Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, University of California, Merced

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

illustratedgraphically.theoretical foundation. It is also conceivable to erect a sophisticated philosophical edifice withoutmuch practical relevance. A balanced and rational relationship between philosophy and practiceis that of informing and qualifying 8 . Just as philosophy learns from practice and in turn can refineit, matters of practice gain justification by and provide feedback to theory. This mutualrelationship is what we will reflect upon in the following, vis-a-vis engineering.The subject matter of engineering (what can be called the first-order knowledge of engineering) isthe object of study for philosophy of engineering and philosophy of engineering (what can becalled the second-order knowledge of engineering) is a necessary element in the curriculum ofteacher

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Mitzi Desselles, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

E X Q28 to focus on.] (-) When I have a big decision to make... [I try to think of all the possible G 1 Q82 options.] When I have a big decision to make... [I consider the pros and cons of each E 1 Q83 option.] Q93 [I often reflect on my decision after implementing it and seeing the outcome.] L 3 [I often reflect on my decision PROCESS after implementing it and seeing

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan

Tagged Topics

Diversity, Faculty Development Constituency Committee

where participants Theatrical performance by the CRLT teaching define inclusive teaching, reflect on the Players with a series of short plays 75 min - IAs impact of social identities on teaching, addressing topics including student 90 min - GSIs examine scenarios related to classroom diversity, teaching persona, and climate, and brainstorm strategies to microaggressions. Structured table make the learning environment more discussions were led by trained facilitators inclusive. at key moments during the performance. Two concur- In the first session, participants choose one of the following topics: leading

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Emily Alicia Affolter, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

do your research methods employed tostudy engineering education align with your social justice values? In what ways could you examine orimprove upon your research methods to reflect a critical intersectional frame? How might that framebe relevant to your work and change-making in the field of engineering education? Participants willleave the workshop with an increased awareness of how to do engineering education research thatreflects social justice values, paired with concrete methodological ideas to run with. 1 Aligning your Research Methods with your Social Justice Values Plan for the workshop

Conference Session

Undergraduate Research and Industry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Faisal Aqlan, Pennsylvania State University; Qi Dunsworth, Pennsylvania State University; Jessica Resig

Tagged Divisions

Manufacturing

related topic so that they can use to teach a STEMconcept required by the school’s curriculum. This way, the instructional unit can bridge the gapbetween textbook knowledge and real-world applications. The high school students will learn theselected concept in the context of manufacturing industry through simulation and automationhands-on experimentation. This paper introduces the RET program at the Penn State Behrend’s site. We will start witha program description, the research and curriculum design components, followed by curriculumimplementation and evaluation status to date. A reflection on lessons learned will also be shared.2. RET Program DescriptionThe RET program recruits 13 teachers and community college faculty each year from

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malinda S Zarske, University of Colorado, Boulder; Michael A Soltys, University of Colorado, Boulder; Jennifer Kracha, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

addition, course outcomesincorporate successful team dynamics, individual skills development, and multiple opportunities forself-reflection of steps of the design process.Courses involving collaborative design teams — and grades that are dependent on the associatedteam deliverables and final project — can be frustrating to individuals placed on teams that do notperform to their expectations. The EFC course grades have a team-based set of graded components;half of students’ final grade is set by team projects deliverables. However, individual courseelements have been included throughout the semester to allow students more input into their finalgrade. These elements include personal reflections on skills development, user testing, and

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qiushi Li, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Design in Engineering Education

,creative thinking and hands-on skills [8]-[10]. Moreover, it was hypothesized thatengagement in the SDPs was closely associated with the steep growth in students’epistemological development during the last year of college [1]. Students’epistemological thinking refers to their reflections on “the limits of knowledge”, “thecertainty of knowledge”, and the “criteria for knowing” [11]. Expert engineers tendedto demonstrate more sophisticated manner of epistemological thinking than novices[12]. Nevertheless, few studies have specifically explored engineering students’epistemological thinking and the associated factors in the context of SDPs. Therefore, in order to further explore the epistemological development ofengineering students and its

