Displaying results 1 - 30 of 1050 in total
- Conference Session
- Faculty Development II
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #12382Reflecting on reflection: How educators experience the opportunity to talkabout supporting student reflectionDr. Jennifer A Turns, University of WashingtonDr. Brook Sattler, University of Washington Dr. Sattler is a Research Scientist for the Center for Engineering Learning & Teaching (CELT) and a Multi-Campus Coordinator for the Consortium to Promote Reflection in Engineering Education (CPREE) at the University of Washington. Her research interests include understanding and promoting self-authoring engineers.Dr. Lauren D. Thomas, University of WashingtonDr. Cynthia J. Atman, University of Washington
- Conference Session
- Teaching & Learning in Graduate Programs
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Diane L Peters, Kettering University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
Paper ID #11210Reflections on Teaching and MentoringDr. Diane L Peters, Kettering University Dr. Diane Peters, P.E. is an assistant professor of mechanical engineering at Kettering University. Page 26.1326.1 c American Society for Engineering Education, 2015 Reflections on Teaching and MentoringAbstractGraduate students at various universities may have the opportunity to participate in a variety ofoutreach activities which may include teaching or mentoring others. These
- Conference Session
- Integrating Social Justice in Engineering Science Courses
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- James L. Huff, Harding University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics, Liberal Education/Engineering & Society
Paper ID #12583Humanizing Signals and Systems: A Reflective AccountProf. James L. Huff, Harding University James Huff is an assistant professor of engineering at Harding University, where he primarily teaches multidisciplinary engineering design and electrical engineering. His research interests are aligned with how engineering students develop in their career identity while also developing as whole persons. James received his Ph.D. in engineering education and his his M.S. in electrical and computer engineering, both from Purdue University. He received his bachelor’s in computer engineering at Harding University
- Conference Session
- Communication in the Chemical Engineering Curriculum
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kenneth P. Mineart, North Carolina State University; Matthew Cooper, North Carolina State University
- Tagged Divisions
- Chemical Engineering
presentation experiences.The presented work examines student-based evaluation and reflection as a route to increasingconstructive feedback. Students’ firsthand discovery of presentation weaknesses and negativespeaking habits increases their awareness of such behavior in subsequent experiences. Thepotential impact of this study is twofold. First, it provides students with a platform to analyzetheir own communication skill, take ownership of their findings, and make improvements theythemselves discover. Second, it seeks to minimize extraneous work for the instructor.The study investigates the efficacy of student-based evaluations. Student presentations arerecorded, including the post-presentation question and answer session, and made available
- Conference Session
- Discussions on Research Methodology: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Brent K Jesiek, Purdue University, West Lafayette; Sang Eun Woo, Purdue University; Qin Zhu, Purdue University; Kavitha D Ramane, Purdue University ; Neha Choudhary, Purdue University Programs
- Tagged Divisions
- Educational Research and Methods
commentariesfocused on concepts like “research quality,” “rigor,” and “systematic research,” as well asaccompanying shifts in the various criteria used to evaluate funding proposals and peer reviewedpapers. The field’s topical foci are also something of a moving target given a long and episodichistory of efforts to reinvent the form and content of engineering curricula. As the methods anddesired outcomes of engineering instruction change, so does the engineering education researchagenda. Further worth noting are rising pressures to relate research to practice, as reflected inmandates to identify the “broader impacts” associated with scholarly work in the field.This paper speaks to these challenges through the lens of our team’s recent experiences workingon a
- Conference Session
- Studying Engineering Education Research & Institutions
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lauren A. Sepp, University of Washington; Mania Orand, Human Centered Design and Engineering ; Jennifer A Turns, University of Washington; Lauren D. Thomas, University of Washington; Brook Sattler, University of Washington; Cynthia J. Atman, University of Washington
- Tagged Divisions
- Educational Research and Methods, Liberal Education/Engineering & Society
Paper ID #12165On an Upward Trend: Reflection in Engineering EducationMs. Lauren A. Sepp, University of Washington Lauren is a first year PhD student at the University of Washington, studying Human Centered Design & Engineering. As a research assistant in the Center for Engineering Learning & Teaching, her research interests focus on engineering education and the importance of tactile learning.Mania Orand, Human Centered Design and Engineering Mania Orand is a researcher in the field of Human Computer Interaction at the University of Washington. Her research interests are on using reflection in designing web and
