Displaying results 1 - 30 of 1116 in total
- Conference Session
- Pre-College Engineering Education Division Resource Exchange
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- 2021 ASEE Virtual Annual Conference Content Access
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- Tawni Paradise, Virginia Polytechnic Institute and State University; Malle R Schilling, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #33983Teacher-led Reflection ActivityMrs. Tawni Paradise, Virginia Polytechnic Institute and State University Tawni is a third year Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She holds a B.S. and a B.A. in Industrial & Systems Engineering from The University of San Diego in San Diego, CA. Drawing on previous experiences as a mathematics and engineering teacher, her current re- search interests include studying the disconnect between home and school, with a specific emphasis on prekindergarten students. She continues to pursue these research interests with the support of the
- Conference Session
- STEM Issues
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- 2021 ASEE Virtual Annual Conference Content Access
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- Laura Kasson Fiss, Michigan Technological University; John L. Irwin, Michigan Technological University; Sarah Tan, Michigan Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Technology
Paper ID #33949S-STEM Student Reflections and IDP ProcessDr. Laura Kasson Fiss, Michigan Technological University Laura Kasson Fiss is a Research Assistant Professor in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in ASEE, FYEE, the NCHC Monograph Series, and elsewhere. Research areas include reflection, commu- nication, curriculum design, and Victorian humor.Dr. John L. Irwin, Michigan Technological University As Professor for Mechanical Engineering Technology at Michigan Technological University, Dr. Irwin teaches
- Conference Session
- NSF Grantees Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mark F. Roll P.E., University of Idaho; Brian K. Johnson P.E., University of Idaho; Michael R. Maughan, University of Idaho; Michael Lowry, University of Idaho; Melinda A. Davis, University of Idaho; Connor J. Hill, University of Idaho
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- NSF Grantees Poster Session
Paper ID #33805 funded programs, including NSF ITEST, NSF AISL, Department of Education Math Science Partnership, and NSF ATE programs. She participates in the STELAR PI and Evaluator summits sponsored by NSF and recently presented a novel approach for culturally relevant evaluation methods. She is an active member of the American Evaluation Association and specifically of the STEM Education and Training topical interest group. She provides university faculty with evaluation plans and support for privately and federally funded STEM grant proposals.Connor J. Hill, University of Idaho American c Society for Engineering Education, 2021 Reflections on
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Gordon D. Hoople, University of San Diego; Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego
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- Diversity, NSF Grantees Poster Session
Paper ID #32643Reimagining Energy Year 3: Reflections on a Course OfferingProf. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science Foundation Grant
- Conference Session
- Tools to Enhance Student Learning of Undergraduate Engineering Content
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology
- Tagged Divisions
- Educational Research and Methods
Paper ID #33691Self Reflection of Engineering Majors in General Chemistry IIDr. Patricia Muisener, Stevens Institute of Technology Dr. Patricia Muisener is an Associate Teaching Professor and Associate Chair of Graduate and Undergrad- uate Education in the Chemistry and Chemical Biology Department at Stevens Institute of Technology. She teaches and coordinates the General Chemistry I and II course sequence. She was previously at the University of South Florida as a faculty member and Assistant Chair in the Chemistry Department. She holds a B.S. in Chemical Engineering from University of Massachusetts at Amherst and a M.S
- Conference Session
- Innovative and Impactful Engineering Leadership Pedagogy
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- 2021 ASEE Virtual Annual Conference Content Access
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- Seema C. Shah-Fairbank, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona; Kenneth Lamb P.E., California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona
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- Engineering Leadership Development
Paper ID #32338Students’ Teamwork Assessment based on Reflection, Peer Evaluations andPsychological SafetyDr. Seema C. Shah-Fairbank, California State Polytechnic University, Pomona Seema C. Shah-Fairbank is an associate professor in water resources at California State Polytechnic Uni- versity in Pomona. She teaches service courses, in addition to hydrology, hydraulics and environmental engineering. Seema is currently serving as the student section advisor for the American Societies of Civil Engineers (ASCE) and the President for ASCE LA Section. She obtained her BS in Environmental Engineering from California Polytechnic
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
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- Diversity
- Tagged Divisions
- Minorities in Engineering
