Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

overview of these ideas and how they shaped the course design – the learningobjectives and the learning environment. This provides a rationale for establishing thecourse as a model based on best practices.Description and explanation of learning objectivesThe central idea of the course is to help graduate students become future professionals.Professional practices are cultivated and sustained either explicitly or implicitly withincommunities of practice16. As such, the notion of legitimate peripheral participation15provides a useful framework for understanding the experiences of graduate students (asfuture professionals) as they enter, navigate, and work in a new field of research. Thecommunity of practice framework is a form of cognitive

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Anita M. Wells, Morgan State University

Tagged Divisions

New Engineering Educators

 aware of campus policies, procedures and services related to academic integrity, student conduct,and mental health problems in order to reduce disruptive occurrences. This paper, which may beparticularly useful for those with limited teaching experience, describes research on incivility in theclassroom and features a classroom management workshop for faculty developed and convened at anhistorically black college and university in the southern part of the United States. The workshop examplepresented highlights best practice recommendations from the workshop and the literature.Keywords: Classroom Management, incivility, professional ethicsIntroductionThis paper, which may be of particular value to new faculty and those with little classroom

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

engineering course innovations. She has worked extensively in the design of assessment tools for course methods and activities. She is a faculty development consultant with previ- ous experience in instructional design, and the instructor of the Graduate Assistant Seminar for training engineering teaching assistants at Penn State. Page 24.189.1 c American Society for Engineering Education, 2014 Applying Research-Based Principles and Theory to Practice: The redesign of a graduate teaching assistant training seminarAbstractWhat do Graduate Student Instructors (GSI) expect from a

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mindy Hart, EPICS; Laura Bottomley, North Carolina State University; J. Jill Rogers, University of Arizona; Merredith D. Portsmore, Tufts University; Jeffrey B. Goldberg, College of Engineering, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

Achievement Award, 1999. He is a long-time supporter of strategiesfor recruiting, retaining, educating, and supporting a diverse group of engineering students and ENGR102 in HS is a strong component in the UA program portfolio. Page 24.227.2 c American Society for Engineering Education, 2014 Best Practices Panel ASEE K-12 Division 2014The K-12 AND PRE-COLLEGE ENGINEERING DIVISION of ASEE is recognizingexemplary K-12 – university partnerships in engineering education at the 2014 ASEEAnnual Conference and Exposition in Indianapolis, Indiana. To do this, the

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University; Kimberly Monique Holmes, George Mason University

Tagged Divisions

Graduate Studies

, professional development, STEM edu- cation, intercultural training, e-portfolios best practices, and training evaluation and measurement. He has had the opportunity to present at regional, national, and international conferences his works and collabo- rations in these areas. In the field of e-learning and development, he has collaborated with organizations such as Johns Hopkins, Special Olympics, and the Graduate School at UMBC. Currently, he is one of the members of the Learning Transformation Research Group at Virginia Tech. In addition, Mr. Nino is a certified public translator, conference interpreter, and copywriter. In 2011, he founded Surplus Solutions, offering a wide variety of solutions to businesses, including

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carl A. Reidsema PhD, The University of Queensland; Lydia Kavanagh, The University of Queensland; Lesley Jolly, Strategic Partnerships

Tagged Divisions

Design in Engineering Education

innovation unit (CEIT), an educational designer, the first-semester course coordinator, various academics from the Faculty of Engineering from theExecutive Dean to engineering materials research experts, and machine shop staff. Inaddition, peers from other institutions were given various conceptual drafts for theircomment.With the context of the course mapped, and stakeholders engaged, the next step was to setrealistic learning goals based on a “rationale that reflects the beliefs, theories and assumptionsabout engineering practice, educational goals and learning”5 (p.148). The new course needed toshift in its treatment of design from the preceding first-semester course towards theapplication of virtual prototyping and physical manufacturing of