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Mania Orand, University of Washington ; Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Lauren D. Thomas, University of Washington
- Tagged Divisions
- Liberal Education/Engineering & Society
Paper ID #12650Engineering Education meets Human-Computer Interaction (HCI): Explor-ing how the work on ”probes” can guide the design of reflection activitiesMania Orand, University of Washington Mania Orand is a researcher in the field of Human Computer Interaction at the University of Washington. Her research interests are on using reflection in designing web and mobile technologies, user experience, and digital media.Dr. Brook Sattler, University of Washington Dr. Sattler is a Research Scientist for the Center for Engineering Learning & Teaching (CELT) and a Multi-Campus Coordinator for the Consortium to Promote
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Prashant Rajan, Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
2knowledge is associated with the adoption of an empathic design process inwhich innovators leverage their social and material embeddedness in localcommunities to observe and reflect on users’ technology-related behavior innaturalistic settings. Grassroots innovators engage with human needs inspecific geographical, economic, social, and cultural contexts and embody thepotential for knowledge-rich, resource-poor communities to developsuccessful indigenous solutions to local problems. Grassroots innovationsrepresent a community-based and user-driven model of technology designbased on empathy, sustainability and social responsibility that problematizerational, economic models of competitive innovation for profit that areprevalent in the literature and
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Joe Tranquillo, Bucknell University
- Tagged Divisions
- Liberal Education/Engineering & Society
program, each stu-dent sketches out the process they followed. They were all unique, but there were some importantthemes. None of them were the simple design process found in textbooks. Instead, they weretangled non-linear webs of activities – exactly what is needed to solve messy tangled problems.And their drawings contained a high number of non-traditional design topics - economic, ethical,historical, social and political impact - that were integrated into the traditional design process. Inessence, they had learned to view engineering design in a wider context.Without grades or credits, our role becomes that of a cognitive coach - a motivator, guide andemotional support. All feedback becomes formative. Self-reflection naturally becomes a
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Katarina Larsen, KTH - Royal Institute of Technology; Johan Gustav Gärdebo, KTH Royal Institute of Technology
- Tagged Divisions
- Liberal Education/Engineering & Society
design. The specific context of studentlearning discussed here is based on experiences from a course forinternational engineering students at KTH Royal Institute of Technology,Sweden. The course aim is to train students in critically analyzing therole of national identities, social- and technological engineering andpolitics in shaping Swedish society. One challenge is to enableengineering students to develop skills in critical thinking by engagingwith texts from social sciences and humanities dealing with topicsformulated in the course aim. Reading, writing and discussing texts onhistorical and contemporary examples are used to attain learningoutcomes, relating to both course content as well as practical skills ofcritical reflection, reasoning
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Devika Patel, Stanford University; Jonathan Edward Pang, Stanford University; Sarah Salameh, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
through multidisciplinary projectsand ethics from three students’ perspectives. From these case studies we examine the way we, asstudent engineers, reconcile technocentrism with ways of thinking utilized in liberal education.Analysis of the case studies imply a role for reflection and care in addressing technocentrism andour paper ends with a call for further studies analyzing these relationships.Introduction:“My app will change the world, my product is a disruptive innovation”―these are the mantras ofstartup founders, engineers, and computer scientists throughout the Silicon Valley. Writer JoelStein presents this profile of tech entrepreneurs in his Bloomsberg Businessweek article,Arrogance is Good: In Defense of Silicon Valley.3 This stereotype
- Conference Session
- Student Motivation and Faculty Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jessie Keeler, Oregon State University; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen, Unaffiliated; Jeffrey A Nason, Oregon State University; Milo Koretsky, Oregon State University
- Tagged Divisions
- Educational Research and Methods
