Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

adirect quotation, “Since the 1980s, science and engineering (S&E) communication has beendominantly geared towards educating a public perceived as misinformed and/or having a deficit ofknowledge.” 2 (p. 1) The perception of a public with a lack of understanding of engineering wasrelated by Wynne 3 to the term “deficit model”, which characterized a style of science andengineering communication based on the assumption that any public disinterest, skepticism, orcriticism towards science or engineering was based on being either misinformed or possessing Page 24.495.3insufficient information about the fields. As Bucchi & Neresini 4 wrote

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Trivett P.Eng., University of Waterloo

Tagged Divisions

Mechanical Engineering

during class. Students who were participating in the “Game” foundthat the classes were directly relevant and helpful to their studies. This difference of experiencewas reflected in student comments at the end of the course, with feedback divided betweenstudents who thought the instructor “disorganised” versus those who ranked the lectures asextremely valuable. Evidently, only the students who kept up with the topics being covered Page 24.152.8found the lectures helpful.Level 1The first level in each of the seven “missions” was intended to make the students read thetextbook chapter(s) relevant to the mission. The Level was entirely completed

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Brook Sattler, University of Washington; Kathryn Ann Mobrand, University of Washington; Drew Paine, Human Centered Design & Engineering, University of Washington

Tagged Divisions

Student

thearticle? • Rhetorical strategy: Did the rhetorical strategies feel appropriately stated, given the actions? • Location: Are the implications for action statements discoverable? Are they clustered together (so that they are likely to be discovered by the reader) or scattered? • Action: Does the action stem from a finding? Is the action appropriately warranted from the finding(s) offered? Is the action realistic or concrete? For possibly ambiguous actions, are they elaborated in a way that makes them more actionable? • Actors: Would the appropriate actor recognize that the authors are offering them an implication? Is the actor appropriately targeted and/or constrained, or is it generic?Imagine: What

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

organization level identitydevelopment in STEM.AcknowledgmentsThe authors gratefully acknowledge the foundational support provided by the William and FloraHewlett Foundation’s Engineering Schools of the West Initiative. This material is also based uponwork supported by the National Science Foundation under Grant Nos. DUE-0856815 (IdahoSTEP), DUE-0963659 (I^3), and DUE-1347830 (WIDER). Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. Finally, the leadership andadministrative support provided by Boise State University Provost Martin Schimpf, formerProvost Sona Andrews (now Provost, Portland State University), Vice

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

AnnualConference, American Society for Engineering Education. paper AC 2012-4696. Table 1. Page 24.356.16 15Notes and references.[1] Krupczak, J., Blake, J. W., Disney, K. A., Hilgarth, C. O. Libros, R., Mina, M., and S. R. Walk (2012) Defining Technological Literacy. Proceedings Annual Conference American Society for Engineering Education. Paper AC 2012-5100.[2] (a) Mina, M (2007). Minor in engineering studies. Teaching engineering concepts to non-engineering students-work progress. Proceedings of the Frontiers in

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth; Matt Anderson, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

instructor, and student motivation27.A recent paper by Gehringer and Peddycord outlines various strategies for dealing with the issueof students having access to textbook problem solutions28. The following alternatives to usinggraded homework problems from the course textbook were presented:Reduce the weight of homework and:  increase the weight of exams  give weekly/frequent graded quizzes  increase the weight of projectsUse questions from other sources such as:  new editions of textbooks  automated testing system that randomizes parameters for each student  self-made problems (i.e. write your own)  swap problems with instructors at other schools  take problems from a different textbook(s)  have an

Conference Session

California on the Move: A Robust Array of Student Success Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nick P Rentsch, Cañada College; Amelito G Enriquez, Canada College

Tagged Divisions

Two Year College Division

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michelle Oswald Beiler P.E., Bucknell University; Arthur D. Kney, Lafayette College; David A. Veshosky, Lafayette College

Tagged Divisions

Civil Engineering

AC 2012-3084: INTEGRATING THE CHARRETTE PROCESS INTO EN-GINEERING EDUCATION: A CASE STUDY ON A CIVIL ENGINEER-ING DESIGN CAPSTONE COURSEDr. Michelle Renee Oswald, Bucknell University Michelle Oswald, a LEED AP, is an Assistant Professor at Bucknell University in the Department of Civil and Environmental Engineering. Her focus is in sustainable transportation planning and sustainable engi- neering education. She completed her doctoral degree in civil engineering at the University of Delaware, along with a master’s of civil engineering degree, and a master;s of arts in urban affairs and public policy. She received a bachelor of science in civil and environmental engineering from Lafayette College.Dr. Arthur D. Kney

