Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Charles Pezeshki, Washington State University; Kelley Racicot, Washington State University

Tagged Divisions

Design in Engineering Education

Society for Engineering Education, 2007 Everyday Project Management Products Archived as e-Portfolio: Evidence of Social Learning in an Engineering Design CurriculumAbstractElectronic portfolios (e-portfolios) have steadily increased in popularity in recent years as aplatform for students, teachers and programs to collect, reflect on and revise their work. E-Portfolios in education are ideally student-centered and outcomes-based, i.e. students use e-portfolios to evidence learning that showcases authentic work, connections between ideas andcourses over time, and culminating achievements. However, on-the-ground implementation of e-portfolios poses some practical challenges in meeting these goals. First, introducing e

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joan B Schuman, Missouri University of Science & Technology; Kellie Grasman, Missouri University of Science & Technology

Tagged Divisions

Community Engagement Division

expanded to include increased utilization as a collaboration tool betweenteams and community sponsors as well as a tool for peer to peer evaluation of project teamprogress.ReflectionFor the fall semester 2012, students were given reflective work as part of the course study.Students were asked to reflect on the following questions: 1. Did having a “real” customer improve your performance? Explain 2. Did you feel that you were helping the community with the project? Explain. 3. Do you see yourself doing service in any community in the future? Has this class experience changed that outlook?Eighty-five percent of students felt that having a “real” customer improved their performance,while 11.5% stated that their experience was improved

Conference Session

Internet Programming and Applications

Collection

2003 Annual Conference

Authors

Thomas Miller; Steve Walsh; Leigh Haefner; Hollylynne Stohl

scientific, mathematical and highly technical concepts is connected to beingable to represent ideas in a form that can be used as a “didactical object”9 as something that canbe a focus of conversation. An object (e.g., drawing, graph, diagram) is not didactic in and ofitself. It becomes didactic because of the conversations it can enable between persons who haveconceived the object as something important to talk about. In addition, it is not only the objectthat can enable such conversations. The process of creating the object can also be a focus forconversation and reflection. Thus, it is important for students to be able to experience the processof creating a representation (representing) as well as the finished product (a representation). A

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

Aspects of Biomaterials. As part of this course, the undergraduates participatein a semester-long project, entitled “Body by Design,” in collaboration with a children’s museumand a 5th grade elementary science class. At the start of the course, the undergraduates evaluatetheir own personal learning styles (active vs. reflective; intuitive vs. sensing; sequential vs.global; visual vs. verbal). Students are then matched up in groups of four with balanced learningstyles, major, and gender. The undergraduates are simultaneously enrolled in a skills laboratorythat provides a framework for oral and written communication, teamwork, and effective teachingstyles. Within this framework, the undergraduates are continually surveyed and assessed on

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College

Tagged Divisions

Women in Engineering

  to   any   introductory   academic   engineering   exercise   that  deliberately  aims  to  incorporate  as  many  aspects  of  real-­‐engineering  as  possible  in  order  to   create   an   experience   that   accurately   reflects   the   practice   of   engineering.     For  incoming   students,   up   to   the   point   when   they   arrive   on   a   college   campus,   most  introductory   engineering   activity   is   intended   to   entice   or   awaken   the   student   to   the  possibilities   of   engineering.     ECIE   exercises,   on   the   other   hand,   aim   for   accuracy   of  practice   as   a   counter   measure   to   downstream   attrition   resulting   from   shifting  perceptions  of  engineering  as  students

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

, reflections on the class, and recommendations. Learn to be better observers and learners of leadership lessons in current and future venues.Class Assignments and ActivitiesBefore the first day of class, students are given electronic access to the class information andtheir own electronic journal (e-board) for their daily leadership reflections. The class informationincludes the syllabus and structure of the seminar, expected daily activities, brief biographies ofthe visiting speakers, and resumes and pictures of the scholars. Course booklets since 2008 havebeen kept as .pdf files and are available from the author via email request.Students are also asked to prepare an autobiography of themselves before the first day of class.The autobiography is the