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Jonathan D Hertel, Engineering is Elementary, Museum of Science, Boston; Muhammad Faiz Shams, Museum of Science - EiE; Chris San Antonio, Museum of Science, Boston; Christine M Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #10969The Attitudes of Elementary Teachers towards Elementary Engineering (re-search to practice)Dr. Cathy P. Lachapelle, Museum of Science Dr. Cathy Lachapelle is the director of research and evaluation for EiE. She leads the assessment efforts for the EiE curriculum, designing assessment instruments, pilot and field testing them, and conducting research on how children use the EiE materials. She has worked on a number of research and evaluation projects related to K-16 STEM education, including the Women’s Experiences in College Engineering (WECE) study of factors influencing the persistence of undergraduate

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.1102.1 c American Society for Engineering Education, 2014 STEM High School: Does multiple years of high school engineering impact student choices and teacher instruction? (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignK-12 engineering programs are rapidly increasing around the nation, particularly at the highschool level. Integrating opportunities for high school students to repeatedly practice engineeringskills has been suggested to increase students’ interest in pursuing a career in engineering.However, little research exists to show the real impacts on the students’ attitudes towardsengineering and where they end up after high school

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Korine Steinke Wawrzynski, Michigan State University; Megan A. Shannahan, Michigan State University

Tagged Divisions

Graduate Studies

Page 24.1234.4component of successful mentoring relationships, and a failure to communicate clearly aboutschedules, goals and deadlines can lead to difficult relationships between mentors and students.Thus, the pre-experience survey asked mentors whether they had discussed practical concerns(e.g., work schedules, lab safety, research procedures) and whether they had explored broaderissues like the responsible conduct of research and the societal impact of research in this area.Since the pre-experience survey was deployed about 10 days into the summer programs, theseresponses capture mentors’ conversations with students in the first week or two of theundergraduate research experience.The response options for this set of questions were Yes/No

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Katja N. Spreckelmeyer, Stanford University, Dept. of Psychology; Jacob Hershfield; Max Hershfield, Stanford University; Carolyn McEachern, Stanford University; Martin Steinert, NTNU (Norwegian University of Science and Technology); Larry Leifer, Stanford University, Center for Design Research

Tagged Divisions

Design in Engineering Education

Paper ID #8886Exploring the Impact of Cognitive Style and Academic Discipline on DesignPrototype VariabilityDr. Kathryn Jablokow, Pennsylvania State University Dr. Kathryn Jablokow is an Associate Professor of Mechanical Engineering and Engineering Design at Penn State University. A graduate of Ohio State University (Ph.D., Electrical Engineering), Dr. Jablokow’s teaching and research interests include problem solving, invention, and creativity in science and engineer- ing, as well as robotics and computational dynamics. In addition to her membership in ASEE, she is a Senior Member of IEEE and a Fellow of ASME. Dr

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

doing (problem formulation and problem solving), and design andengineering learning (focused on change in the student’s conceptual understanding of design).Research Methods and ParticipantsTo best address the research questions, this study uses multiple methodologies to collect andanalyze data around engineering students’ learning. Empirical evidence of what design andengineering thinking looks like and how it changes over time, and how students conceptualizedesign and engineering, comes from two participant groups: (1) a spread of undergraduateengineering students across fields of engineering, and (2) a homogeneous group of MechanicalEngineering graduate students in a project-based learning course in design and innovation forMaster’s students

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, University of Idaho, Moscow; Anne Liu Kern, University of Idaho, CDA; Fritz Fiedler, University of Idaho, Moscow; Jillian Rae Cadwell, University of Idaho; Laura Laumatia, Coeur d'Alene Tribe; Kathy C. Haynie, Haynie Research and Evaluation; Christine Meyer, Coeur d’Alene Tribe Department of Education