Conference Session

Undergraduate-Industry-Research Linkages

Collection

2005 Annual Conference

Authors

John McMasters

convergences or divergences of opinion may be considered reasonably representative of the Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright ASEE 2005, American Society for Engineering Education.current state of affairs in relations between academe and industry in general, and ourobservations and opinions are offered in this context. Despite any differences in opinion, theauthors remain friends and share a mutual passion for enhancing engineering education.Industry PerspectiveConcerns about the future of engineering education were identified by many in the late 1980’sand early 1990’s. Many of the more pointed concerns expressed at that time related toundergraduate rather

Conference Session

Systems Approach to Teaching ET

Collection

2005 Annual Conference

Authors

Gary Masciadrelli; Nicholas Massa; Gary Mullett

Conference Session

Knowing Students: Diversity & Retention

Collection

2004 Annual Conference

Authors

Steven Zemke; Donald Elger

quality of the answer. Step 4: Tutor and student collaboratively improve the quality of the answer. Step 5: Tutor assesses student’s understanding of the answer.Table 1. Five-step dialogue pattern in tutoring, Graesser, et al.2.4. Cognitive Sciences—effect of prior knowledge on new knowledgeFindings in cognitive psychology reinforce the soundness of step 4 in Graesser et al.’s dialoguepattern: collaboratively improving the quality of a student’s answer. Pellegrino, Chudowsky, &Glaser 8 report, “One major tenet of cognitive theory is that learners actively construct theirunderstanding by trying to connect new information with their prior knowledge.” Not only isknowledge constructed, it is individualized. Since each student has

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Alan Scaroni; David DiBiase; Jonathan Mathews; Sarma Pisupati

Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education" Electricity Consumption 2500 C o n s u m p tio n 2000 E le c tric (k W h ) 1500 1000 kWh 500 0 Jul- Aug- Sep- Oct- Nov- Dec- Jan- Feb- Mar- Apr- May- Jun- Jul

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Rosa Pinkus; Mary Besterfield-Sacre; Mark Sindelar; Larry Shuman; Carl Mitcham; Barbara Olds; Ronald Miller; Harvey Wolfe

S.Kitchener’s Reflective Judgment (RJ) Model [30]. These models measure students’ positionsalong a hierarchical construct of stages representing increasingly more sophisticated ways of un-derstanding knowledge and solving complex, open-ended problems.Perry developed his model from clinical studies of Harvard students in the 1960’s. As he inter-viewed student groups at the end of each academic year, probing their views of their universityexperiences, he observed patterns of thinking that were hierarchical and chronological. He trans-lated these patterns into a nine-stage model of development that he validated by a second, moreextensive, longitudinal study. King and Kitchener developed the Reflective Judgment (RJ)model in the late 1970’s from their

Conference Session

Design for Community

Collection

2003 Annual Conference

Authors

Rex Ramsier; H Michael Cheung; Edward Evans; Francis Broadway; Helen Qammar

Session 2625 Focusing on Teamwork Versus Technical Skills in the Evaluation of an Integrated Design Project Helen K. Qammar, H. Michael Cheung, Edward A. Evans, Department of Chemical Engineering Francis S. Broadway, Department of Curricular and Instructional Studies Rex D. Ramsier Departments of Physics, Chemistry, and Chemical Engineering The University of Akron Akron, Ohio 44325Engineering educators

Conference Session

Global Issues in Engineering Education

Collection

2003 Annual Conference

Authors

Abdel Mazher

Conference Session

Innovations in Teaching Mechanics

Collection

2003 Annual Conference

Authors

Gary Gray; Andrew Miller; Francesco Costanzo; Charles Randow

Conference Session

Project Based Education in CE

Collection

2002 Annual Conference

Authors

Eric Matsumoto

or effort (Figure 7, Part 2). In addition, in three different two-person teams,teammate #1 reported that team coordination and teamwork were very good, while teammate #2expressed an extreme dissatisfaction with teammate #1’s participation and provided detailedcommentary to justify assigning a low grade to teammate #1. In cases of two-person teams,where an additional teammate is not available to corroborate the student comments, the authorbelieves caution is necessary in adjusting grades. In two of the three cases mentioned above, theauthor agreed with teammate #2’s assessment. However, in the third case, the author felt thatteammate #2 was overstating their case and thus a grade adjustment was not warranted.IX. ChallengesStudents and faculty