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole L Hird, Ohio State University; Deborah M. Grzybowski, Ohio State University

Tagged Divisions

First-Year Programs

majorrequiring fluid mechanics were asked two questions reflecting basic fluid mechanics, to testwhether the course had in fact been helpful in overcoming common misconceptions.Grade data was separately gathered without identifying information using the StudentInformational System (SIS). Data was gathered for all students having taken major-requiredfluid mechanics courses and one of the design course options from the honors first-year program.Not all majors had students from both the nanotechnology and robot courses; those majors werenot used in determining relative performance. A non-usable number of students from theinfrastructure option had taken a fluid mechanics course, so only the robot and nanotechnologycourses were compared. Data was used for

Conference Session

The Designer of 2020: Innovations in Teaching Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Robinson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

thedepartment’s course lesson plans in the late 1980’s. Assessment of student learning aboutapplication of sustainable design principles became a specific criterion of the engineering impactstudent outcome in the department’s assessment plan in 2008.Results of student work assessment presented in the paper demonstrate that, although studentscould reflect thoughtfully on sustainability principles, they struggled to demonstrate rational,comprehensive application of these principles to the design process. The evidence suggested adifferent approach to learning sustainable design was needed. Dialogue with practitioners andindustry experts reminded the department that sustainable design is just “good engineering” thathas been present in the curriculum for

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Kevin Staszowski

thisconversation, the participants were given a variety of children’s books on the cultures to reviewprior to the discussion. In the second session, the participants discussed the relation betweenculture and food. This discussion culminated with the children creating cultural artifacts usingbreads from different cultures. In the third sessions on culture, the researchers asked theparticipants to reflect on the types of clothing worn in different culture. After this reflection, theparticipants crafted a piece of clothing using art supplies that expressed their personal culture. All workshops involved programmable Lego bricks and the Robolab programmingsystem as the primary technology. The first three sessions (or seven sessions for the

Conference Session

Project Management and Team Issues

Collection

2004 Annual Conference

Authors

Dilia Alcalde; Stephanie Adams

writing reflective notes about methodologicalquestions, concerns, and ideas. Records of observations is maintained in the observational protocol containing notes takenduring the observation and reflective notes of the researcher’s methodological questions,concerns, and ideas. The main researcher takes a non-participatory observer role, taking recordsand notes without becoming involved in the activities of the participants. Denzin (1989) sees interviewing as “face to face verbal interchanges in which one personattempts to elicit information or expressions of opinions or belief from another person orpersons26 “. Interviews allow informants to express their own understanding in their own terms.Interviews range from highly structured close

Conference Session

Leadership in the Curriculum

Collection

2004 Annual Conference

Authors

Robert Martinazzi; Jerry Samples; Andrew Rose

Session 3615 LEADERSHIP 101 DEVELOPING THE LEADER IN ENGINEERING AND ENGINEERING TECHNOLOGY STUDENTS Robert Martinazzi, Andrew T. Rose, Jerry Samples University of Pittsburgh at Johnstown“The one quality that can be developed by studious reflection and practice is leadership.” General Dwight EisenhowerAbstractConventional wisdom defines leadership as a skill and as such it can be learned. The questionbecomes one of where to begin when teaching leadership skills? Researching the voluminousamount of leadership material

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Mustafa Sanver; Li Yang; Eric Gillispie

of user interaction will bereflected immediately in the 3D real world scene and the 2D rendering result. The webwarewas written by using the GL4Java library that provides native OpenGL binding for Java. NateRobin’s well-known demos were implemented. These include translation, projection, lighteffect, texture mapping, and so on. New demos were also developed with pedagogicalconsiderations in mind to emphasize the differences between model transformation and viewtransformation. Although the webware is designed for computer graphics learning themethodology is generic and can easily be applied to other disciplines or courses that requireheavy visual presentation. This webware reflects our long-term efforts to develop web-basedcourse material to

