Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

increase in heat-related death, damage to land, plants, andanimals, a rise in life-threatening infectious diseases “such as dengue, malaria, vibriosis, andWest Nile virus” [1], peril to water security, sanitation, and food production, harm to livelihoodsand economic loss. Preparing the next generation of Environmental Professionals to tacklethese and additional challenges is daunting. This paper shares some preliminary reflections onsix short workshops to humanize care, commitment, skill, and responsibility for the heavy liftinginvolved in facing the effects of climate change. The workshops introduce graduate students tothe concept and practice of transdisciplinarity, weaving together topics from interculturalcompetence, community-engaged practice

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lee Kemp Rynearson, Campbell University

key classes during the first-year and senior year for students, while being aimed atindividual work during the middle two years of study.This awards program targets eight values the engineering program seeks to develop in eachstudent: Community, Professionalism, Ownership, Relevance, Resilience, Ethics, Excellence,and Service. These values are introduced to students with discussion and reflection during thefirst year of study, as well as being prominently displayed in the academic building mostassociated with engineering. Awards are given in the spring semester. Students are nominated byothers including peers, faculty and staff, and representatives from local industry with the processvarying by which year of study the awards are for. In the

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Susan F Freeman, Northeastern University

they most wish to explore and workshop presenters will facilitate three interactive activities to enable attendees to reflect directly about their classroom experiences. 3. Discussion + Wrap-up – 20 minutes a. Participants will come back together as one larger group with time allotted for sharing out from the three individual activities. Presenters will lead a short summative activity to highlight ‘take-home’ messages/ideas. b. Presenters will provide a list of useful resources which will be amended to include input from this discussion

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

language.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

diverse workforce brings moreperspectives to problem-solving. Unfortunately, conventional engineering education has oftenignored Diversity, Equity, Inclusion, Belonging, and Justice (DEIBJ) issues, perpetuating biasesand supressing underrepresented groups. Due to this inequity, educators need to create inclusiveenvironments that value and empower all students and reflect engineering design’s collaborativeand multidisciplinary nature. Inclusive Design (ID) values solutions that are accessible and user-friendly to individuals of all abilities, backgrounds, and identities, which aligns with engineeringeducation goals. ID encourages empathy and teamwork by having designers consider diverseuser group needs throughout the design process. By

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Barker, University of Virginia; Brian P. Helmke, University of Virginia; Lynn Mandeltort, University of Virginia; Jessica Taggart, University of Virginia; Timothy E. Allen, University of Virginia

Tagged Divisions

Biomedical Engineering Division (BED)

to make proposals for changes in the curriculum: How could gaps or deficienciesbe addressed? What other data are needed before making changes? (Principles 1, 2, 3, 4, & 5).Again, faculty were highly engaged at each step: 100% of faculty teaching an undergraduatecourse were interviewed, and at the second department retreat, ~70% of faculty participated,including 18 tenure-track faculty (10 full, 4 associate, and 4 assistant), 2 teaching-track faculty,and 1 lecturer. At the conclusion of this retreat, attendees were asked to complete an exit survey.Responses showed clear appreciation for our approach, as well as an acknowledgement that weas a department have work to do together on the curriculum to better reflect our new objectives.Future

Collection

2017 ASEE Midwest Section Conference

Authors

Khaled Mansy

overcast sky (100% cloud cover). • Ground reflection that may affect the reflected light components off the ground into bottom floors of the building. • Space orientation which determines which side of the sky dome the space may receive light from. For example, is the space facing the bright south sky or the less bright north sky (assuming a location in the Northern Hemisphere)? • Glass ratio, which is the area of glazed windows to the gross area of the exterior wall. • The visual task performed in the space, since different visual tasks require different intensities of light on the work-plane.All of the above-mentioned factors affect the performance of daylighting systems inbuildings because they

Collection

2006 ASEE Midwest Section Conference

Authors

Jung Oh, Kansas State University at Salina; Alysia Starkey, Kansas State University at Salina

/customized information literacy instructionand communication skill development. This paper describes how the course instructor,librarian, and writing center staff learned from each other’s reflections to make theassignment a meaningful learning experience not only for students but also forthemselves through sharing the lessons learned from the evolving teaching and learningprocess.According to the Technology Accreditation Commission of the Accreditation Board forEngineering and Technology (TAC of ABET) Criterion 2 Program Outcomes,engineering technology graduates should demonstrate a mastery of knowledge(Criterion2 a), an ability to apply current knowledge and adapt to emerging applications ofmathematics, sciences, engineering and technology (2 b

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Artur Liamin; Jeffrey Gorn; Timothy Golden; Ezekiel J. Blain; Bryndol Sones; Timothy H. Trumbull; Brian Moretti; Don Gillich

