Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Colleen Marie Croyle, The Ohio State Univeristy ; Alison N. Snyder; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Student

Scholars since my freshman year. Within the program I worked on my teamwork skills by participating in many volunteering and engineering events with fellow members. I also help plan events and projects for the program as a member of both the social and mentorship committees. As the Ohio State University Pistol Club Vice President I have gained valuable experience as a leader; teaching members how to properly and safely handle a pistol. Besides being involved with these activities I enjoy volunteering for my high school Science Olympiad team. I help coach and run events for the team when they attend invitationals in Ohio, Pennsylvania, and Michigan. I enjoy going back to help the students learn more about science and

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Brook Sattler, University of Washington; Kathryn Ann Mobrand, University of Washington; Drew Paine, Human Centered Design & Engineering, University of Washington

Tagged Divisions

Student

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

joshua jude heeg; Kyle Flenar, University of Cincinnati; Jordan Alexander Ross; Taylor Okel, University of Cincinnati; Tejas Abhijit Deshpande, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Divisions

Student

, and 9 students for method 3. These students came from two sectionstaught by the same faculty instructor. The control group consisted of 187 students from threesections taught by a different instructor. The TAs of these students received only the basictraining provided to all TAs of the Engineering Models course and were unaware of the teachingmethods being implemented by the 6 TAs in the experimental group.The final data presented is the final percentages achieved by the students in the two sections.These grades take into account the lab assignments (20%), homework assignments (20%),midterm exam (20%), final exam (20%), final project (10%), and attendance/quizzes (10%). Labassignments are scored out of 50 points, and the data presented is

Conference Session

Student Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelly Patsavas; Barrett S. Caldwell, Purdue University, West Lafayette

Tagged Divisions

Student

thestudent at the time, this seemed like a monotonous task of moving documents and sorting thembased on research topics. But after completing the project, the student realized that this was aneffective way of transferring the basic knowledge about how research papers are written, how todistinguish the overall message from a paper, etc. This was a way of transferring the basicknowledge about research, which cannot easily be described, that an undergraduate studentwould not know.The undergraduate classroom and textbook model does not allow for tacit knowledgemanagement because it follows an explicit model. The knowledge is transferred on paper orverbally to the student and the student is expected to learn and be able to reproduce theknowledge at a