Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Margaret Pinnell; Carl Eger

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

Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Ann McKenna

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

Collection

2024 ASEE North East Section

Authors

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

Tagged Topics

Diversity

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

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andrew Edmunds, Clemson University; Melissa Smith, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

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

Conference Session

Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heather Dillon, University of Washington; EC Cline, University of Washington Tacoma; Emese Hadnagy, University of Washington Tacoma ; Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Amanda K Sesko, University of Washington Tacoma; Rebecca N Sliger, Tacoma Community College; Noelle Wilson

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

campustransitions. We recruited from dual credit (e.g., “Running Start”) programs, incoming transfer studentsfrom local two-year institutions, and pre-major STEM students. In the course, we includedtransformational experiences and personal artifacts as a way to enhance research identity and buildcommunity. The personal artifacts were used as a tool to allow students to share an aspect of themselveswith the research class.Student worksheets and reflective essays were collected to assess identity related tasks and reflections inthe course. Students completed a survey about the class experience, with 100% of students reportingagreement that the class had a positive sense of community and collaboration.IntroductionThe transition from a two year institution to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, Harding University; James L. Huff, Harding University; Amy L. Brooks, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Engineering. Her dissertation research broadly focused on global issues related to sustainable waste management and plastic pollution. After earning her PhD 2021 from the University of Georgia, Amy developed skills in qualitative research methods in engineering education at Oregon State University. As part of this training, she used interpretative phenomenological analysis (IPA) to examine engineering faculty well-being and collaborated on the development of a reflective tool for researchers to build skills in semi- and unstructured interviewing. Building on her postdoctoral training, Amy aims to merge her methodological interests to pursue research questions in the nexus of engineering education, sustainable development

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

a burgeoning recognition of the need for DEI withinengineering [11]-[13]. The current state of DEI in the discipline is one of active evolution andcommitment. Institutions, professional societies, and industry leaders are increasinglyemphasizing the creation of more inclusive environments that attract and support a diverseworkforce. Efforts are being made to dismantle the barriers that have historically led tounderrepresentation in engineering fields. Initiatives ranging from outreach programs aimed atyoung students to institutional reforms in hiring and retention practices reflect this shift towardsa more inclusive engineering community.The relevance of DEI in engineering cannot be overstated, as the field significantly impactsevery aspect

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

' critical thinking and problem-solving skills.In project-based activities, participants experimented with materials to examine their light-reflective properties. This material testing informed the design of daylighting systems for modelhouses, allowing students to directly apply the EDP. Through this hands-on approach, studentssynthesized their theoretical learning with tangible engineering tasks, and embodied the role ofengineers in solving contemporary challenges.Tools and InstrumentsQuantitative InstrumentsFor the quantitative analysis, we administered structured pre- and post-intervention surveys toevaluate changes in students' self-efficacy, STEM identity, and engineering knowledge. Thesesurveys, which featured a series of items on a 5-point

Conference Session

Computing and Information Technology Division (CIT) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sharifa Alghowinem, Massachusetts Institute of Technology; Aikaterini Bagiati, Massachusetts Institute of Technology; Andrés F. Salazar-Gómez, Massachusetts Institute of Technology; Cynthia Breazeal, Massachusetts Institute of Technology

Tagged Divisions

Computing and Information Technology Division (CIT)

projects. Thisresearch also analyzes how adult learners interactively learn, reflect, and apply their AIknowledge to examples drawn from their workplace, while improving their understanding andreadiness to implement AI technologies effectively.Our three-day workshop centered around enriching and engaging learning about AI technologies,ethics, and leadership, featuring topics like supervised learning and bias, AI strategy, andgenerative AI. Apart from discussions, the workshops incorporated hands-on learning with digitaltools, robots, problem-solving scenarios, and a capstone project. Participants were 44 leadersfrom a large government organization. Their learning was measured through pre- andpost-questionnaires on AI leadership, knowledge checks

Conference Session

CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

) identified a significant lack of JEDI-relatedcontent in professional engineering societies, underscoring the urgent need to strengtheneducation in these areas to prepare inclusive and socially committed engineers. Armanios et al.(2021) highlighted how a curricular restructuring led to an increase from 17% to 69% in theincorporation of social justice concepts in students' final reflections, demonstrating the ability toinclude the social impact of engineering decisions. Similarly, Hess et al. (2024) emphasized theconnections between ethics and DEI, identifying the need to integrate and unify strategies thatenable engineering students to address both the social and technical aspects of their profession.Finally, Gupta, Talluri and Ghosh (2024

Conference Session

Meet at Springfield Middle: Where Engineering Meets Education, Woozle Wuzzle!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natasha Lagoudas Wilkerson, Texas A&M University; Joanne K Olson, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University; Rachelle M Pedersen, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

therelease of the Framework for P-12 Engineering Learning (FPEL) developed in partnership withthe American Society for Engineering Education (ASEE & AE3, 2020) provide differentapproaches to the inclusion of engineering in K-12 settings. In order to provide more clarity onthe learning goals for engineering education, this paper uses a directed content analysis design toidentify the alignment of research and practitioner articles to the learning goals promoted in theNGSS (2013) and FPEL (2020). With a focus on formal middle school classrooms in the UnitedStates, this study addresses the following research questions: 1) What are the trends in articlesbeing published?; 2) How are the FPEL learning goals reflected in the literature?; 3) How are