Collection

2001 Annual Conference

Authors

Maria Flores; Arthur Gerstenfeld

anddistribution of energy, transportation, and telecommunications.Latin America has progressed during the past decade and in many senses overcame some of themost profound problems faced during the eighties frequently referred to as the lost decade.Nevertheless, it has also become evident that the market economics requires more than justpricing, there is a need for deeper and broader institutional reforms in terms of taxes, legalsystems, and capital markets.In the 1990’s, Latin America grew 3 percent per year on average. There was also a moderateexpansion of the Per Capita GDP of 1.1 percent according to the World Bank, yet it is lower thanwhat was achieved in the 1960’s and 1970’s with 2.5 percent and 3.5 percent respectively.Inflation has fallen

Conference Session

Assessment and Its Implications in IE

Collection

2002 Annual Conference

Authors

Siripen Larpkiattaworn; Obinna Muogboh; Mary Besterfield-Sacre; Larry Shuman; Alejandro Scalise; Dan Budny; Barbara Olds; Ronald Miller; Harvey Wolfe

Session Number 2557 Modeling for Educational Enhancement and Assessment* Mary Besterfield-Sacre1, Larry Shuman1, Harvey Wolfe1, Alejandro Scalise 2, Siripen Larpkiattaworn 1, Obinna S Muogboh1, Dan Budny 1, Ronald Miller3 and Barbara Olds3 1 University of Pittsburgh/ 2TransSolutions/3Colorado School of MinesAbstractIndustrial engineering programs have typically adopted the new ABET accreditation criteria withmore enthusiasm than other engineering programs, in part since the principles of continuousimprovement and statistical measurement are commonly

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida, Gainesville; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

ASEE Global Programs

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

as “teaching as research”, the Wendt Commons staff will draw on keyprinciples that advocate for change in the traditional model for classroom instruction. Ratherthan providing an exhaustive review of the literature, the following presents a summary of thekey concepts on which our service model is based.Smith, et al., in their review of classroom-based pedagogies of engagement, point out thatlearning outcomes depend more on students’ approach to learning and faculty delivery ofmaterial rather than the content itself11. Drawing on research from the past 100+ years, theauthors note that active-learning approaches have been developed and injected into engineeringclassrooms since the 1940’s – yet there has been very little actual change in the

Conference Session

Reports from ADVANCE Institutions

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marisol Mercado Santiago, Purdue University; Alice L. Pawley, Purdue University, West Lafayette; Jordana Hoegh, Purdue University; Dina Banerjee, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

AC 2011-1956: INSTITUTIONAL ETHNOGRAPHY AS A METHOD TOUNDERSTAND THE CAREER AND PARENTAL LEAVE EXPERIENCESOF STEM FACULTY MEMBERSMarisol Mercado Santiago, Purdue University Marisol Mercado Santiago is a doctoral student in the School of Engineering Education, Purdue Univer- sity, and a research assistant in the Research in Feminist Engineering (RIFE) group. She has a M. E. in Computer Engineering and a B. S. in Computer Science (with honors). Among her research interests are (1) culturally responsive education, (2) engineering studies, and (3) art and engineering education. Address: School of Engineering Education, Armstrong Hall, 701 W. Stadium Ave., West Lafayette, IN 47907. mercado@purdue.edu.Alice L. Pawley

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonte Bernhard, Linköping University, Sweden

Tagged Divisions

Educational Research and Methods

theoretically informed development is demonstrated.Below, I describe the theoretical framework and object of study (§ 2), the methodology forevaluating the learning process (§ 3), learning results and an analysis of students’ activities (§ 4)in conceptual and non-conceptual labs. Finally in section 5, a short discussion, conclusion andimplications of the results are presented.2. Theoretical framework and object of study2.1 Variation theoryAs described briefly in the introduction, most students do not change their conceptions ofmechanics concepts, i.e. they do not change their ways of seeing the world using force andmotion concepts from a naive to Newtonian understanding, even after one or more universitylevel course(s) in mechanics. Hence, teaching and