Tagged Divisions

Community Engagement Division

assessment and preliminary creek restoration design that relied on structural solutions (such as riprap). The tribe decided against this quick-fix approach, instead choosing to rely on the beaver as a resident ecological engineer. For STEM education researchers working with tribal communities, it is essential that the curriculum be grounded in tribal culture and values. The community's desire is that their youth be prepared to stand in two worlds: one in one in which tribal values are fully honored and on in which they apply the best practices of western STEM knowledge.ConclusionEngaging tribal communities in education is critical to validate theoretical research, whichrecommends culturally relevant STEM experiences to inspire student

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

and physics teacher. Her research interests are in K-12 STEM integration, primarily using engineering design to support secondary science curricula and instruction. Page 24.555.1 c American Society for Engineering Education, 2014 Examination of Integrated STEM Curricula as a Means Toward Quality K-12 Engineering Education (Research-to-Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignFor some time now, educators and policy makers have been focused on improving botheducation and career preparedness in the fields of science, mathematics

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

Pennsylvania Governor’s School for the Sciences at Carnegie Mellon University.Stephanie AbbottSarah Mukui Mutunga, Robert Morris University Page 24.691.1 c American Society for Engineering Education, 2014 Impact of a 5-Week Collegiate Level Residential STEM Summer Program on Secondary School Students (Research to Practice, K-12 Engineering Resources: Best Practices in Curriculum Design)Abstract The foundation of modern engineering curriculums is a strong background in science,mathematics, and technology. Engineering education begins with

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

complete) project that they can seethrough from start to finish. Examples include analyzing a small dataset or doing initialbenchmark tests. More experienced students can often finish a Stage 2 project in a week or two,although the pace will vary depending on the project and what skills students need to learn. If ittakes more than two weeks for a student to complete stage 2, the mentor can sit down with thestudent and re-evaluate the project goals and adjust the pace if needed.The goal of Stage 2 projects is to give students more practice with the research methodologiesand workflows used in the lab, while also providing the mentor with further opportunities toevaluate the students’ abilities. Stage 2 projects should be designed such that students

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mahmoud T. Khasawneh, Texas A&M International University; Rafic Bachnak, Penn State Harrisburg; Rohitha Goonatilake, Texas A&M International University ; Runchang Lin, Texas A&M International University; Pablo Biswas, Texas A&M International University; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Minorities in Engineering

Foot Specialists of Laredo.10f) MORE-Professional Development Program (MORE-PDP)The MORE-PDP is intended to enhance faculty teaching skills and abilities, and, therefore,improve the student retention and graduation rates in STEM majors at TAMIU. The 2013STEM-MORE Faculty Development Workshop was entitled “Writing Issues and Efficacy inSTEM Disciplines.” A total of 24 participants attended the workshop: 16 from TAMIU, 5 fromLaredo Community College, 1 from local high schools, and 2 Pre-Service teachers. Theworkshop had the opportunity for participants to combine their insights with best practicessupported by relevant research. Special attention was given to the use of writing in the STEMclassroom, focusing on assigning, assessing, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Catherine E. Brawner, Research Triangle Educational Consultants; Xingyu Chen, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

., Orr, M. K., and Ohland, M. W. (2014). The Accidental Engineer. American Society for Engineering Education (under review). Indianapolis, IN. Page 24.32.6Impact on engineering educationProviding the taxonomy developed by the research teach has the potential for impact on bothresearch and practice. Xingyu Chen’s related dissertation research will expand knowledge of thefield.The project team intends to collaborate with Ken Reid at Ohio Northern University on a proposalto study the impact of specific introductory course elements on retention in engineering and inmajor. Dr. Reid and his team have developed a classification scheme for the

Conference Session

Research in Biomedical Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margo Cousins, The University of Texas at Austin; Mia K. Markey, The University of Texas at Austin; Henry Grady Rylander III P.E.