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

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

Conference Session

Materials Division (MATS) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials Division (MATS)

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

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Laugelli, University of Virginia

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

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Dickrell, University of Florida; Jeremy Waisome, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida; Idalis Villanueva, University of Florida

most important to facilitating learning about engineering in thisintroductory design course. Then, written reflective responses examined students' qualitativedescriptions and feedback to help clarify their reasoning behind their ranking choices. Thisexploratory study sheds light into how introductory engineering design course ideation andprototyping tools could influence students’ perceptions.Introduction and MotivationStudying the design process and associated instructional activities can help educators determinewhat students perceive about the utility of the tools they have learned. Furthermore, engaging ineffective and innovative design activities, mediated by the instructor’s choice of tools to share inclass, can equip students to better

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Peter Knox, State University of New York at Binghamton; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Jing Yang; Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington; Sawsan Werfelli, State University of New York at Binghamton

perspectives of caregiversthemselves. This study explored experiences and shifts in caregiver perceptions of shifts withinthemselves and their children through participation in an out-of-school home-based engineeringprogram. Data were derived from post-program interviews with over 20 participating caregiversfrom three years of the program. Results illuminate various experiences and shifts in caregiverself-perception and understanding of their children’s learning and development. Specifically,these shifts included enhanced self-reflection and introspection, positive shifts in caregiverinteractions with children, and observed increases in self-efficacy and complex thinking withinchildren. Findings contribute to a growing body of knowledge of family

Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

performance. Also, student perception of the BlendFlex modelof instruction with LA support is reported.This study was reviewed and approved by the University’s Institutional Review Board.MethodsSubjects and SurveysAfter each exam, students were given an Exam Wrapper to reflect on their preparation andperformance in terms of foundation, course involvement, study habit and activities, and sourcesof error (see Appendix, Table A1 and A2). The purpose of the reflection activity is to highlighthabits that are helpful to continue and reveal some areas that could be adjusted. This reflectionhelps students plan what to do differently and better to prepare for the next exam and asksstudents what instructors or assistants can do to support their learning. Exam

Conference Session

Graduate Recruitment & Professional Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bolun Huang, Microsoft Corp.; Samantha Wang; Narasimha Reddy

Tagged Divisions

Graduate Studies

our rankings.IntroductionAcademic programs are ranked using different objective and subjective metrics, providingdifferent perspectives on the quality, productivity and affordability of the programs. Programrankings are closely followed by aspiring students, universities and employed in hiring andfunding decisions. Among the many rankings of programs, U.S. News rankings have a widefollowing. U.S. News updates the ranking of graduate programs in multiple fields annually.According to the statement from U.S. News’ website 1 , they rank the graduate programs based onboth statistical data and expert assessment data. The statistical data includes both input and outputmeasures, reflecting the quality of resources into the programs and educational

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Peter H. Khost, Stony Brook University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

tales, a more holistic approach may beachieved: one which happens to be reflected in student learning outcomes associated with ABETaccreditation of undergraduate engineering programs. In addition, by exploring ‘missingnarratives’ – voices and stories that are silenced or excluded in a given narrative – we can betterunderstand the role of ethics and values in engineering designs and technological failures. Thisapproach allows for a learning-through-questioning, problem-based approach which has aninherent multidisciplinary appeal and the ability to motivate STEM student learning whileexploring questions of social justice, diversity, sustainability and global concerns.In a broader context, technologies themselves are inseparable from the concept

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette (College of Engineering); Terri S. Krause, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

incorporation of groupwork experiences into cornerstone and capstone experiences, where individual work hashistorically been typical. However, as many institutions are experimenting with alternativemodels that incorporate group work throughout a degree program, there is little understanding ofhow—or whether—students are able to develop the skills they need to work on their own. In thisstudy, we address students’ views towards collaboration and their construction of individualcompetence in a novel transdisciplinary learning environment, where group projects are typicaland individual work is highly atypical.Collaboration and Teamwork SkillsEngineering education researchers have long recognized the importance of collaboration andteamwork, reflecting the

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

paper, we build on our previous work-in-progress4 describing the implementation of apeer review strategy integrated throughout the year-long capstone experience that allowsstudents to obtain formative feedback and build transferable communication skills and insights.Students completed a workshop series of scaffolded communication critique, small-groupformative peer review, and reflection. First, students were guided to collaborate as a class togenerate rubric for sections of the capstone report, as well as guidelines for constructive andeffective peer feedback. Next, students used these codes to provide feedback in small groups.When students submitted their revised draft, they included a cover letter describing theirreflection on peer feedback

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, moti- vation, and desire to persist in engineering. Through this work, outreach, and involvement in the commu- nity, Dr. Zastavker continues to focus