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew A. Carr, U.S. Naval Academy

Tagged Divisions

Mechanical Engineering

. ( ) { } m& = ρV& = 62.4 lbm ft 3 (58 gal min ) 1 ft 3 7.48 gal = 484 lbm min ⎧ ft ⎫ ⎧g⎫ ⎪ ⎪ 32 . 2 ⎪ W& = m& w = m& ⎨ ⎬( z1 − z2 ) = (484 lbm min )⎨ s 2 ⎪(0 − 58) ft ⎩ gc ⎭ ft ⋅ lbm ⎬ ⎪ 32.2 ⎪ ⎪⎩ lbf ⋅ s 2 ⎪⎭ W& = (− 28,072 ft ⋅ lbf min ){1hp ⋅ min 33,000 ft ⋅ lbf } = −0.85hpSavery’s sales demonstrator pump

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; John A Nastasi, Stevens Institute of Technology; Eirik Hole, Stevens Institute of Technology; Peter L. Russell, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

engineering capstone educational outcomes.  The timeline to bring the project and students up to speed is longer than for a traditional capstone, including multi-disciplinary ones, as the SE foundation has to be established o first, in terms of SE knowledge acquisition o second, for socialization to and the buy in needed from the students to work on the project in a meaningful systems engineering mode.AcknowledgementThis material is based upon work supported by the Assistant Secretary of Defense for Researchand Engineering (ASD(R&E)) STEM Development Office. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M Frehill, National Action Council for Minorities in Engineering

Tagged Divisions

Women in Engineering

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

designs. Thus, the writing assignment’s design elementfocused on system-level workflow, rather than details. The final project deliverable was an 8- to12-page report recommending an optimal conveyer type and tooling to meet target yield andbudget specifications.In test-teaching the assignment, the instructor’s objectives were as follows: 1. Observe how students respond to the assignment and determine to what extent they perceive educational benefit(s) toward developing their engineering communication skills. 2. Reveal emergent issues and how to fix them. 3. Observe the students’ reaction to the supplied topic for their assigned report documents and determine to what extent the students view a turn-key, macroscopic

Conference Session

Innovative Energy Projects

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

one was in charge! (Thisauthor stepped in and changed that one!) Clearly, without proper team structure even initiallyenthusiastic and highly motivated team members can later come to believe that no one owns theproject and that no one cares about their success or failures. When no one is accountable toanyone then no one is responsible for anything.The likelihood of a successful team throughout the project and the team’s performance at thecompetition significantly improves if the students feel that their advisor(s) is genuinely interestedin the project.19 This interest and caring, on the part of the advisor, can successfully bedemonstrated in several ways, even when the faculty advisor allows the students to run their ownproject. For example

Conference Session

Using Applications and Projects in Teaching Mathematics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie Gainsburg, California State University, Northridge

Tagged Divisions

Mathematics

practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press.14. de la Rocha, O. (1985). The reorganization of arithmetic practice in the kitchen. Anthropology and Education Quarterly, 16, 193-8.15. Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9-40). Cambridge, MA: Harvard University Press.16. Bissell, C. & Dillon, C. (2000). Telling tales: Models, stories, and meanings. For the Learning of Mathematics, 20(3), 3-11.17. Kent, P., & Noss, R. (2002). The mathematical components of engineering expertise: The relationship between doing and understanding mathematics. Paper submitted to the

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Maria-Isabel Carnasciali, University of New Haven; Viktoria Zelenak, University of New Haven; Michael J. Hollis, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

services we provide these students.At the very least, this justifies why we should ask the questions in a guided, open-ended format.This project builds upon two predominant concepts in adult learning literature; self-directedlearning and experiential learning. One of the fundamental concepts of andragogy is the conceptthat adult learners are more inclined towards self-directed learning than their youngercounterparts.12 Dating back to the 1930’s, education pioneers such as John Dewey recognizedthat ‘all genuine education comes about through experience’ and this is echoed by modernliterature that emphasizes the need for adult education programs to capitalize on this lifeexperience that adult students bring to the classroom (p.162). It is important