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Pre-College Engineering Education

videos showing device functionality, share programming code, and post a reflection on their design processFigure 2: Tasks and sample student work from final design project of first elementary contentcourseOur research questions for exploring this conjecture with TEEP program asked: 1. How did teachers respond to engaging in meaningful engineering for teachers in the TEEP program? 2. What did teachers identify as important things they learned about engineering content and pedagogy?METHODSParticipantsIn this exploratory study, we analyzed the transcriptions of semi-structured interviews of elevenelementary teachers and specialists in the 2017-2018 TEEP program. The group of teachers, 10females and 1

Conference Session

Mechanical Engineering Technical Session: Dynamics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamyar Ghavam, University of Waterloo; Homeyra Pourmohammadali, University of Waterloo; Lucas Botelho, University of Waterloo

Tagged Divisions

Mechanical Engineering

. c American Society for Engineering Education, 2020 A Cross-Cohort Dynamics Project Study Kamyar Ghavam, Homeyra Pourmohammdali, Lucas Botelho Mechanical and Mechatronics Engineering Department University of Waterloo, Waterloo ON CanadaINTRODUCTIONEngineering educators are constantly seeking methods to improve the education of their students.This paper will discuss the motivation behind introducing the students to a cross-cohort projectand its effects on the learning outcomes of engineering students.Problem Definition: In undergraduate programs students often work on their projects within theirown cohort. However, this is hardly reflected outside of the

Conference Session

Computer Engineering Technology Curriculum

Collection

2007 Annual Conference & Exposition

Authors

Xuefu Zhou, University of Cincinnati; James Everly, University of Cincinnati; Max Rabiee, University of Cincinnati

Tagged Divisions

Engineering Technology

advisor committee. The new course has been offered twice in 2006and received very positive student responses. This paper describes the course information,lecture topics, laboratory exercises, student feedback, and the instructor’s reflections.1. IntroductionWireless computing is a rapidly emerging technology which offers network connectivity therebyminimizing the need for a wired connection and thus supports the concept of mobility. Wirelesstechnology has already become the most exciting area in telecommunications and networks. Therapid growth of wireless and mobile telephones, satellite communication, wireless local areanetworks (WLAN), wireless personal area networks (WPAN) and wireless metropolitan areanetworks (WMAN) and the applications of

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Leslie Inniss, Florida A&M University; Enos Inniss, University of Texas-San Antonio

Tagged Divisions

Civil Engineering

of extending the project over several semesters and therefore through the curriculumis explored.IntroductionAs we become a more global and multicultural society we need educated workers who can meetthe challenges of a rapidly-changing world. One way to ensure this type of worker is to trainuniversity students, not only in the classroom, but also in the real world. Service learning is onemeans of providing this type of education, particularly in engineering. If we define engineeringas an applied science designed to solve practical problems and thereby improve communityliving, then service learning is crucial to engineering education. ABET’s recent changes inoperating philosophy seems to reflect this realization. In its criteria for Civil

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Matthew Mehalik, University of Pittsburgh; Yaron Doppelt, University of Pittsburgh; Christian Schunn, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

students electricity concepts in science classes.Design-based learning is intended to engage students in ways that enhance their abilities to solvereal-life problems and to reflect on their learning processes. This style of active learning is anextension of project-based learning, which is argued to enable students to relate problems toscience concepts.10, 15 Design-based learning differs from project based learning in that, inaddition to constructing and building, students engage in a design and planning process thatfollows engineering design.Typically, as was the case in the subject school district, electricity (and science in general) istaught using a guided/scripted inquiry approach to learning. Students are given materials andprocedural

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

Open-ended: Challenge Problems can be solved using more than one approach, the approach will not be found in a textbook, and many different yet feasible solutions exist Reflective: problems should have a built-in reflection component, to help students examine their own learning processI used six Challenge Problems during the Fall semester. The problems were solved in class,typically in the lecture period immediately preceding one of the six hourly exams. An entirelecture period was devoted to each problem. Throughout the lecture period, I moved among thevarious groups, and gave feedback, sometimes to individual teams and other times to the entireclass. Moving among the teams provided me with