USMA teamedwith RPI Faculty to offer students an opportunity to gain experience with the RCF. This experience wasdelivered using multiple videos that first present lectures given by RPI instructors about the concept ofthe lab and then the conduct of the laboratory itself.Disclaimer: The views expressed herein are those of the author and do not reflect the position of theUnited States Military Academy, the Department of the Army, or the Department of Defense.This blended learning opportunity enables cadets to broaden the skills and knowledge gained in theclassroom to the laboratory environment. It is essential for the cadets to work with the West Point sub-critical assembly prior to the conduct of this blended learning experience, as it

Collection

2007 Fall ASEE Middle Atlantic Section Conference

Authors

Carl A. Erikson

inKolb’s Experiential Learning1, Schön’s The Reflective Practitioner2, and more than twenty-five years ofrelated research and curricular innovation in areas that now include experiential learning, collaborativelearning, problem-based learning, and service-learning. Authentic engagement, however, does not readilyintegrate into the traditional classroom. For more than a decade faculty members in Department ofEngineering have worked outside the formal curriculum to partner with non-profits to create voluntaryopportunities for student engagement. Examples of helping technologies developed and implemented bystudents and their faculty mentors include: (1) simulated landmines to increase awareness about thelandmine problem and train abatement workers; (2

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Harold R. Underwood

the World (STW) as part of their general education requirement.Beyond increasing their technical literacy, the STW course intends to help studentsrecognize how science and technology (S&T) relate to other parts of culture, preparingthem to reflect critically on the nature and scope of S&T, and develop a personalperspective of their own. The case study in this innovative teaching approach, isintended not only to facilitate stated course objectives, but to encourage students to studyother cultures on their own, where they may plan to travel, or have already visited, to seewhat role technology has played. In so doing, they may find nuanced instances of thedigital divide worldwide, and issues that may either realistically complicate or

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities

Tagged Divisions

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

know?Systems, andScientific Read fictionalized medical case studies where a organ systems. Identify Doctor Diaries (3) argument components within these texts.Argument Transplant Watch and reflect on a video testimony about an individual’s organTranslating Testimony transplantation journey.Knowledge intoReal-World History of Organ Read and discuss the history of organ donation and transplantation. Transplantation Identify the primary challenges facing the organ transplantation system.Applications:Organ Watch video(s) about animals which have evolved to

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Alex C. Szatmary

Ordering Components of a Class Session: Application of Literature to Design of a Module on Analysis and Modeling of Dynamical Systems in Biology Alex C. Szatmary, National Institute of Child Health and Human DevelopmentThe ordering of components of a class session affects the effectiveness of instruction. Forexample, choosing to start with a real-life example could get students motivated to learn about aconcept, or choosing to end with a worked example could prepare students to do homeworkproblems. Ordering learning activities should reflect an understanding of the steps that people gothrough in a learning cycle. One way of thinking about how best to

Collection

2003 ASEE North Midwest Section Conference

Authors

Mani Mina; Vicky Thorland-Oster; Roger Bentley

address all or some of the following questions: 1) Determine academic institution’s need for change 2) Define students who are successful in “actualizing” (ready to change, embrace learning, accept self, and willing to take risks) 3) Determine how do we measure that 4) Evaluate the differences or factors 5) Describe the “adapting to change hypothesis” 6) Ways to influence students to adaptation skills a. Change theory b. Environmental theory c. Learning styles d. Case studies e. Peer report f. Self reflection i. Written ii. Discussion iii. Thinking 7) Assess the amount of change (success) from #6Our ultimate

Conference Session

Documenting Success

Collection

2005 Annual Conference

Authors

Patricia White; Steven Mickelson; Thomas Brumm

-graduation.Integrating STARs into the CurriculumSTARs are integrated into the ABE undergraduate curriculum during the first semester in both ofour Agricultural Engineering (AE) and Agricultural Systems Technology (AST) programs. Bothprograms have a first semester orientation class (Engr 101 and AST 110) that meets for one houreach week for fifteen weeks. Both orientation classes have integrated two periods on BBI andSTARs.During the first period students are introduced to fourteen ISU Competencies that are used to inour learning outcomes assessment process. Students are asked to read and reflect on thedescriptions of the seven of these core workplace competencies: Engineering Knowledge,General Knowledge, Analysis and Judgment, Communication, Continuous Learning

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jim Richardson

portfolios by a faculty/industry committee 4 Session Number 1896 Mechanical engineering faculty at Stanford developed an innovative peer-review methodin which professors volunteer to be reviewed by their colleagues 5. The professor being reviewedfirst writes a reflective memo on the process he or she used to plan and deliver the course. Next,colleagues interview two groups of students from the professor’s course. And finally, thecolleague reviewers write a summary memo based on information in the reflective memo andstudent interviews. Focus groups were formed of participants from over a two-year period. Thefaculty especially liked the reflective memo and many now write

