Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Kyle F Trenshaw, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign; David E. Goldberg, ThreeJoy Associates, Inc. and the University of Illinois

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NSF Grantees Poster Session

discussed what topics and activities students couldchoose. The negotiable elements reinforced the strategic core, but give students autonomy topursue personal interests (purpose) and competencies. For example, students could choose totake the hour exams that the interactive engagement students took or they could choose to createdesign projects or educational resources.3.2.3 Create course structures To present the strategic core and the negotiable elements in a way that supportedstudents’ sense of competence, we required students to create three learning agreements thatreplaced the normal course syllabus. These learning agreements would be completed in purpose-based learning teams to foster students’ sense of relatedness. For example

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa G. Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David Schaad, Duke University; Michael M Barger; Lisa Linnenbrink-Garcia, Duke University

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NSF Grantees Poster Session

related to the discussion from the previous stage.This material can be taught using any pedagogical approach (e.g., lectures, in-class activities,computer simulations, discussion). It may be necessary to modify the course syllabus and/ormethod of presentation to ensure coherence between the course material and the theme.However, it is expected that these modifications, at least initially, could be minor. Although themethods used in this stage are similar to those typically used to incorporate real-world problemsinto a course, it is critical that they be well-integrated with the Grand Challenge theme.Stage 5: Application of Course Content to the ChallengeNext, students apply the course-specific content, tools, and techniques to a real-world

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

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NSF Grantees Poster Session

complemented the video presentation with application activities that werecompleted at the end of each segment. A 12-week online follow-up was used to enforce theemployment of the key concepts. These were monitored by the peer mentor.Each of the FIG groups were also clustered into the Intro to Engineering Practice I courses.5 TheFIGs were also clustered into the engineering version of the University’s introductory freshmancourse (Cornerstones).1.2.3 New First-Year CoursesThe FIRE project developed two new first-year courses which are required for all incomingSEET freshmen, namely Introduction to Engineering Practice I & II (ENGR 1513 and ENGR1523). These courses comprise a fall-spring sequence totaling six credit hours, the primary aimof which is

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

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NSF Grantees Poster Session

focusareas. These may be focused on specific courses or on more overarching ideas. Page 23.594.11Technology Aspects: All VCP meeting are being conducted using the Internet conferencingsoftware Adobe Connect. In addition to the weekly meeting, the VCPs interact through a web-portal that will host assigned or recommended readings, organizational information, and theparticipants’ products. It also will provide a highly interactive component where participants canpost questions or ideas and have the group engage in an asynchronous discussion about them. AnASEE technical support is managing this site, which uses the online collaborative toolkit

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin M Fitzgerald, Museum of Science; Christine M Cunningham, Museum of Science

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NSF Grantees Poster Session

Page 23.250.4other course. Dr. Westphal is also presenting the pilot module at the January midyear meeting tofaculty from the other BEST colleges, who will engage in the module’s engineering activities aslearners, ask questions about her development process and the efficacy of implementation, andprovide feedback. Depending on the topics covered in each professor’s syllabus, this newmodule may be implemented in multiple colleges in future semesters.Dr. Westphal’s modules may be her students’ first exposure to technology and engineering at thecollege-level. If her students then move on to NSCC’s 4-year transfer partner, Salem StateUniversity (SSU) they will have more chances to experience engineering content in their courses.Patricia Bade, a