Paper ID #11501What’s Muddy vs. What’s Surprising? Comparing Student Reflections aboutClassJessie Keeler, Oregon State University Jessie Keeler is a graduate student in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. She received her B.E. from the Youngstown State University in chemical engineering and is pursuing her M.S. also in chemical engineering with an emphasis on engineering education.Dr. Bill Jay Brooks, Oregon State University Bill Brooks is a Postdoctoral Scholar in the School of Chemical, Biological and Environmental Engi- neering at Oregon State University. As
- Conference Session
- Research on Design Learning
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jennifer Wegner, University of Michigan College of Engineering; Stefan M Turcic II, University of Michigan; Gail Hohner, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
Paper ID #11298Learning from Experiences: Examining Self-Reflection in Engineering De-sign CoursesJennifer Wegner, University of Michigan College of Engineering Jennifer Wegner is an Assistant Director in Engineering Student Affairs at the University of Michigan, with responsibilities including student organization development, leading unit strategic objectives, and supporting university and college co-curricular initiatives. Her teaching and facilitation experiences in- clude a mentorship/leadership course, LeaderShape R , first year seminars, and a university course on social psychology in residence settings. She is a
- Conference Session
- Faculty Development I
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan
- Tagged Divisions
- Educational Research and Methods
Paper ID #13540Leveraging Reflection to Deepen Engineering Graduate Student InstructorProfessional DevelopmentDr. Tershia A. Pinder-Grover, University of Michigan Tershia Pinder-Grover is an Assistant Director at the Center for Research on Learning in Teaching (CRLT) and the Center for Research on Learning and Teaching in Engineering (CRLT-Engin) at the University of Michigan (U-M). In these roles, she is responsible for teacher training for new engineering graduate student instructors (GSIs), consultations with faculty and GSIs on pedagogy, workshops on teaching and learning, and preparing future faculty programs. Prior
- Conference Session
- Discussions on Research Methodology: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Emily Dringenberg, Purdue University, West Lafayette; John Alexander Mendoza-Garcia, Purdue University, West Lafayette / Pontificia Universidad Javeriana - Bogota, Colombia; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Ming-Chien Hsu, Purdue University, West Lafayette
- Tagged Divisions
- Educational Research and Methods
Paper ID #11839Using Phenomenography: Reflections on Key Considerations for Making Method-ological DecisionsEmily Dringenberg, Purdue University, West Lafayette Emily Dringenberg is a PhD Candidate in Engineering Education at Purdue University. She holds a Bachelor of Science in Mechanical Engineering (Kansas State ’08) and a Master of Science in Industrial Engineering (Purdue ’14). Her current dissertation research focuses on using qualitative methods to ex- plore the experiences of students engaging with engineering design problems. Additionally, her research interests include transfer of learning, personal epistemology
- Conference Session
- First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
Paper ID #12671Why Think about Learning? The Value of Reflective Learning in First YearEngineering DesignMrs. Natalie CT Van Tyne P.E., Colorado School of Mines Natalie Van Tyne is a Teaching Associate Professor at Colorado School of Mines, where she teaches first and second year engineering design as foundation courses for CSM’s thirteen undergraduate degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learning and critical thinking as aids to enhanced student learning.Dr. M Brunhart-Lupo
- Conference Session
- Fundamental: K-12 Students and Engineering Design Practices (Part 1)
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kristen Bethke Wendell, University of Massachusetts Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C Paugh, University of Massachusetts Boston
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering
Paper ID #13735Urban elementary school students’ reflective decision-making during formalengineering learning experiences (Fundamental)Dr. Kristen Bethke Wendell, University of Massachusetts BostonDr. Christopher George Wright, University of Tennessee, Knoxville Dr. Wright is an Assistant Professor of STEM Education in the Department of Theory & Practice in Teacher Education at the University of Tennessee.Dr. Patricia C Paugh, University of Massachusetts Boston Page 26.1636.1 c American Society for
- Conference Session
- NSF Grantees’ Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Michele Miller, Michigan Technological University; Parijata Prabhakara, Michigan Technological University ; Sheryl A. Sorby, Ohio State University
- Tagged Topics
- NSF Grantees Poster Session
water, sanitation, and hygiene volunteer in Molinopampa, Amazonas, Per´u.Dr. Sheryl A. Sorby, Ohio State University Page 26.1324.1 c American Society for Engineering Education, 2015 Reflection and Evaluation Data from e-Learning Modules on Learning Styles and MotivationAbstractTwo e-learning modules on learning styles and motivation have been developed to help createindependent lifelong learners. The modules have been administered to approximately 450undergraduate mechanical engineering students over the past two years (since 2012). A total of9,235 explanatory
