Conference Session

Mentoring First Year Students

Collection

2010 Annual Conference & Exposition

Authors

Rosemary Patterson, Virginia Tech; Erin Crede, Virginia Tech; Kaitlyn Hines, Virginia Tech; Tyler Aarons, Virginia Tech; Jean-Louis Bile, Virginia Tech; Jared Chelko, Virginia Tech; Whitney Edmister, Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Divisions

First-Year Programs

, W., Watford, B. (2009). Implementing a Peer Led Model in a Large Scale PeerMentoring Program.[5] Watford, B., Clater, C., Kampe, J., Edmister, W. (2006). Lessons Learned: Implementing aLarge-Scale Peer Mentoring Program. Proceedings of the annual meeting of the AmericanSociety for Engineering Education. Retreived 25 September fromhttp://soa.asee.org/paper/conference/paper-view.cfm?id=2138. Page 15.528.9

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Monica Elser, Arizona State University; Wendy Taylor, Arizona State University; Chell Roberts, Arizona State University; Jay Golden, Ph.D., is a faculty member in ASU’s School of Sustainability and codirector of the; James Middleton, Arizona State University; Sharon Robinson Kurpius

serviceprovider.Student learning was assessed using formal and informal methods. Informal assessmentsconsisted of whiteboard presentations, open-ended questioning, demonstrations, journal write-ups, and teacher observations. These were used to guide daily activities and lessons. Formalassessments consisted of pre and post assessments. Subject produced drawings were used toelicit students’ pre- and post-program knowledge. Draw a Robot and Draw an Engineerassessments were used. A survey instrument was developed and implemented to elicit tinkeringand technical self-efficacy. An earlier developed instrument that was validated using a sample ofresponses of 200 engineers to develop the items was modified for use with youth. Observationsof project activities by

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

“best option” to be implemented within the US in the short term considering thecurrent cultural and societal context. For a more detailed discussions of the above-mentionedmodels as well as an overview of education-related faculty development initiatives in the USplease refer to Schaefer2 and Utschig3.Challenges and opportunities in professional education-related faculty developmentImportant opportunities and challenges relating to formal education-related faculty developmenton a large scale are outlined in Utschig and Schaefer4. In this work, questions explored are: Whatmajor opportunities exist regarding moving towards educational professional qualification forUS Higher Education institutions, their faculty and students, industry, and society

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

investigated different combinations ofthe electrical components creating varying types of circuits, progressing to constructing theirown homemade switches from the household objects. PICO Cricket kits were introduced andstudents used the PICO software to program and design intelligent reactions to mechanicalactions. Continuing with the PICO Cricket Kits students constructed creations (autonomous artinstallations) that would respond to stimuli from their surroundings (e.g., sound, movement,touch, and light). Individual and class discussions fortified the relationships betweeninputs/outputs and chain reactions. Ultimately, the entire cohort engaged in the creation andexecution of a large-scale chain reaction (Rube Goldberg Machine). Students were placed

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Sharnnia Artis, The Ohio State University; Ruth Friedman, The Ohio State University; Glenda LaRue, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

attractiveness to female students as a way ofincreasing the overall number of women in the engineering pipeline.Outside of summer camps in computing and computer science very few reports have been madeon single-discipline and single-sex summer camps in engineering8, 9. As a result, the purpose ofthis paper is three-fold: 1) to provide an overview of the development of a single-discipline,single-sex pre-engineering camp; 2) to discuss a formative evaluation plan for assessing the pre-engineering camp; and 3) to reveal anecdotal lessons learned to assist future camp directors. Inthe next sections, this paper uses CheME & YOU @ OSU as an exemplar single-discipline,single-sex pre-college engineering outreach program designed to attract young women

Conference Session

Design in the ECE Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Randal Abler, Georgia Tech; James Krogmeier, Purdue University; Aaron Ault, Purdue University; Julia Melkers, Georgia Institute of Technology; Tamara Clegg, Georgia Institute of Technology; Edward Coyle, Georgia Institute of Technology

Tagged Divisions

Electrical and Computer

duration of their graduate career. The continuity,technical depth, and disciplinary breadth of these teams are intended to:• Provide the time and context necessary for students to learn and practice many different professional skills, make substantial technical contributions to the project, and experience many different roles on a large design team.• Support long-term interaction between the graduate and undergraduate students on the team. The graduate students mentor the undergraduates as they work on the design projects embedded in the graduate students’ research• Enable the completion of large-scale design projects that are of significant benefit to faculty members’ research programs

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Jill Nelson, California Polytechnic State University; Brent Nuttall, California Polytechnic State University; Allen Estes, California Polytechnic State University

Tagged Divisions

Architectural

single facultymember teaching a fixed number of students in a specific teaching mode such as lecture or lab.The unique aspects of a large scale team basedinterdisciplinary studio demands a teaching space thatcan accommodate a variety of student groups in avariety of teaching modes from a private mentoringsession with two or three students to a large scalepublic lecture for the entire class of 72 students.To support this landmark endeavor, three adjacentclassrooms have been dedicated to the course in thenew CM building at Cal Poly. While many featuresof the new rooms have worked very well, there havealready been lessons learned that could significantlyimprove the functionality of the class rooms. These Photograph 1three