Conference Session

Undergraduate Research & New Directions

Collection

2003 Annual Conference

Authors

Asif Shakur; Kenny Fotouhi; Ali Eydgahi; Ibibia Dabipi

conventional wisdom is that we must resignourselves to a tradeoff. Fortunately and serendipitously for us, we believe that we have stumbledupon an innovative idea that kills three birds with one stone. The traditional curricula inelectrical engineering and physics require students to take at least one semester of anelectromagnetics course. In our case this happens to be ENEE 380, which is equivalent to PHYS315. Table 1 lists the catalogue course descriptions. This course introduces students toelectrostatics, vector calculus, Gauss’s law, Stokes’s theorem and culminates with anintroduction to Maxwell’s equations. Many electrical engineering and physics curricula requirestudents to follow this with a sequel that explores wave propagation, reflection

Collection

2000 Annual Conference

Authors

Sharon A. Driscoll; Carolyne E. Garcia

been developed since6,7.Indeed, the Learning Style Assessment Profile kit8 contains 24 independent scales that “diagnosea student’s cognitive style, as well as perceptual, affective, and environmental styles.”These instruments vary widely in their complexity, ease of administration, and the quality ofinformation the results provide, both for teachers and students. Additionally, these instrumentspurport to measure different dimensions9, ranging from Harb’s10 feeling/watching/thinking/ Page 5.504.1doing to Felder and Silverman’s6 sensory-intuitive/visual-auditory/inductive-deductive/active-reflective/sequential-global.This has enormous implications

Collection

2000 Annual Conference

Authors

John Duffy; Edmund Tsang; Susan M. Lord

joining of both academic coursework and community service with key featuresincluding reciprocity, reflection, and community-expressed needs. Previous studies have shownpositive effects of service-learning on a wide variety of cognitive and affective measures, manyof which match the criteria of ABET (for example, those dealing with interdisciplinary teams,ethical responsibility, impact of engineering in a global and societal context, and effectivecommunication). Examples of service-learning in engineering range from first-year designcourses coupled with local schools at University of South Alabama and at University of SanDiego to senior and graduate courses at University of Massachusetts Lowell coupled with a localHabitat for Humanity chapter and

Conference Session

Real-world Applications in ET

Collection

2002 Annual Conference

Authors

Randall Timi; Dannie Hutchinson; William Strenth; James Otter

engineering technologyfaculty learning style preference, show that preferences vary considerably between the variousgroups. Dr. Felder's studies show that undergraduate engineering students prefer a learning stylewith an emphasis on sensing, visual, deductive and sequential teaching, with no distinctpreference between active and reflective teaching methods. In contrast, engineering faculty, ingeneral, prefer intuitive, visual, inductive, reflective and sequential learning styles. Engineeringtechnology faculty tend to prefer sensing, visual, deductive and sequential methods, with nodistinct preference between active and reflective methods. Dr. Felder's studies and philosophiessupport the objectives of this project to assess student perceptions and

Collection

2001 Annual Conference

Authors

Earl Owen

the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationflow in the actual transistor. An incident voltage Ei1 at the input will divide, part will be reflectedback through the S11 path and the remainder transmitted to the output through the S21 path.Similarity a signal Ei2 incident at the output will divide, part will be reflected back through the S22path and the remainder transmitted to the input through the S12 path. Assuming signals exist atboth ports, the reflected voltages can be represented in terms of the incident voltages and the sparameters using the following relationships: Er1 = S11Ei1 + S12Ei2 Er2 = S21Ei1

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Nathaniel Bird, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Divisions

New Engineering Educators

Education, 2011 Mentoring with Index Cards: an Early Introduction to Formative Assessment for New FacultyAbstractThis paper illustrates the experiences of three first-year faculty members as they acclimated totheir new educational environment through an unusual mentoring process involving the humble3-by-5 index card. The faculty members were instructed in how to utilize index cards forsoliciting comments from their students. The cards were then used for formative assessment ineffecting changes in course content through both instructor reflection and discussions with asenior faculty member. The index cards served as an effective framework for developing amentoring relationship, with the senior faculty member providing