, 2021 Reflecting on 10 years of centralized engineering student diversity initiatives (Experience)0. AbstractThe IDEA Engineering Student Center at the University of California San Diego’s Jacobs Schoolof Engineering was established in 2010 to focus on engineering student diversity and inclusioninitiatives following a series of racially charged incidents affecting our campus’ Black students.From its inception, the IDEA Center aimed to focus on 1) outreach, 2) recruitment and yield, 3)academic success and enrichment, and 4) retention and graduation for underrepresented minority(URM) students. Through the lens of nonprofit organizational lifecycles, the IDEA Centertransitioned from Idea to Start-up to Growth
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- Computing and Information Technology Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Cheryl Lynn Resch, University of Florida; Christina Gardner McCune, University of Florida ; Amanpreet Kapoor, University of Florida
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- Computing and Information Technology
received his M.S. in Computer Science from the University of Florida in 2016 and a B. Tech. in Computer Science & Engineering from Jaypee University of Engineering and Technology, India in 2015. American c Society for Engineering Education, 2021 Reflection and Transformational Learning in a Data Structures and Algorithms ClassAbstractReflective practice is the process of using one’s beliefs and prior experiences to analyze a problem;it is making meaning from experience. The process starts with noticing and naming the problem,continues to analyzing the problem, and finishes with forming new beliefs in order to solve theproblem. Reflective
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- Professional Formation and Career Experiences
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- 2021 ASEE Virtual Annual Conference Content Access
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- Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University
- Tagged Divisions
- Liberal Education/Engineering & Society
Paper ID #32920Alumni Reflect on Their Education About Ethical and Societal IssuesDr. Angela R. Bielefeldt, University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where students
- Conference Session
- Computers in Education 8 - Video Technology
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- 2021 ASEE Virtual Annual Conference Content Access
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- Walter W. Schilling Jr., Milwaukee School of Engineering
- Tagged Divisions
- Computers in Education
Paper ID #33303Assessing the Effectiveness of Individual Reflections on Video FeedbackDr. Walter W. Schilling Jr., Milwaukee School of Engineering Walter Schilling is a Professor in the Software Engineering program at the Milwaukee School of Engi- neering in Milwaukee, Wisconsin. He received his B.S.E.E. from Ohio Northern University and M.S. and Ph.D. from the University of Toledo. He worked for Ford Motor Company and Visteon as an Embedded Software Engineer for several years prior to returning for doctoral work. He has spent time at NASA Glenn Research Center in Cleveland, Ohio, and consulted for multiple embedded
- Conference Session
- Empathy and Human-centered Design 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Elizabeth A. Sanders, Purdue University, West Lafayette; Molly H. Goldstein, University of Illinois at Urbana Champaign; Justin L. Hess, Purdue University, West Lafayette
- Tagged Divisions
- Design in Engineering Education
, we seek to apply and validate an assessment strategy to categorizestudents’ ways of experiencing human-centered design. We directly build on Zoltowski et al.’s[2] findings which suggest that engineering students experience human-centered design in sevencategorically discrete ways. Guided by this prior study, we seek to address the research question,“To what extent can we use post-course open-ended written reflection data to identifyengineering students’ ways of experiencing human-centered design?” The use of reflection datato categorize students’ ways of experiencing human-centered design is unique from othermethods that have extended Zoltowski et al.’s work but may offer a more accessible assessmentmodality for design instructors. Thus, we
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Claire Lynne McCullough P.E., High Point University; Svetlana Chesser, Auburn University; Brian J. O'Leary, University of Tennessee at Chattanooga; Bart L. Weathington, WECO Solutions
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- Diversity
- Tagged Divisions
- Engineering Ethics
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rockwell Franklin Clancy III, Delft University of Technology; Andrea Gammon, Delft University of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
critical to engineering, reflected in an emphasis onethics in educational accreditation guidelines, as well as funding for research than addressesethics in engineering [1]–[3]. Curricula have tended to take an applied and case-based approach,where professional engineering codes and/or philosophical ethical theories are introduced, whichare then used to resolve questions that arise in cases concerning engineering and technology [4],[5]. In recent years, however, there has been a proliferation of novel approaches, as well asdisagreement concerning the form engineering ethics education should take, and criteria fordetermining what would count as success [1], [5]–[7]. In part, this confusion stems fromdisagreements about the goals of ethics
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Divisions
- Engineering Ethics
the results should not be overly generalized due to thesmall number of teachers interviewed, the results indicate that many entering college studentsmay already be somewhat familiar with the importance of EESI in engineering. In addition, thefindings dovetail with recent attention on the preparation of K-12 teachers to educate students onengineering [21], indicating that teachers should be aware of the important role of ethics inengineering.AcknowledgmentsThis study was funded by the National Science Foundation under Grant No. 1540348. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] National