- Conference Session
- Cultivating Engineering Scholarship and Research Mindsets Among URM Students
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Sedig Salem Agili, Pennsylvania State University, Harrisburg; Aldo Morales, Pennsylvania State University, Harrisburg; Linda M. Null, Pennsylvania State University, Harrisburg; Janice E. Smith, Pennsylvania State University, Harrisburg; Sofia M. Vidalis, Pennsylvania State University, Harrisburg
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
, Harrisburg Sofia Vidalis is an associate professor in the Department of Civil Engineering/Structural Design and Con- Page 26.1325.1 struction Engineering Technology at Penn State Harrisburg. She received her Ph.D., Masters, and Bach- elors in Civil Engineering from the University of Florida. She has worked at Florida Design Consultants as a Transportation Engineer. She is an active national and local member of American Society of Civil Engineers and American Society of Engineering Education. c American Society for Engineering Education, 2015 Reflections on
- Conference Session
- The Philosophy of Engineering and Technological Literacy
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Mani Mina, Iowa State University
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
Paper ID #11681Applications of Reflective Thinking Exercises in both Technological Literacyand Standard Engineering CoursesDr. Mani Mina, Iowa State University Mani Mina is with the department of Electrical and Computer Engineering at Iowa State University. He is also an active collaborator and participant in the department of Industrial Design. He has been working on better understanding of students’ learning and issues of technological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities
- Conference Session
- First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Nick Tatar, Olin College of Engineering; Kevin A. Nguyen, Texas Tech University; Chris Gewirtz, Rose-Hulman Institute of Technology
- Tagged Divisions
- First-Year Programs
Paper ID #12234Assessing first-year students’ ability to critically reflect and build on theirteam experiencesDr. Nick Tatar, Olin College of Engineering Nick Tatar, Associate Dean of Student Affairs and Instructor of Education: Dr. Tatar received his PhD from the University of New Hampshire where he focused on student learning and student motivation dur- ing the high school to college transition. He initiated and developed a first-year seminar course at Olin College, a course that focuses on working in teams, diversity, and self-directed learning. He enjoys collab- orating with other faculty members in the classroom and
- Conference Session
- ERM Potpourri
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University
- Tagged Divisions
- Educational Research and Methods
broad areas of practice. He was a co-founder of the Canadian Engineering Education As- sociation, and currently holds the role of Past-President. His research areas include engineering education and applied research and development activities in partnership with industry. Page 26.742.1 c American Society for Engineering Education, 2015 Exploring the Self in Engineering Education: The Design of a Self-Reflective Workshop Series to Position Students for Self-RegulationIntroductionThe development of students as lifelong learners has become a widely accepted goal forinstitutions of
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- First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kevin Calabro, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park
- Tagged Divisions
- First-Year Programs
Paper ID #13336A reflection on the process of selecting, developing, and launching a new de-sign project in a large-scale introduction to engineering design courseMr. Kevin Calabro, University of Maryland, College Park Kevin Calabro is Keystone Instructor and Associate Director in the Clark School of Engineering at the University of Maryland.Dr. Ayush Gupta, University of Maryland, College Park Ayush Gupta is Research Assistant Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in modeling learning and reasoning processes
- Conference Session
- Exploring Graduate Student Experiences
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Martina V. Svyantek, Virginia Tech Department of Engineering Education; Lisa D. McNair, Virginia Tech
- Tagged Divisions
- Graduate Studies
Paper ID #13436Tricks of the Trade: Using Digital Portfolios and Reflective Practices to De-velop Balanced Graduate Student Professional IdentitiesMs. Martina V. Svyantek, Virginia Tech Department of Engineering Education Martina Svyantek is a doctoral student in the Virginia Tech Department of Engineering Education. She completed her undergraduate degree at Auburn University in 2011 in Civil Engineering. Her ePortfolio can be found at: www.martinasvyantek.com.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT
- Conference Session
- Mechanical Engineering Division Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- David Benson, Arizona State University; Haolin Zhu, Arizona State University
- Tagged Divisions
- Mechanical Engineering
