Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nethra Iyer, Northeastern University; Luke Landherr, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

between steps,essentially learning in “leaps.” Comics in relation are inherently tailored to sequential learners aseach panel within a comic follows a very specific order for the reader to follow along. Whilst it ispossible to grasp the big picture of a comic, much of the understanding and storytelling aspectsare done through the connections between panels.Sensing learners prefer learning facts and concepts as opposed to intuitive learners who preferabstract relationships and concepts. Finally, active learners prefer application of concepts learnedwhereas reflective learners ponder questions surrounding issues at hand. Essentially, activelearners like very hands-on work whilst reflective learners prefer thinking alone about the problemfirst

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Lindsay K. Gouedy, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

Tagged Divisions

Graduate Studies Division (GSD)

resources.In addition to fulfilling the course requirements for the STEM education Ph.D. curriculum, thisseries of meetings helps build community among the students and faculty members. It providesan opportunity to share insights and experiences while having faculty members present to helpguide processes and discussions. A goal is to create a strong foundation of collaboration that willtranscend the course and continue beyond its requirements. As students progress in theirrespective research, this course can provide a venue to continually give back to the program.This paper will provide a reflection on the experience of three STEM education Ph.D. studentswho participated in the redesigned seminar course. STEM education students who participated inthe

Collection

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

Authors

Micah Lande, South Dakota School of Mines and Technology

involves active teaching pedagogy, which many educators may be unfamiliarwith and hesitant to adopt. The increasing popularity of engineering design courses inundergraduate programs reflects a broader response to industry demands and calls foreducational reform from education and professional organizations [3]-[5].The pedagogical goals of incorporating making and design activities into the curriculum aremultifaceted. These activities aim to enhance problem-solving skills, foster creativity, andencourage teamwork among students. Engineering design courses, particularly senior capstoneprojects, provide students with opportunities to apply their knowledge of the engineering designprocess to create discipline-related artifacts. Freshman design courses

Collection

2017 ASEE Midwest Section Conference

Authors

Nicole Colston; Tyler Ley P.E.; Julie Thomas

the question categories and relevantthemes were devised. Structural coding aided a thematic analysis of responses (Guest,MacQueen, & Namey, 2011) using the following text segmentations: teacher preparation,educational technologies, and student learning outcomes. Teacher responses have beenanonymized and replaced with a numeric identification code. Rather than provide broadlygeneralizable conclusions, our findings are useful within the decision-making contexts ofcurriculum design and development (Flagg, 2013).FindingsFollowing a teacher workshop and classroom implementation of the E2 curriculum, weadministered an exit survey to participating teachers (n=4). This section summarizes thefindings. First, teacher reflections support the

Collection

2007 ASEE Midwest Section Conference

Authors

Keith L. Hohn; LaVerne Bitsie-Baldwin; Julia Keen; Hani Melhem; Anil Pahwa; Jan Wiersema; Barb Licklider

constructed only of parts that can beeaten. Student teams were formed within each learning community. These teams were taught asimple brainstorming technique, and utilized this technique to generate ideas for how to buildtheir scale. They then built the scale outside of the learning community meeting time, andbrought it to a large group meeting where all groups competed to see which scale could mostaccurately measure a small weight (several grams). Students were asked to reflect on how theirteams function on this task, how they contributed to the team, and how they could improve theirperformance on teams.Another engineering-related activity was to have students consider engineering ethics. Thisactivity was structured as an “academic controversy.” An

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Andrzej Zarzycki

his memorable adage from around 450 BC: “Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” In more recenttimes, David Kolb defined the concept of Experiential Learning Theory (ELT)2 using twocontinuum axes: active experimentation–reflective observation and abstract conceptualization–concrete experience. The result was a matrix of four learning types: converger (activeexperimentation–abstract conceptualization), accommodator (active experimentation–concreteexperience), assimilator (reflective observation–abstract conceptualization), and diverger(reflective observation–concrete experience). Each of four learning types consists ofexperimentation, experience, or reflection as an active component of the