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; E. G. Avilés-Rabanales, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey
- Tagged Divisions
- Educational Research and Methods
, such as learning to work in a team,to be organized, to be more reflective and critical, and to self-manage ” [3], in addition torecommending the use of Scrum for the development of projects in the university classroom.Yazyi carried out an investigation whose object of study was a workshop-type educationalexperience in a virtual environment, where it was proposed to develop the promotional brochureof a fictitious company, using the Scrum methodology. The members of each team weregeographically distributed, so they used information and communication technologies to carryout the tasks, such as Google Docs, Skype, e-mail, Moodle forums, and Google Wave. As part ofits conclusions, Yazyi mentions that “through the experience presented in this work
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton
- Tagged Divisions
- Educational Research and Methods
students to unfamiliarworkplace genres and the ways in which these genres shape interactions between engineeringconsultants and clients. In the following sections we report on the design, implementation, andpreliminary evaluation of these integrative assignments and reflect upon the potential forcross-disciplinary collaboration toward student achievement of program outcomes related tocommunication.Development of Prototype AssignmentsTwo courses were identified for introduction of an assignment in Spring 2021 that incorporated asignificant component of professional communication in various genres: a course onmanufacturing & product design and a course on heat transfer. Both of the courses wereundergraduate Mechanical Engineering Technology (MCT
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Carl Mitcham, Colorado School of Mines
- Tagged Divisions
- Engineering Ethics
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University
- Tagged Divisions
- Educational Research and Methods
Paper ID #33964Engineering Problem Typology-based Reflection and Communication ofUndergraduate Engineering Experiences: Professional Engineers’Evaluation of Students’ Mock Interview ResponsesDr. Andrew Olewnik, University at Buffalo Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design process and methods, ill-structured problem solving, problem typology, and experiential and informal learning environments in the professional formation of engineers. He is interested in the
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Virginia Charter, Oklahoma State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
•Understand and Respect Other Professionals •Research Information Information and •Identify Relevant Information Communication Literacy •Express and Receive Ideas Clearly •Write Concisely •Generate New Ideas Critical Thinking •Think Critically •Think and Act Independently •Organize Things Effectively •Self-Reflection Self-Management Skills •Manage Time and Meet Deadlines •Be Punctual to Class or MeetingsFigure 1. Generic Skills Perception Questionnaire Factors
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan
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- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #33572”You Could Take ’Social’ Out of Engineering and Be Just Fine”: AnExploration of Engineering Students’ Beliefs About the Social Aspects ofEngineering WorkMr. Robert P. Loweth, University of Michigan Robert P. Loweth is a PhD candidate in the Department of Mechanical Engineering at the University of Michigan. His research explores how engineers engage and include diverse perspectives in their engineer- ing work. His findings have informed the development of tools and pedagogy that support engineering students in investigating and reflecting on the broader societal contexts and impacts of engineering ac
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University
- Tagged Divisions
- Educational Research and Methods
however, WEdoes not imply “writing intensive.” Certified WE courses are not meant to be “writing classes;”instead, writing should be one of several instructional focuses, as required by the new WEinitiative.Since this new initiative is taking effect in Fall 2021, the WE Committee has not established thefinal assessment criteria. The plan is to have each program submit an assessment processregarding the WE related learning outcomes.Literature Review:Writing is an important skill that all engineers should have. Its importance is reflected in ABETaccreditation criterion 3 for student outcomes, “an ability to communicate effectively with arange of audiences.”Wheeler and McDonald [1] stated that writing is a useful tool in engineering if developed
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- Construction Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- John Tingerthal P.E., Northern Arizona University; Nicholas Tymvios, Bucknell University; Rachel Mosier P.E., Oklahoma State University; Kimberly Grau Talley P.E., Texas State University
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- Architectural Engineering, Construction Engineering
Paper ID #33163Responding to the COVID Pandemic: Results and Reflections on Round-TableDiscussions at ASEE 2020Dr. John Tingerthal P.E., Northern Arizona University John Tingerthal joined the Construction Management faculty at Northern Arizona University in 2007 and was appointed as a Distinguished Teaching Fellow in 2015. His engineering career spans a variety of design and forensic engineering experiences. He spent the first eight years of his career performing structural consulting engineering in Chicago. He earned his Doctorate in Education and is currently the Associate Chair of the Civil Engineering, Construction
