Displaying results 1111 - 1116 of 1116 in total
- Conference Session
- Studies of Student Teams and Student Interactions
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Software Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ingrid Buckley, Florida Gulf Coast University; Peter J. Clarke, Florida International University
- Tagged Divisions
- Software Engineering Division
STEM Education (IUSE) program under Award Numbers DUE-1562773 and DUE-1525112. Any opinions, findings, and conclusions expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. The authorswould like to thank the reviewers for their thoughtful and encouraging feedback on improving thepaper.References [1] C. Ebert and S. Counsell, “Toward software technology 2050,” IEEE Software, vol. 34, no. 4, pp. 82–88, 2017. [2] H. Krasner, “The cost of poor quality software in the us: A 2018 report,” Consortium for IT Software Quality (CISQ), September 2018, https://cra.org/data/Generation-CS/ (retrieved August, 2020). [3] R. Florea and V. Stray, “A global view on the hard skills
- Conference Session
- Design Courses 2, Aerospace Assets
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tobias Rossmann, Lafayette College
- Tagged Divisions
- Aerospace
- Conference Session
- Faculty Development Lightning Talk Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
level contributes to this vision. Despite some gains in recent decades, women faculty inengineering are still underrepresented. Between 2006 and 2016, the proportion of women facultyin engineering grew from 16% to 23% at the assistant level, from 11.9% to 18.3% at theassociate level, and from 3.8% to 10.6% at the full professor level [2], [3]. While the proportionof women faculty at the lower ranks has increased significantly, the limited representation ofwomen at higher faculty ranks limits their potential for reaching leadership roles andcontribution with significant decision-making to influence engineering education [4]. Althoughthe presented gains are of value, and may already reflect the effect of multiple initiativesimplemented to support
- Conference Session
- Assessment in Multidisciplinary Learning Environment
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ellen M. Swartz, North Dakota State University; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Mary Pearson, North Dakota State University; Stanley Shie Ng, Biola University
- Tagged Divisions
- Multidisciplinary Engineering
thinkers, students learn that the process of coming up with something new involves many trials, errors and mistakes and even failure. However, students learn that occasional failure and mistakes are part of the creative and innovative processes rather than a discouragement to an adventurous spirit. They learn to reflect on and to evaluate their experiences and to work with others to improve on those experiences, so as to come up with better or new ways of doing things.” [8]Typically, learning outcomes are used to describe knowledge and skill competencies thatstudents should attain from their learning. In innovation pedagogy learning outcomes are termed“innovation competencies” and are organized into three categories: “1) individual
- Conference Session
- Governance, Diplomacy, and International Comparisons in Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Cornell University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University at West Lafayette
- Tagged Divisions
- Liberal Education/Engineering & Society