Collection

2024 ASEE-GSW

Authors

Shadi Balawi, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Joanna Tsenn, Texas A&M University; Mohammad Waqar Mohiuddin; Carlos R. Corleto P.E., Texas A&M University

strategies charter for their class project reflection on team building activity • Short reflection/assessment• Short reflection/assessment • Short reflection/assessment Proceedings of the 2024 ASEE Gulf-Southwest Annual Conference West Texas A&M University, Canyon, TX Copyright  2024, American Society for Engineering Education 4 Implementation PlanThe UNITES teamwork skill development project was launched to enhance our undergraduatecurriculum in the mechanical engineering

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Doga Yucalan, Cornell University; Celia A. Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

student-centered techniques into their lectures is common in faculty, the additional timecommitment is a typical barrier. This work describes a pilot program called the “Interactive LearningCollaborative” that supports trained teaching assistants (TAs) in designing and implementing interactiveactivities and retrospective post-assessments in lectures, in partnership with faculty. The objectives of thepilot were to 1) provide engineering TAs opportunities to practice activity design and implementation, 2)improve students’ comprehension of the material through peer interaction and reflection in lectures, andin doing so, 3) demonstrate to faculty these pedagogies and their positive impact on student perception.In the fall of 2021, TAs met with a

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

Tagged Topics

NSF Grantees

showed that this instructional technique significantlyimproved students' ability to answer a second, isomorphic ConcepTest on the same concept,immediately after the first ConcepTest, even though the instructor did not supply the correctanswer to the first ConcepTest. For difficult questions, where only about 20% of the studentsanswered the first question correctly on their own, approximately 55% answered the secondquestion correctly on their own. This improvement demonstrates the value of ConcepTests andpeer instruction for improved learning.Questions that reflect the core concepts of a discipline are believed to be most effective inpromoting conceptual change, especially when answer choices reflect common studentmisconceptions. Eliciting those

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Jitesh Panchal, Washington State University; Sammy Haroon, The RBR Group; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Page 22.429.1 c American Society for Engineering Education, 2011 Design Education for the World of Near Tomorrow: Empowering Students to Learn How to Learn1. IntroductionThe world of technology is becoming increasingly complex and dynamic. The skills that wereconsidered valuable yesterday are becoming the commodities of today and tomorrow [1,2].Looking back at the past 20 years of engineering design and realizing how much the world haschanged it becomes apparent that this change needs to be better reflected in the way engineeringdesigners are educated [3-6]. Complex social networks, consisting of millions of individuals,have formed over the Internet through emerging Web 2.0

Collection

1999 Annual Conference

Authors

Halvard E. Nystrom

a profit. They work in teams to make these decisions, compare their results,and reflect on their performance and how it could have been improved. As a result, they betterunderstand how Engineering Management helps them become more effective engineers who candeal in the world of business and help their firms focus on the most important problems. Thesimulation allows them to visualize how the degree will allow them to function as an engineerand use marketing, finance, engineering economics, accounting, management informationsystems, management, manufacturing and production, to become more effective and successful.The simulation is handled with a Microsoft Excel worksheet that is intended for use with

Collection

2000 Annual Conference

Authors

Joseph A. Shaeiwitz

to the goals of the curriculum, if such goalsactually exist.2 The AAHE basic assessment principles include:3 • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time • Assessment requires attention to outcomes, but also and equally to the experiences that lead to these outcomes • Assessment works best when it is ongoing.Application of these three basic assessment principles are viewed as a major step in addressingthe problems of a disjointed curriculum with content unrelated to curriculum goals. The idea isto assess education as it is delivered, to integrate assessment with teaching and make assessmentpart of an instructors

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Technological Literacy Constituent Committee

, science and engineering; 2) learning a specific subject intechnology, for example, basic concepts in control systems; and 3) experiencing theprocess of designing, constructing and improving a technological system, for example,robotics. Students’ performance in the course and their very positive reflections on thisexperience indicate that individuals having a background in exact sciences are frequentlyinterested in learning technological concepts and are capable of handling relativelychallenging technological tasks in a short time. Based on our experience, it is suggestedto adapt the following guidelines in designing programs aimed at fostering technologicalliteracy: linking what is learned in the class to participants’ daily lives or

Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Daniel Davis, University of Hartford

Tagged Divisions

Architectural

products ≠ Increase building envelope insulation ≠ Glazing area and performance ≠ Optimize day-lighting ≠ Day-lighting controls ≠ Light shelves ≠ Solar shading ≠ Nighttime ventilation ≠ Mixed mode ventilation ≠ Reflective roofs Page 15.774.3Medium first-cost with medium-term payback ≠ Low flow water fixtures ≠ Heat recovery ≠ Desiccant cooling ≠ Evaporative cooling ≠ Borehole cooling ≠ Wind tower/scoops ≠ Green roofsHigh first-cost with long-term payback ≠ Photovoltaics ≠ Wind turbines ≠ Geothermal ≠ Double-skin facadesIn the final analysis both first-cost and payback have to be considered.Incorporating Green Building into

