared us forprogress in the next phase of investigation about the efficacy of learning by evaluating. Theory of Action: Why LbE? Building on our pilot work with students, our theory of action is that the experience ofcomparing example work 1) meaningfully supports students’ design thinking mindset (helpingstudents think like designers), 2) critical thinking and reasoning (helping students to make andexplain decisions), and 3) ultimately their design performance (as students apply their thinking).These three variables are critical

Collection

2024 ASEE North East Section

Authors

Abdullah Aldwean, University of Bridgeport ; Dan Tenney, University of Bridgeport

Tagged Topics

Diversity

Emerging Technologies Large language Assessment models LLMs Clinical workflow Healthcare Technology Healthcare Services Figure 1: Research area of interest.Literature reviewThere is a growing body of literature on the useability of large language models (LLMs) inhealthcare. This expanding interest from researchers reflects the importance of this technology inthe

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Leigh Abts, The Johns Hopkins University; Gail Goldberg

selection of portfolio content; the criteria forselection; the criteria for judging merit; and evidence of student self-reflection” [1].Archbald and Newmann [2] and Paulson, Paulson, and Meyer [1] were among the firstproponents of the idea that students should be active developers and assessors of their ownportfolios, and there is general agreement in the assessment community that students musttake the lead in documenting their learning. Towards that end, most portfolio assessmentsystems provide students at minimum with a general outline or “menu” of contents(suggested and/or required entries) and the evaluative criteria that will be applied.The AP ® Studio Art portfolio assessment has served as a critical model in conceptualizinga considerably

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette (College of Engineering); Tiago R. Forin, Rowan University; Cole H. Joslyn, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

teachingtechniques and the knowledge they seek to convey.1.0 IntroductionDesign reviews or critiques are a common pedagogy for helping learners in any disciplinedevelop and demonstrate design expertise (Dym, Agogino, Eris, Frey & Leifer, 2005; Huet,Culley, McMahon & Fortin, 2007; Goldschmidt, 2002), although their structure and content mayvary across disciplines (Adams, 2016a). Many describe the practice of moving from desk todesk explaining what is right and wrong with student work as the “bread and butter” of designtraining (Goldschmidt, Casakin, Avidan & Ronen, 2014) and a central feature of preparingprofessionals as reflective practitioners (Schön, 1993).During design reviews, students receive feedback on their design decisions and guidance

Conference Session

Materials Division (MATS) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shayna Earle, McMaster University ; Liza-Anastasia DiCecco, McMaster University; Dakota M Binkley, McMaster University; Muhammad Arshad, McMaster University ; Andrew Lucentini, McMaster University ; Gerald Tembrevilla, McMaster University, Mount Saint Vincent University; Bosco Yu PhD, P.Eng, McMaster University, University of Victoria

Tagged Divisions

Materials Division (MATS)

teaching styles tend to rely on thedissemination of fundamental concepts in a lecture-style format with limited learner stimulation,active and experiential learning approaches prioritize both learner engagement and reflectionthroughout and often include lesson contextualization [9], [10].Although sometimes used synonymously, active learning and experiential learning are twoseparate pillars in modern education. The most widely accepted and cited definition of activelearning is provided by Bonwell and Eison in 1991 as: “Involving students in doing things andthinking about what they are doing [6].” Millis further elaborates on this definition and adds thatit often involves reflection and doing or taking action, and often uses cooperative

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benny Mart Hiwatig, University of Minnesota - Twin Cities; Gillian Roehrig, University of Minnesota - Twin Cities; Joshua Ellis, Florida International University; Mark Rouleau

engineering itself. As such, K-12 engineering educationshould emphasize this interdisciplinary nature. Finally, engineering thinking involves critical andcreative problem solving and using informed judgment to make decisions. Moreover, learners inengineering education should be independent and reflective thinkers capable of seeking out newknowledge and learning from failure in problem-solving situations. These common pedagogical features present in both frameworks are sufficientlydocumented in the literature to improve student cognitive outcomes. For instance, English andcolleagues [21] and Li and colleagues [22] emphasize the benefits of integrative approaches toSTEM education, particularly when engineering content is present in the lesson

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

Persona External design Course design team Course design team creator consultant (cross-disciplinary) (mostly ECE) Persona Design observations First- and second-hand First- and second-hand background and ethnography observations from observations from course personnel, course instructors, written reflections and written reflections and feedback, surveys, feedback, assignments, assignments design observations Other analysis

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Kurfess, California Polytechnic State University, San Luis Obispo; Katya Vasilaky, California Polytechnic State University, San Luis Obispo; Tina Cheuk, California Polytechnic State University, San Luis Obispo; Ryan Jenkins; Grace Nolan; Amir Hajrasouliha; Elise St John

; KDNuggets, 2015; Koschinsky, 2015; McGregor & Banifatemi,2018; Spanache, 2020; Syngenta & AI for Good Foundation, 2017; Vieweg, 2021). The maingoal of the proposed toolkit is to create a broad and accessible framework that can be used byresearchers who do work in the fields of applied data sciences. This toolkit is intended to serve asa planning, evaluation, and reflection guide for research teams who leverage data sciencesmethods and tools in their work. Developed by the ESJ group, the toolkit provides guidance onthe development of data science research projects that moves toward more ethically and sociallyjust processes and outcomes, while generating new knowledge, opportunities, and ideas for thefield at large (Brown & Mecklenburg

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Michael Lenover, University of Waterloo; Eugene Li, University of Waterloo; Sanjeev Bedi, University of Waterloo

student, forgiving of inexperience, and provide opportunities for the student to make important contributions within the organization. Sufficient resources (equipment, space, supervision, team members) and a role which matches the student’s capabilities are necessary for a positive experience 3. Assessment – Assessment of learning outcomes which relate to relevant workplace skills and attributes are present 4. Reflection – Quality WIL programs support critical self-reflective practices for each experienceThe work environment for coop students in the Ideas Clinic aligns well with these fourcharacteristics. The coop students are developing academic activities for their fellow students.This ensures that the work is

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

the classroom and what beliefs they specifically draw upon to create instructional movesfor more equitable spaces. Fifty written reflections were analyzed from LAs from twoinstitutions who taught various STEM courses, including: chemical engineering, biologicalengineering, mechanical engineering, environmental engineering, chemistry, and biology. Thesereflections detail their thoughts about a chapter in Ilana Horn’s book [7], which discusses what itmeans to be “smart” in a mathematics classroom and ways to create instructional moves thatpromote more equitable learning environments and mitigate status differences. The concept ofsocial status was originally defined by Max Weber as cultural capital or otherwise described associetal values [8

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Laugelli, University of Virginia

reflections on their experience in the course indicate that the seminar-studio class structure contributed to an increased appreciation for the role that social and ethicalapproaches to engineering play in professional practice.LEGO Mindstorms in the Engineering ClassroomIn their article “LEGO-based Robotics in Higher Education: 15 Years of Student Creativity,”Ethan Danahy et al. provide a survey of the role LEGO robotics products have played in collegeclassrooms over a fifteen-year period from 1998, with the introduction of the LEGO MindstormsRCX, until 2013, with the advent of the LEGO Mindstorms EV3 [1]. They argue that LEGOrobotics sets offer a productive tool for facilitating a constructivist learning experience in which“explicit connections are