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Light, Lewis-Clark College

Tagged Divisions

Community Engagement Division

. It is hoped, that through adescription of the project genesis, chronological description of events, identified learning goals,and a description of the reflection and relationship to assessment and project improvement, thisproject could be replicated elsewhere.Tsang2 specifies four essential components for service-learning in engineering as: 1) identify acommunity need that matches course learning objectives and form a partnership; 2) create andimplement a solution; 3) evaluate that solution for continuous improvement; and 4) engagestudents in structured reflection. The wheelchair ramp service-learning project described in thispaper meets these four essential components as described below.Statics and dynamics are the study of forces on

Conference Session

Integration of Research and Education in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yuen-Yan Chan, Chinese University of Hong Kong; Wai Yin Ng, Chinese University of Hong Kong

Tagged Divisions

Electrical and Computer

lesson for Information Security, a case whichdescribed an online bookstore with clients complaining about stolen account andunauthorized transactions were given, and students were asked to investigate into the possiblecauses, and proposed corresponding solutions.Coaching during an inquiryAfter the problem and the expected deliverables are clearly explained, the inquiry process canthen begin. In the lessons, learners conduct inquiry collaboratively in groups, they fullyanalyze and comprehend the problem, plan how to investigate, and summarize and reflect onthe results. Scaffolding aid is critical in this step and is provided in terms of short lecture,reference web sites, hands-on experiments, and guided activities. These scaffoldings wereprovided

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Mohammad Mayy, Norfolk State University; Monica Farmer Cox, Purdue University, West Lafayette; Tanya S. David, Norfolk State University

Tagged Divisions

Materials

will describe the development of an outreach activity for middle and high schoolstudents by Graduate Trainees, including initial approaches and revisions based on anecdotalobservations made from previously conducted workshops. Reflections from the Trainees willalso be included in an effort to understand how doctoral students with technical backgroundsdevelop pedagogically-sound materials that translate their research to new educational audiences.The primary goal of the developed workshop is to create an awareness of carbon nanotubes(CNTs) amongst participants and how their use in future applications within the field ofnanotechnology can benefit our society. The workshop provides a guided discussion viaPowerPoint presentation and hands-on

Collection

1998 Annual Conference

Authors

W. Ernst Eder

method of avoidingall other known methods. If the claim were absolutely true, it would lead to purely randomaction, without reflection [10] or learning.Use of a method usually involves applying some heuristics [11] to help in solving the problem.This discussion should be coupled with the idea of "putting theory into practice" – which shouldrather be stated as "putting theory behind practice," or "underpinning practice with theory." Asimilar falsehood consists of "technology transfer," implying transfer only from research intoindustry, i.e. from theory into practice. Transfer always goes both ways, even though some Page 3.234.3spectacular "high

Collection

1997 Annual Conference

Authors

Richard A. Young

data set is taken. Within this context: • There is a gradual reduction in the amount of direction offered in the lab handouts,coupled with an increased frequency of answering a question with an experimental question. • There is an active encouragement for creative experimentation (and fun) through a moreleisurely and reflective pace of experimental activity. The relaxed pace of the laboratory allowsfor peer group teaching and learning. Students are free to look at a variety of experimentalsolutions, generated by their peers, and incorporate a variety of ideas in their own approach.Prior to computerization, however, alternative experimental approaches often remainedunexplored because: • Data acquisition was often tedious; so

Collection

1998 Annual Conference

Authors

Michael J. Pavelich; Barbara Olds; Ronald Miller

most recognized and valid method to quantify maturation of college students’intellectual abilities relies on developmental process models such as Perry’s model of intellectualand ethical development [4] and King and Kitchener’s Reflective Judgment model [5]. Thesemodels measure students’ positions along a hierarchical construct of stages representingincreasingly more sophisticated ways of understanding and solving complex problems. Astudent’s position on the Perry or Reflective Judgment model scales is measured using one ofthree techniques: 1) a videotaped or audiotaped interactive interview conducted by a trainedexpert, and evaluated by a second trained expert, 2) a written essay exam scored by a trainedexpert, or 3) a multiple choice