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Tatiana Malyuta

FROM THE “DATABASE” TO “DATA” COURSES Tatiana Malyuta tmalyuta@citytech.cuny.edu NYC College of Technology 300 Jay Street Brooklyn, NY 11201 Abstract: The paper discusses different roles of data in today’s applications, Information Systems (IS) and the Web, the new approaches and data technologies that support these roles, and the necessity to reflect these issues in the curricula of computer majors. Databases remain the most important topics of data courses, which have to be updated with coverage of the tremendous advances in database technology that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Cindy Wheaton, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Boomer is a graduate student completing his master’s degree in aerospace engineering at the University of Michigan. His focus in engineering education research has been towards bridging the gap between the undergraduate engineering curriculum and engineering industry practice.Cindy Wheaton, University of MichiganDr. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Darren Singh; Raafat Khankan; Yousaf Ijaz; Damith Tennakoon; Mojgan Jadidi

urgent call to action. To encourage thrive to learn and delve intoaction, a gamified reflective and immersive process would be more sought by learners instead ofreviewing the definition of goals and their description without any tangible practice. To do so, TheYork University SDG Uphold (YU-SDG-UP) app was designed to immerse students into a worldof those scenarios, where their responses are recorded and graded on an impact scale. This providesan interactive approach which is certain to influence the user’s understanding of the SDG, andtheir attitude towards a sustainable, inclusive, diverse, and equitable future. This is accomplishedthrough developing a mobile application hosting a virtual world with a global health score, wherethe user

Collection

2003 ASEE North Midwest Section Conference

Authors

B. L. Steward; T. J. Brumm; S. K. Mickelson

-Briggs Type Indicator (McCaulley, 1990), 2) Kolb learning style model (Kolb, 1984; Stice,1987), 3) Herrman Brain Dominance Model (Herrmann, 1990; Lumsdaine and Lumsdaine,1995), 4) Felder-Silverman learning style model (Felder and Silverman, 1988; Felder, 1993),and 5) Gregorc’s Learning Style Delineator (Gregorc, 1982,1985; Schmidt and Javenkoski.2000).The Felder-Silverman model represents a student learning styles on four scales, eachrepresenting a dimension pertaining to how the students perceive and process information.Students are rated by their preferences to be: (1) active or reflective learners, (2) sensing orintuitive learners, (3) visual or verbal learners, and (4) sequential or global learners. Note thatthese scales do not truly

Collection

2011 Pacific Southwest Section Meeting

Authors

A. M. Vollstedt; E. L. Wang

grade.Thus, it is desirable to develop a method which could be used to more accurately reflect the truecontribution of each student within a group.The instructors tried using several methods to determine the distribution of effort within theteams including merit pay (a form of extra credit based on peer evaluations), team journals(where teams self report the distribution of effort), and computerized team evaluations (e.g.CATME, which won the 2009 Engineering Pathways Premier Software award). All of thesemethods can be used by the instructor to redistribute the group grade based on individual effort.In this research, an automated method of adjusting the group grade is proposed and tested.The new method was developed to adjust grades within each group

Collection

2010 Northeast Section Meeting

Authors

Andrzej Zarzycki

his memorable adage from around 450 BC: “Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” In more recenttimes, David Kolb defined the concept of Experiential Learning Theory (ELT)2 using twocontinuum axes: active experimentation–reflective observation and abstract conceptualization–concrete experience. The result was a matrix of four learning types: converger (activeexperimentation–abstract conceptualization), accommodator (active experimentation–concreteexperience), assimilator (reflective observation–abstract conceptualization), and diverger(reflective observation–concrete experience). Each of four learning types consists ofexperimentation, experience, or reflection as an active component of the

Conference Session

Track 1 - Session 1

Collection

2014 ASEE International Forum

Authors

Andras Gordon, Pennsylvania State University, University Park; Richard J Schuhmann, Massachusetts Institute of Technology; Richard F. Devon, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University; Ahmad Atieh, Taibah Univeristy; Peter Dietrich, Corvinus University Budapest