Tagged Divisions

Biomedical

. Short-term off-campus trainingexperiences can help students see the 'real-world' impact of engineering research and broadentheir understanding of their career opportunities. Arguably, internship and externship experiencesare particularly valuable for students in interdisciplinary majors, such as biomedical engineering,which cross more traditional fields and career paths. Thus, interdisciplinary graduate trainingprograms, such as those funded by the National Institute of Biomedical Imaging andBioengineering (NIBIB), sometimes include an internship or externship component as a way toensure breadth in the educational program. The purpose of this study is to review the graduatesummer internship/externship practices of NIBIB funded graduate training

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Pam Van Dyk, Evaluation Resources

Tagged Divisions

K-12 & Pre-College Engineering

management professionals at The Friday Institute. Prior to working at NC State, Ms. Collins was the Online Learning Project Manager for NC TEACH and Project Coordinator for NC TEACH II at the UNC Center for School Leadership Development. Ms. Collins is a graduate of Mur- doch University in Perth, Western Australia, with a Bachelor of Arts Degree in Communications and a Postgraduate Degree in Journalism.Dr. Eric N. Wiebe, North Carolina State University Dr. Wiebe is a Professor in the Department of STEM Education at NC State University and Senior Research Fellow at the Friday Institute for Educational Innovation. A focus of his research and outreach work has been the integration of multimedia and multimodal teaching and

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron P. Wemhoff, Villanova University

Tagged Divisions

Graduate Studies

Students to Pursue Graduate Research at an Undergraduate-Focused InstitutionAbstractA course was created with the goal of enhancing the visibility of the Mechanical EngineeringDepartment graduate research program at a university containing high-quality seniorundergraduate students. The course includes standard lectures where graduate students presenttheir research to undergraduate students, and specialized lectures on library resources andacademic careers. This course was designed to motivate undergraduate students to remain attheir undergraduate institution for a research-based graduate degree, to improve communicationskills for existing graduate students, and to supplement ABET criteria not frequently seen in corecourses

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scottie-Beth Fleming, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #9956Collaboration within Engineering Education Research’s Community of Prac-ticeScottie-Beth Fleming, Georgia Institute of Technology Scottie-Beth Fleming is an Aerospace Engineering PhD student and NSF GRFP Fellow in the Cognitive Engineering Center (CEC) at Georgia Tech. She graduated with honors from Georgia Tech in 2009 with a B.S. in Aerospace Engineering and in 2013 with an M.S. in Aerospace Engineering. Her research within the CEC examines training approaches for pilots, interdisciplinary teams within the engineering design process, and human interaction with technology

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Wadia-Fascetti, Northeastern University; Jan Rinehart, Northeastern University; Simon Pitts, Northeastern University

Tagged Divisions

Women in Engineering

ADVANCE ReDI program is designed to incorporate best practices in leadershipdevelopment to address the specific needs for women, aligned with institutional needs andprocesses. The remainder of this paper describes the first two iterations of the ReDI program,the initial development process, the program evaluation, and the redesign process.Research Leadership Development InitiativeADVANCE, the Senior Vice Provost for Research and Graduate Education, and the GordonEngineering Leadership Program in the College of Engineering collaborated to design ReDI.These three groups drew equally on needed research, expertise, and skills sets. ADVANCEbrought the gender lens and analysis of the barriers for women. The Senior Vice Provost forResearch and Graduate

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L Peters, Kettering University; Steve Skerlos, University of Michigan; Adam B. Baker, University of Michigan

Tagged Divisions

Graduate Studies

Paper ID #8969The PhD Advising Relationship: Needs of Returning and Direct-PathwayStudentsMs. Erika Mosyjowski, University of MichiganDr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Research Scientist and Adjunct Assistant Professor in the College of Engi- neering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University. Her research focuses on idea gen- eration, design strategies, design ethnography, creativity instruction, and engineering practitioners who return to graduate school. She teaches

Conference Session

Best Practices and Lessons Learned in Capstone Design Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; Hugh Jack, Grand Valley State University