- Conference Session
- Pre-College Engineering Education Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Joel Alejandro Mejia, University of San Diego; Luis Ricardo Betancourt, San Diego State University; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of Michigan
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- Diversity
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #32896Teachers Navigating Educational Systems: Reflections on the Value ofFunds of Knowledge (Fundamental)Dr. Joel Alejandro Mejia, University of San Diego Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frame- works and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and recognition of students and communities of color as holders
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- NSF Grantees Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amari Simpson, University of Illinois at Urbana - Champaign; Lara Hebert Ph.D., University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana-Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign; Tasha D. Henderson
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- NSF Grantees Poster Session
Paper ID #34030Going Virtual: Reflections from Research and School Educators onNavigating Professional Development and STEM Club OpportunitiesMr. Amari Simpson, University of Illinois at Urbana - Champaign Amari T. Simpson is a third-year Ph.D. student at the College of Education at the University of Illinois. He has worked as a STEM educator in Boston for two years, and his research interest centers on STEM pre-college program effects on students. He currently serves as a Research Assistant in the College of Engineering. He received a Bachelor’s degree in psychology from Middlebury College and a Master’s degree in
- Conference Session
- Pre-College Engineering Education Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matthew Perkins Coppola, Purdue University Fort Wayne
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #34586Learning Through Doing: Preservice Elementary Teacher Reflections on theEngineering Design Process (Fundamental)Dr. Matthew Perkins Coppola, Purdue University Fort Wayne Dr. Perkins Coppola is an Assistant Professor of Science Education in the School of Education at Purdue University Fort Wayne. His research agenda centers on elementary and secondary preservice teacher preparation. While a lecturer at Towson University in 2014, he was inspired to research engineering design pedagogy in elementary schools after attending a talk by Dr. Pamela Lottero-Perdue. He began his career as a high school physics teacher
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
Paper ID #34670Visual Thinking Strategies (VTS) for Promoting Reflection in EngineeringEducation: Graduate Student PerceptionsDr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Dr. Campbell is now a Postdoctoral Research Associate at Texas Tech Uni- versity. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering educa- tion, art in engineering, social justice
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- Biomedical Engineering Division Poster Session (Works in Progress)
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amy N. Adkins, Northwestern University; David P. O'Neill, Northwestern University; Casey Jane Ankeny, Northwestern University
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- Biomedical Engineering
Paper ID #33666WIP: Effectiveness of Different Reflection Approaches for ImprovingMastery in an Engineering Laboratory CourseMs. Amy N. Adkins, Northwestern University Amy N. Adkins is a PhD candidate in Biomedical Engineering at Northwestern University. She received her M.S. in Biomedical Engineering from Northwestern and her B.S. in Engineering Science from St. Mary’s University in San Antonio. Her technical graduate research is focused on utilizing novel imaging techniques to quantifying adaptation of muscle architecture in humans. She also desires to implement innovative teaching, mentoring, and hands-on problem
- Conference Session
- Environmental Engineering Division Technical Session 1: Intercultural Competency-infused Teaching
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- 2021 ASEE Virtual Annual Conference Content Access
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- Roman Taraban, Texas Tech University; Micah Iserman, Texas Tech University; Jessica C. Pittman, Texas Tech University; Nigel Yeo, Texas Tech University; Ryan C. Campbell, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Danny D. Reible, Texas Tech University
- Tagged Divisions
- Environmental Engineering
Paper ID #34693Work in Progress: Assessment of Reflective Thinking in GraduateEngineering Students: Human and Machine MethodsDr. Roman Taraban, Texas Tech University Roman Taraban is Professor in the Department of Psychological Sciences at Texas Tech University. He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, in critical thinking and how students draw meaningful con- nections in traditional college content materials.Dr. Micah Iserman, Texas Tech University Interested in language use, mental representation, and social
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington
- Tagged Divisions
- Educational Research and Methods
education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. American c Society for Engineering Education, 2021 Creating capacity to explore what students learn from reflection activities: Validating the knowledge gain surveyAbstractThis paper reports on the methodological process of validating a survey instrument to measurestudent learning from reflection activities. Reflection is thought to be a helpful teaching andlearning tool. In engineering education