Conference Session

Professional Development/Scholarship & Service Learning

Collection

2006 Annual Conference & Exposition

Authors

Phillip Sanger, Western Carolina University

Tagged Divisions

Engineering Technology

ofthe course. It was preferred that the project be an actual and useful project but often times it wasonly an imaginary project. In the fall 2005 semester, the instructor chose to plan and execute anactual project during the course. This pedagogical approach has been successfully demonstratedto work at the graduate level2 but had not been tried at the undergraduate level. After carefulevaluation, the project was selected to plan and execute the move of an organization that servespersons with disability from their existing facility to a new location. This paper presents thecriteria for the project selection, the approach to the project plan, the reality of this approach, thelessons learned and the reflections of the students and faculty on the

Conference Session

Global Engineering in an Interconnected World

Collection

2006 Annual Conference & Exposition

Authors

Charles Schreier, University of Dayton; Carl Eger, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

International

and participation in all class sessions, • complete weekly readings and homework, • weekly electronic status while traveling, • written technical report upon return, • written reflection paper on experience, • submission of University expense report, • two presentations to either a technical or non-technical audience, one of which must be Page 11.1285.5 given to an on-campus audience.As set forth in the EGR syllabus, grades are issued according to the breakdown in Table 2. Table 2: EGR330 Grading Item Weight (%) Class

Conference Session

Ocean, Marine, and Coastal Engineering Topics

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Waters, U.S. Naval Academy; Randy Broussard, U.S. Naval Academy; Jenelle Piepmeier, U.S. Naval Academy

Tagged Divisions

Ocean and Marine

variability of illumination. Precisely located control points were used tocalibrate the stereo camera system. Contour plots are generated, but wave properties arenot computed.A review of optical ocean wind wave imaging was done by Jähne et al1. Jähne (focusingon short wind waves) concludes that optical imaging of the water surface is a difficultexperimental task that has not yet met with good results. Jähne concludes that techniquesusing reflection are best for deriving wave-slope statistics and refraction techniques arebest for wave slope imaging. The authors also point out the correspondence problem (tobe discussed later) restricts stereo photography to rough seas with many small-scalewaves.Most optical imaging has been limited to small surface

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati

Tagged Divisions

Software Engineering Constituent Committee

in contemporary softwareengineering principles, the experimental version of the course incorporated the followingvariations:1. The laboratory project now involves open-source mobile application development;2. The hybrid design methodology (waterfall and XP) is further explored by incorporating two or more development cycles into the project, while additional classroom activities further understanding of connections between the development process and application needs;3. Five active-learning sessions are included to enable reflection on past co-operative education or internship experiences and relate them to classroom learning. The objective of this novel pedagogical strategy, which we call UnLecture, is to bridge the gap between

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University

Tagged Divisions

Mechanics

is not simultaneously accompanied by (or occasioned through) an extension of the student‟s use of language. Through this elaboration of discourse new thinking is brought into being, expressed, reflected upon and communicated. This extension of language might be acquired, for example, from that in use within a specific discipline, language community or community of practice, or it might, of course, be self-generated. It might involve natural language, formal language or symbolic language.8” The language extension of engineers learning to solve problems includes some natural language, formal disciplinary language, and

Conference Session

Communication and Engineering Careers: Motivating Our Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Anderson, Northwestern University; David W. Gatchell, Northwestern University; Barbara Shwom, Northwestern University; Stacy Benjamin, Segal Design Institute; John Andrew Lake, Segal Design Institute, Northwestern University