Tagged Divisions

Manufacturing

 mathematics, science, and engineering, B. an ability to design and conduct experiments, as well as to analyze and interpret data, C. an ability to design a system, component, or process to meet desired needs, D. an ability to function on multidisciplinary teams E. an ability to identify, formulate, and solve engineering problems, F. an understanding of professional and ethical responsibility, G. an ability to communicate effectively, H. the broad education necessary to understand the impact of engineering solutions in a global and societal context, I. a recognition of the need for, and an ability to engage in life­long learning, J. a knowledge of contemporary issues, K. an ability to use the techniques

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia Kramer, University of Michigan, College of Engineering; Shanna R. Daly, University of Michigan; Seda Yilmaz, Iowa State University; Colleen M. Seifert, Univ. of Michigan

Tagged Divisions

Design in Engineering Education

author of more than 20 peer-reviewed journals and conference proceed- ings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers (funded by NSF), developing instructional materials for 77 cards (funded by NSF), and designing innova- tion workshops for students without design or engineering background and teaching them design thinking methodologies (funded by Procter and Gamble). She received her PhD degree in Design Science in 2010 from University of Michigan. She is also a faculty in Human Computer Interaction Graduate Program and a research faculty in Center for e

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Krishan Kumar Bhatia, Rowan University; Kauser Jahan, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

in environmental engineering. She is also active in K-12 STEM initiatives. Page 24.105.1 c American Society for Engineering Education, 2014 A standards-based tool for middle school teachers to engage students in STEM fields (Research-to-Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum Design!Middle school teachers play an instrumental role in promoting student interest in science andengineering fields. Studies have shown that engaging students early on can inspire students topursue degrees in STEM fields for higher education. This work

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Cyndi D. Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

- due Graduate School. Ms. Lynch is a registered veterinary technician, focusing on animal behavior. Her research focuses on doctoral student engagement and assessment of doctoral student learning outcomes in identified best practices, including mentoring, developing effective writing strategies, recruitment, reten- tion, and transition courses, and doctoral student professional development. Ms. Lynch instructs Purdue’s Preparing Future Faculty course and the Preparing Future Professionals course. Page 24.201.1 c American Society for Engineering Education, 2014

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

): p. 738-797.7. Adams, R.S., J. Turns, and C. Atman, Educating effective engineering designers: the role of reflective practice. Design Studies, 2003. 24(3): p. 275-294.8. Duschl, R.A., H.A. Schweingruber, and A.W. Shouse, Taking science to school. 2007, Washington, D.C.: National Academies Press.9. Corcoran, T., F.A. Mosher, and A. Rogat, Learning Progressions in Science: An Evidence-Based Approach to Reform. 2009, Consortium for Policy Research in Education: Philadelphia, PA. p. 86.10. Schwartz, D.L., S. Varma, and L. Martin, Dynamic transfer and innovation, in International Handbook of Research on Conceptual Change, S. Vosniadou, Editor. 2008, Routledge: London, UK.11. Duncan, R.G

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

exploring the current state of translational work and Page 24.313.3describing the rhetorical foundations for the procedure we developed.Translational workA main purpose of graduate education is to prepare scholars to be effective producers andconsumers of research. A significant component of this preparation is scaffolding graduatestudents as they learn to make and articulate connections from research to action. As called forby Nyquist and Woodford, graduate students must have the capacity to connect their research toother research as well as to practice: “Leaders in business and industry argue that Ph.Ds. lackcollaborative ways of thinking

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University

Tagged Divisions

Educational Research and Methods

Paper ID #8586Advanced Student-Centric Learning Practices in Applied Engineering Pro-gramsProf. Ben D Radhakrishnan, National University Prof. Ben Radhakrishnan is currently a full time Faculty in the School of Engineering, Technology and Media (SETM), National University, San Diego, California, USA. He is the Lead Faculty for MS Sus- tainability Management Program. He develops and teaches Engineering Management and Sustainability Management graduate level courses. Ben has taught Sustainability workshops in Los Angeles (Army) and San Diego (SDGE). His special interests and research include teaching methods (specifically