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

effectivelyin practice, such as guidance on system integration or iterative design.This study explores learning analytics within the context of Introduction to Engineering Design(ENES100), a required first-year engineering design course at the University of Maryland.Specifically, it investigates whether the timing and frequency of WiFi-based testing connectionsused to evaluate autonomous robot navigation, correlate with team-level project outcomes. Indoing so, it aims to demonstrate how behavioral engagement data can serve as both a predictor ofsuccess and a reflective instructional tool in engineering education.Experimental Methods/Materials/Project ApproachENES100 DescriptionENES100 is one of the first required courses taken by engineering majors at

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Nahid Vesali, The Citadel; Mostafa Batouli, The Citadel

Tagged Topics

Professional Papers

programs emphasize distinct areas such as project controls,cost estimation, and construction safety. As a result, CONE graduates face lower pass rates onthe FE Civil Exam compared to their Civil Engineering counterparts.Recognizing the unique competencies required for construction engineers, the NCEESintroduced the Construction Engineering discipline to the Professional Engineer (PE) exams inApril 2008. This change was driven by demand from the construction engineering community tobetter reflect the professional practice and specialized needs of construction engineers. TheConstruction PE Exam emphasizes knowledge areas such as construction management,scheduling, cost estimation, materials, and safety, allowing construction engineers to have amore

Conference Session

Track 4: Technical Session 2: Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jamie Huber Ward, NCWIT; S. Kiersten Ferguson; Sherri L Sanders

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

This material is based upon work supported by the National Science Foundation under Grant No. 2216561. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.1 Overview of NCWIT’s Philosophy2NCWIT Undergraduate System ModelOrganizational Change Process Communicating for Change Evidence-based tools help establish credibility by explaining a vision ofchange and how it is grounded in theories, best practices, and resources. Creator: https://pixy.org/ | Credit: https://pixy.org/763757/ Copyright: CC BY-NC-ND 4.0Use Compelling Evidence “[I have met] an incredible

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiwon Kim, Purdue University at West Lafayette (COE); Woongbin Park, Purdue University at West Lafayette at West Lafayette; Abigail Erskine, Purdue University at West Lafayette (PWL) (COE); Knic Austin Royer, Purdue University at West Lafayette (COE); Hui-Hui Wang

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

elementary quantum concepts can be taught to middle school students using engineering practices. Previously, she participated in the CourseMIRROR project, in which she analyzed students’ reflection data both quantitatively and qualitatively.Woongbin Park, Purdue University at West Lafayette at West Lafayette Ph.D. student and former ETE teacher (8 years of experience)Miss Abigail Erskine, Purdue University at West Lafayette (PWL) (COE)Knic Austin Royer, Purdue University at West Lafayette (COE)Hui-Hui Wang ©American Society for Engineering Education, 2025Title: Evaluation of a 9th-grade Integrated STEM Curriculum Connecting Biology, Data Analysis with Excel, and Problem-Solving (Evaluation

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica N. Tran, University of British Columbia, Vancouver; Jessica Wolf, University of British Columbia, Vancouver; Jillian Seniuk Cicek, University of Manitoba

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

education, and understand how students and faculty learn these curricula. She also researches student engineering identity; instructor pedagogical knowledges, approaches, and belief systems; engineering competencies required for engineering practice; sociotechnical thinking; relational methodologies for engineering and technological development; and the development of engineering education as a field in Canada. ©American Society for Engineering Education, 2025 Decolonizing engineering curriculum on stolen land: Settler amnesia within engineering educationAbstractIn line with the LEES division theme, “Engineering Education for Truth and Reconciliation”,this paper reflects on

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Safia Malallah, Kansas State University; Ejiro U Osiobe; Lior Shamir, Kansas State University; Joshua Levi Weese, Kansas State University; Nathan H. Bean, Kansas State University; Russell Feldhausen, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

relationships, psychosocial support, and collaborativecreation for children with medical conditions, further illustrating the potential of VWs toenhance social development. The alignment of virtual environments with developmental stages and cultural contextsis a recurring theme in literature. Beals and Bers [11] proposed a developmental lens fordesigning VWs, emphasizing purpose, communication, and play to support children’scognitive and emotional growth. Bers et al. [12] extended this focus by advocating for safe,inclusive environments that reflect diverse cultural narratives and foster identity exploration.Malallah [13, 14] introduced the “bes-T-ech” framework to integrate computational thinkinginto early childhood education, emphasizing