Paper ID #12366Student Reflection, Self-Assessment and Categorization of Errors on ExamQuestions as a Tool to Guide Self-Repair and Profile Student Strengths andWeaknesses in a CourseDr. David Benson, Arizona State University Dr. David Benson is a Senior Lecturer with the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Benson develops and teaches classes in ”Introduction to Engineering” and project-based classes such as EPICS and Global Engineering.Dr. Haolin Zhu, Arizona State University Haolin Zhu is a faculty lecturer in the Ira A. Fulton Schools of Engineering at Arizona State Univer- sity. She
- Conference Session
- Fundamental: K-12 Students and Engineering Design Practices (Part 1)
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Molly H Goldstein, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Mitch Zielinski, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette
- Tagged Divisions
- K-12 & Pre-College Engineering
sources included files ofstudent designs with embedded analysis and electronic notes taken by the students. The presenceof explanatory behaviors was used to evaluate alignment of students’ decisions in selecting anidea for further design and testing. Data from 44 high school students and 132 design solutionswere analyzed. Results show that students became increasingly more reflective with eachsubsequent design. In addition, students were more likely to cite data in their reflectiveexplanations. Implications from these results are discussed as they pertain to educationalsuggestions.Keywords: engineering design, high school, tradeoffs, experimentation, computer-aided design.IntroductionOur understanding of what K-12 students learn from engineering
- Conference Session
- Chemical Engineering Division Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County
- Tagged Divisions
- Chemical Engineering
learning, the overall educative environment should not only includeguidance through specific material or actions/experiences to own the material, but additionallystudents should immerse into self-knowledge. Metacognition has been described as reflection aboutactions1. It has also been defined by connection prior knowledge with the learning of a new task andwhat are the skills required to do so2. Reflection exercises include introspection on your ownknowledge, ability, motivation by answering specific questions3. The idea of “writing to learn” hasbeen investigated in education courses4, and preliminary findings suggest that there may be nochange in student success in the course in which it is implemented, but that students develop anappreciation
- Conference Session
- International Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Nan Kong, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Natascha M Trellinger, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- International
a detailed description of the two-way exchange program and summarize resultsfrom a systematic analysis of five reflective learning prompts that were administered to thestudent participants throughout the program (i.e., 1 pre-program, 3 mid-program, and 1 post-program). As further background for these efforts, we summarize relevant prior literaturediscussing strategies for scaffolding and assessing learning outcomes, both in general andspecifically in the context of global engineering programs. Based on our preliminary results, wealso discuss both benefits and challenges associated with this innovative programmaticimplementation. Furthermore, we propose directions for improvement, with an emphasis onstudent recruitment, faculty involvement
- Conference Session
- Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Bryan O'Neil Boulanger, Ohio Northern University; Joe Tranquillo, Bucknell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
setting. This paper evaluates whether students involved in the designbased immersive learning experiences developed knowledge pertaining to design and entrepreneurship as evidenced through comparative analysis of student reflections and authoritative literature in the subject area. Introduction Since the end of the 19th century, there has been a divide within education between traditionalist and progressive philosophies. In 1938 John Dewey, one of the most important educational voices of our time, presented his philosophy of education as experience (Dewey, 1998). In his work he outlines the importance of establishing a firm base that traditionalist forms of education can nurture. He also calls for the progressive style of tying those facts
- Conference Session
- Industrial Engineering Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Justine M. Chasmar, Clemson University; Brian J. Melloy, Clemson University; Lisa Benson, Clemson University
- Tagged Divisions
- Industrial Engineering
StudentsAbstractThe Study Cycle is a set of guidelines rich with self-regulated learning (SRL) techniques thatenables students to plan, prepare, and enact their studying by focusing on five comprehensivesteps: previewing before class, engaging in class, reviewing after class, holding study sessions,and seeking help as a supplement. This paper reports on initial findings of a qualitative study inwhich a workshop on the Study Cycle was taught to a class of second-year IndustrialEngineering students as an intervention, aiming to understand effects of the module onengineering students’ SRL strategy use in an engineering course. Students self-reported SRLstrategy use in a one-minute paper pre-workshop and two sets of post-workshop reflections. Thispaper examines