Collection

1998 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

academia.In two biological engineering courses, a freshman level course at Louisiana State University(LSU) and a senior level course at the Ohio State University (OSU), student portfolios were usedto as a tool to bridge the academic-industrial gap. We, the instructors, illustrated to our studentsthe use of portfolios in industry through sharing company technical marketing documents,statement of qualifications packages, and individual employee annotated resumes. We assignedstudent portfolios that reflected their use and importance in industry, and promoted comparisonsbetween student portfolios and their industry counterparts.Assessment of student performance and ABET 2000

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University; Marcia Pool, University of Illinois Urbana-Champaign; William H Pennock, New Jersey Institute of Technology; Erick S. Vasquez-Guardado, University of Dayton; Fahmidah Ummul Ashraf, Bradley University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

maps and reflections will be used to assess student’sgrowth in EM connectedness. A description of each institution’s partnership development andimplementation is presented in this paper. We anticipate key results will include: 1) students’positive perception through engaged learning, 2) student growth in EM connectedness, 3)students’ increased appreciation of multiculturalism, 4) all modalities support growth in student’sEM and multiculturalism competencies, and 5) in-person international travel componentsdemonstrate a larger increase in multiculturalism competencies due to cultural immersion. Theteam is finalizing plans for these experiences in fall 2023 and will implement the experiencesand collect data in spring 2024

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

outcomes. Scholarssuch as Felder and Brent have emphasized the importance of disciplined inquiry into teachingmethodologies to improve the learning experiences of engineering students especially related toactive learning [6], [7]. SoTL allows educators to systematically investigate effectiveinstructional strategies and assess their impact on student learning. Previous research hasunderscored the transformative potential of SoTL emphasizing its role in shaping curriculardesign and facilitating evidence-based teaching approaches [8]. Reflective practice and practicedissemination, two key components of SoTL, holds the potential to accelerate growth not only atthe micro (classroom) level but also at the meso (institutional) and macro (national

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Lee Kouo, The Johns Hopkins University; Jeanette Chipps, The Johns Hopkins University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

further detail below. The data exploredwithin this case study included observations of the classroom teacher while teaching the e4usacurriculum, instructional materials, and reflections following instruction. Engaging in this case studyenriches the understanding of engineering pedagogy and supports the practices of other educatorsaiming to remove barriers and support SWDs in engineering education.Teacher Selection and School Site and The case study took place at a school that provides extensive educational and support servicesto children and adolescents who have autism, trauma disorder, and multiple disabilities. It is also one ofthe e4usa partner high schools that offer a pre-college engineering program to SWDs. Mr. Sagunoversees the

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Clemson University

Tagged Divisions

Chemical Engineering Division (ChED)

less than 50% of the class admitted that they used the resourcesavailable.IntroductionThe Felder-Soloman Index of Learning Styles is a validated and accepted tool for assessingwhere on the spectra (visual-verbal, sensing-intuitive, active-reflective, sequential-global)students fall with respect to the different stages in the learning process [1-3]. To date, theinventory has been used as a guide to help instructors vary their classroom instruction to usemethods that will ultimately address all learning styles by cycling through instruction approaches[2, 4-9].Over the last two decades, a group of educational psychologists have attempted to refute thevalidity of learning styles in the design of instruction, stating that doing so is a detriment

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, King's College London

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

masculinity and competition in engineeringculture [6]. A review of engineering identity synthesized common aspects that defineengineering as problem solving and knowledge in math and science [7] reflecting thetechnical focus. In light of these dominant narratives, there is ongoing work to disrupt thetechnicist identity and exclusionary culture of engineering to better reflect the multifacetedroles of engineers and the diverse populations they serve (see, for example, [8]). One framingto broaden the scope of what it means to be an engineer and do engineering is macroethics,the collective societal responsibility of engineers [9].MacroethicsRelative to other subjects, ethics has a shorter history in the engineering curriculum withformal inclusion