Tagged Topics

Curriculum and Lab Development

4Cultural Dimensions of International Business, 2005, Prentice Hall) are also integrated.G. Hofstede studied questionnaires received from employees at IBM branches across the world and useddata from 40 countries in order to define a suite of national cultural indices (Geert Hofstede, Culturesand Organizations: Software of the Mind, 2010). Hofstede initially defined four bipolar dimensions andlater added an additional two dimensions. According to Hofstede, the four fundamental “mental(software) programs” we assimilate early in life are a function of our cultural environment and consist offour primary cultural dimensions: (1) Power Distance; (2) Individualism; (3) Masculinity; (4)Uncertainty avoidance. The (PDI) reflects how equally power is

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

G Murphy; G Kohli; S P Maj; D Veal

Session 1763 An Examination of Vendor-Based Curricula in Higher and Further Education in Western Australia G. Murphy, G. Kohli, D. Veal and S. P. Maj Edith Cowan University, Perth, WA, AustraliaAbstractVendor-based curricula are becoming increasingly prevalent in two-year college (Technicaland Further Education (TAFE) courses and in University programs in Western Australia.This reflects a world-wide trend in the provision of such programs; for example, in October2003 Cisco Systems reported that there were over half a million students enrolled in CiscoNetworking Academies in 150

Conference Session

New Approaches & Techniques in Engineering II

Collection

2005 Annual Conference

Authors

Josef Rojter

being “hard hat” and highly technical in nature; a perception which is at odds with the realities of the world of engineering practice, where the application of broad knowledge and an understanding of the human dimension of engineering enterprise is required. These realities are not generally reflected by the engineering curricula at Australia universities. In many schools there is an excessive emphasis on highly technical matters in engineering curricula, which excludes not only greater technical diversity but also the skills and knowledge of human affairs necessary in engineering practice. An analysis shows that despite many recommendations in Australia for a greater emphasis on social sciences and humanities in

Conference Session

Techniques for Improving Teaching

Collection

2002 Annual Conference

Authors

Josianne Basque; Sylvie Doré

writing material they had at their disposal. At the time, itmade sense to lecture, as a basic requirement for learning is having access to the knowledge andit was the only way to do so. Since those days, not only has printing technology evolved, but newmedia have emerged; understanding of cognitive processes has progressed, learning theorieshave been developed and tested, new methods and tools have been created. Yet, practices used inmost of our engineering faculties and schools do not reflect this wealth of knowledge.One of these practices concerns the way we go about creating a new course or even a newcurriculum. This paper presents the concept of instructional engineering (IE), in emergence forthe last 40 years in the field of education. The

Collection

2024 ASEE-GSW

Authors

Tonia Haikal, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

LLM, like ChatGPT, into educational settings has the potential to enhancemotivation and self-efficacy among students1, but excess use of these resources can yield adverseeffects. Students' cognitive skills rely on their self-efficiency and self-motivation. Studies haveshown that the lower their motivation and self-efficacy to acquire cognitive skills, the higher theiravoidance of tasks. In contrast, those with higher motivation, self-efficacy, and self-motivation arelikely to engage with tasks using their knowledge and expand their borders7. LLMs could restrictstudents from reflecting on their learning process; instead, students might overlook their strengthsand areas for improvement. LLMs could suppress the development of a growth mindset8

Collection

2024 South East Section Meeting

Authors

Adeel Khalid, Kennesaw State University

recommendations for increasing the quality of teaching. The results of the survey arediscussed.Literature ReviewHigher education, just like any other organization, requires leaders. The most suitable leaders inhigher education tend to be the academics that come up the ranks. Most of these leaders havebackgrounds in research and teaching. Betof [1] argues that leaders as teachers help stimulatelearning and development, strengthens the organizational structure and communications,promotes positive changes, and reduces costs by leveraging top talent. Bowan [2] asserts thatleadership is a key element in meeting the needs of the engineering profession in an era ofheightened global competition. Urbanski et al [3] present the reflections on teachers as