Tagged Divisions

Liberal Education/Engineering & Society

-making process?The team used this list of questions to help them consider the issues they needed to communicateabout their design options, with the intent of revising the paragraph to reflect their thinking.Using the answers to the questions above, the team evaluated the trade-offs of their two designoptions, and came to the conclusion that one option was clearly better suited to the project thanthe other. The revised text is both clearer and a better statement of the team’s design direction. The pressure tank will connect to the Shedd’s water supply to ensure the water parameters are adjustable to the animals living inside. Since the Shedd always has at least one tank optimized for any species of seahorse, no

Conference Session

Engineering Education for Modern Needs Part I: Non-traditional Learning Methods and Expanding Student Markets

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

will be performing the work?Once the work is organized into a logical collection of related tasks, the next activity of theprogram and project management process is to assign the work to functional organizations, orindividuals, who will be performing the work. This end product is referred to as a ResponsibilityAssignment Matrix (RAM). Page 25.522.5To simplify the transition from the WBS to the RAM, it is assumed there are levels of detail inthe WBS not currently reflected in the above. Given this, the below is a depiction of themapping of work to be performed (WBS) to the individual/organizations responsible forperforming the work. The field

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heather E. Canary, University of Utah; Joseph R. Herkert, Arizona State University; Karin Ellison, Arizona State University; Jameson M. Wetmore, Arizona State University

Tagged Divisions

Engineering Ethics

. Due to shorter class meetingtime, Ellison presented the RCR materials over 9 class sessions rather than 5. On the whole,these changes are believed to have strengthened the integrated nature of ethics content deliveryfor these students. More applied content gave more direct opportunities to raise ethical questions.Delivering the RCR content over more sessions provided more sustained reflection on thesetopics.Hybrid ModelBased upon feedback from the Coordination Workshop (1) and the extensive availability ofonline course materials for RCR, the PIs decided to change the online modules envisioned in theproject proposal to a hybrid course model. This permitted maximum use of existing materials forthe online portion of the course and allowed for

Conference Session

Construction Classroom Development

Collection

2010 Annual Conference & Exposition

Authors

Whitney Lutey, Montana State University; Penny Knoll, Montana State University

Tagged Divisions

Construction

Constructors (AIC) Exam results and in-class assessment.3. Student attitudes towards safety and their belief that safety is common sense, intuitive knowledge.In addition, the paper offers a brief overview of our current approach to teaching constructionsafety, our plans for course improvement, and recommendations for safety education for similarprograms.This paper follows a similar thread to Peterson1 on student knowledge of and attitude towardsafety. Specifically, we wanted to investigate the safety culture of outgoing graduates of theprogram, reflecting the goal of the National Occupational Research Agenda’s NationalConstruction Agenda: research goal 8.1.2: Evaluate how safety and health cultures influence keyconstruction industry subgroups. In

Conference Session

Information Integration

Collection

2005 Annual Conference

Authors

Richard Priesmeyer; Mary Fernandez; John Fernandez

each of the emotions by combining responsesto low, medium, and extreme expressions of each. It also computes an overall EmotionalQuality (E-Quality) score that reflects the overall emotional state of the individual at thetime of the assessment. This E-Quality score is computed as the difference between theaverage of the pleasant emotions (happiness, interest and surprise) and the average of theunpleasant emotions (contempt, disgust, shame, fear, anger, distress, sadness andanxiety). The difference is then recalibrated to range from +100 to -100. The result is a Page 10.613.3 Proceedings of the 2005 American Society for Engineering Education

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Robert Harris; M. Bramhall; Ian Robinson; David Hick

undertake. This module develops the students’ teamwork andleadership skills away from the university, by participating in a series of indoor and outdoortasks, with an inter-disciplinary design focus, spread over a weekend. Assessment is by bothstaff observation and student self-reflection with a ‘portfolio style’ evidence-based final report.The second module described in this paper uses ‘video conferencing’ between higher educationinstitutions, with postgraduate students at each university undertaking joint project work. Thesejoint projects are multi-disciplinary, for example engineering students working with businessstudents, or materials engineering students working with design students. This leads to thestudents’ greater understanding of the

Conference Session

Multimedia Engineering Education: Distance & Service Learning, Web-based Projects