Collection

2024 South East Section Meeting

Authors

Autar Kaw, University of South Florida; Renee M Clark, University of Pittsburgh

. The questions rangedfrom making a meme to describing a difficult or intuitive concept. Despite the opportunity forextra credit and the unique prompts, the participation rate was only 59% of the possiblesubmissions, and no clear trend was observed between the participation of high- or low-performing students.KeywordsFlipped classroom, active learning, metacognition, reflection.1 IntroductionReflection [1-3] is crucial for fostering metacognition, supporting effective learning, academicsuccess, and lifelong learning beyond college. It is not only about absorbing information but alsoabout actively thinking about one's thinking. By engaging in metacognitive practices, studentscan set learning goals, evaluate their understanding of course material

Conference Session

Qualitative Research Programs & International Research Experience from Around the World

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Kelly, Dublin Institute of Technology; Brian Bowe, Dublin Institute of Technology

Tagged Divisions

International

obtainedopinions and descriptive data instead of reflective accounts. Interviews are difficult to dobecause people are not always honest or sometimes may not realise or be aware that theyknow something. In addition, the wording and the sequencing of the questions can alterthe answers to the questions.Qualitative studies begin with research questions and the research methodology andmethods are chosen to best answer these questions. The methodology could bephenomenology, case studies, participatory research and/or action research to name but afew. For example, action research is an iterative research process intended to change theresearcher’s own behaviour and hence is often employed in practitioner-based education

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

see in soap bubbles and the ‘rainbow’ effect in some oil slicks are examples ofthis same thin film phenomenon. Closely related are the iridescent colors that appear on CDsand DVDs, and in some bird feathers, butterfly wings, and some beetles. These result from thematerial having a regular, repeated structural unit that is about the same size as the wavelength oflight – a few hundred nanometers.How does this work?Why does the clear liquid become a colorful film?As the small drop of liquid spreads out on the water, its thickness decreases to a few microns. (Amicron is one thousandth of a millimeter.) The bright iridescent colors in the film result from theinterference of light reflecting back from the top and bottom of this thin film.Most light

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Ann F. McKenna, Arizona State University; Robert A. Linsenmeier, Northwestern University; Jennifer Cole, Northwestern University

Tagged Divisions

Educational Research and Methods

relevance of the model to the real world - interpreting and verifying data produced by the modelThe intervention was implemented as the course material in conjunction with the students’ seniorcapstone design work. The general pedagogical approach taken with the activities was to allowthe students to attempt the activities followed by a discussion/lecture about the ideal processes. Page 22.688.3An added reflection component was implemented midway through the course based on instructorfeedback that suggested students were unclear about the purpose of the activities. The activitysimply asked the students to write a short reflection on why the

Conference Session

Innovations in ECE Education II

Collection

2010 Annual Conference & Exposition

Authors

Stuart Wentworth, Auburn University; S. Hossein Mousavinezhad, Idaho State University; Mani Mina, Iowa State University; Wei PAN, Idaho State University

Tagged Divisions

Electrical and Computer

engineering laboratories with accessavailable to all faculty and students, mainly for classroom use. Many electrical/computerengineering leading industries use MATLAB and its toolboxes.Waves on Transmission LinesIn a transmission lines first approach towards teaching electromagnetics, students are first (a) (b) Figure 1: MATLAB movie snapshots taken (a) just before and (b) just after wave is incident on the load. The incident wave is blue and reflected wave is red. Page 15.509.4exposed to wave behavior on transmission lines

Conference Session

Environmental Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natalie Mladenov, Kansas State University; Tara Kulkarni, Norwich University; Mara London, Gonzaga University

Tagged Divisions

Environmental Engineering

having information come to them through memory, imagination, theory, andhunches (intuitive); students who prefer receiving information through physical demonstration,figures, and pictures (visual) or through words and mathematical expressions (verbal); studentswho process information actively through hands-on experiences (active) and those who reflect oninformation (reflective); and students who learn in step-by-step logical progression (sequential)and those who get the message all at once without seeing the connections (global). Estes et al.2revealed that traditional lecture-style engineering courses tend to teach toward the intuitive,verbal, reflective, and sequential learner. In contrast, recent work by Felder and Spurlin3 suggeststhat many

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

within a College of Engineering, and was started well before doctoral degree granting programswere established. It is one of the pioneering centers for the enhancement of engineering education in theUnited States [2].As we enter the 35th year of the Leonhard Center’s existence, we reflect on its accomplishments. The purposeof this paper is to describe the Leonhard Center and its impact; utilizing an artifact analysis of advisory boardmeeting minutes and annual reports submitted by Leonhard Center-funded project grantees; as well as adiscussion of the lessons learned after decades of contributions to College of Engineering program faculty,curricula, and teaching and learning.Overview of the Leonhard CenterAt its launch, the Leonhard Center

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Sudipta Chowdhury, Marshall University; Ammar Alzarrad, Marshall University; Sungmin Youn, University of Texas at El Paso

Tagged Topics

Diversity

year of study (juniors). Specifically, 62.5% of the students wereclassified as juniors, while 25% are sophomores and another 25% are seniors. This distributionsuggests a diverse mix of students at different stages of their undergraduate education, which maycontribute to a broad range of academic perspectives within the program. The program had a higherrepresentation of female participants, with 62.5% identifying as female and 37.5% as male. Thisdistribution indicates successful engagement with female students, potentially reflecting broadertrends in STEM fields and targeted recruitment strategies by the mentors addressing theunderrepresentation of women in these disciplines. Such efforts align with broader initiatives topromote gender

Collection

2010 ASEE Zone 1 Conference

Authors

A. Richard Vannozzi

the process of learning and how learning isexperience based. By adhering to ELT in instructional design for CAD, GIS and other softwareintensive courses, classroom approaches can be crafted to keep the software in its proper place asa tool. ELT provides a unified context for understanding the relationship between the abstract“hypothesis” and the concrete result of the button pushing. Kolb’s conceptualization of these isshown in Figure 1. Zull refers to the components of Kolb’s ELT as the “four fundamental pillarsof education: gathering, reflecting, creating, and testing. [3]” Irrespective of which instructional design model or process one might prefer, at somepoint learning objectives are defined and then a specific activity is

Collection

2025 Rocky Mountain Section Conference

Authors

Pedro Cordeiro Povoa Cupertino; Anubhav Pant; Yuto Minami; Ami Goto; Kubeshavarsha Kalithasan; Adam Carlton Lynch

frustrations.Methodology: The MBE Diamond Framework guided the design process. Engineering softwaretools and engineering equations were critical to the technical phase. For learning outcomes, thestudents completed a survey and written reflections. Three questions guided by this researchpaper: (1) How do structured design frameworks (PBL, MBE, QCD) affect engineeringlearning? (2) What are the prevailing learning challenges students encounter during the capstoneproject? (3) How can they be addressed?Results: Some students reported development of design confidence, system-level thinking, andcommunication. Others reported uneven work distribution, and confusing instructions. ABEToutcomes 1–7 were seen in their comments, most notably teamwork (Outcome 5

Collection

2008 ASEE Zone 1 Conference

Authors

Marie-Pierre Huguet; Tom Haley; Sehnaz Baltaci-Goktalay

threshold for verifying that an outcome has been achieved (versus in-class discussions which take more time with fewer participants); o discussion boards allow students to “gather their thoughts”, and even facts, before making a comment (versus in-class fumbling and opinionating); o discussion boards allow time for reflection – students reflecting for a few days on what they posted versus what their peers posted (versus what they do and don’t remember from class to class); o instructors have a permanent and easy to review log of the discussion for assessment and their own reflection on (versus an audio or video tape of class).A student’s success in the course meant that the student was successful in

Collection

2008 ASEE Zone 1 Conference

Authors

A.E. Schuster; J.A. Sanchez; C.W. Swan; J.L. Durant; D.M. Matson

water filters were functioning. Theteam explained the process for using presence/absence water tests and recording test results. It was clearthat water quality testing was an extremely unfamiliar process, and the board members had manyquestions. This training meeting was one of the longest, and even after a full day of construction it lastedwell into the evening. However, it was also one of the most important meetings of the trip. Thediscussions that resulted from board member questions produced a collaborative atmosphere in whichthere was little boundary between the project team and the water board.ReflectionThe following is a reflection from Veronica Chouinard (Mechanical Engineering, Tufts ’03) leader “Establishing a water board is