Collection

2004 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

have the potential to: Provide a venue where information, ideas, and knowledge are shared and constructed; Provide a learning structure for reflection and critical thinking; Integrate multiple learning perspectives; Create strong commitment to achieve common goals; Provide positive impacts on learning.6. Learning Outcome Assessment and e-PortfolioThe purpose of outcome-based learning assessment is to improve the quality of learning andteaching in the College of Information Systems. It is based on three fundamental principles: Student learning is the focus in the classroom; Students must be able to apply their learning beyond the classroom; Students should become effective, independent, lifelong

Conference Session

Understanding Students: Cognition

Collection

2004 Annual Conference

Authors

Marina Pantazidou; Paul Steif

theeducational literature, including physics7, and more open-ended tasks, such as generalproblem solving8. The prescriptive approach was also the initial choice of the authors of thispaper. Reflecting on our own experiences as researchers and instructors and calling upon thethoughts of our colleagues, we independently formulated ideas on modeling, organizing theminto a framework. We then each critiqued the other’s framework, prompting each toreformulate our individual frameworks, with this process continuing for several iterations.Our respective frameworks had many commonalities. We both believed that modelingshould have a qualitative stage, followed by a quantitative stage. In the qualitative stage,decisions are made regarding the relevant phenomena

Conference Session

ET Design Projects

Collection

2004 Annual Conference

Authors

AHAMAD FARHOUD

crucial to farming. The idea isto water the plants when the soil becomes dry beyond a certain level. Students are expected toselect, design and build each component based on required specifications. Students areencouraged to take initiative in examining all the available options. This works to incite curiosityand inquisitiveness in students. To monitor the moisture levels of the soil, students are toinvestigate the conductivity of electrodes constructed from different metals and then choose theone with the widest range of variations in resistance reflecting changes in soil wetness. A signalconditioning circuit is then designed to change output resistance of the sensor to voltage, whichis then amplified and fed into the controller to be compared

Conference Session

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware

Tagged Divisions

Engineering Technology

requirement with a “Technical Practicum in Industry” – aninternship. Students are required to keep a reflective journal documenting their work activitiesand time on the job, which must reach 120 hours for a 3-credit course. The students also submita final report summarizing their experience.The ET workplace competencies provide an excellent framework around which the students canorganize their journals and final reports. Artifacts consisting of work products generated by thestudents can be provided and discussed in the narrative to demonstrate mastery of specificworkplace competencies. Students are encouraged to document significant workplaceexperiences using the behavioral interviewing response technique known as “STAR” –Situation/Task, Action

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nausheen Pasha-Zaidi, The Petroleum Institute; Jaby Mohammed, The Petroleum Institute

Tagged Divisions

Design in Engineering Education

process can affect the quality of the team experience. In this study,female students in an Engineering Design course at the PI were randomly assigned toteams. After the first team presentation, they were asked to consider the effectiveness oftheir random team assignment and reflect on their team processes. Student perceptions ofteam effectiveness were gauged using anonymous surveys. Engagement in teamwork wassubsequently assessed using a variety of tools. In this paper, the authors discuss theimplications of choice in team creation on student perceptions of team effectiveness andsatisfaction.IntroductionResearch suggests that same-gender teams (all-male or all-female) perceive themselves asmore effective than heterogeneous teams (Baugh &

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Ben Bocher, University of Wisconsin, Platteville; Austin Polebitski, University of Wisconsin Platteville

Tagged Divisions

Environmental Engineering

Low level are deemed “Unacceptable.” The competencieslisted in each outcome level varied slightly for each course and varied as the semester progressed(as will be noted in the “Reflection” section of this paper). The competencies used at the end ofthe Fall 2013 semester for the 4000-level Hydrology course are listed in Table 1. A similar listof competencies was used in the 3000-level Fluid Mechanics course, with adjustments to fit theinstructors’ preferences. These adjustments were relatively minor; for example, in the 4000- Page 24.205.3level courses, two or more comma errors are considered a Low level error, while for the 3000-level courses