Conference Session

Student Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Jane Kilpatrick, Iron Range Engineering; Emmy Sue Stage, Iron Range Engineering

Tagged Divisions

Student

teaching, students become self-motivatedlearners.Being in a self-motivated learning atmosphere enables students to develop strong professional skills. Ways in whichthe IRE model promotes professionalism are: practicing professionalism, practicing teamwork, and working alongside peers and superiors.Practicing everyday professionalism that one would experience in the work place. Including social aspects, 40-hourworkweeks, business attire, and every day ethics.Practicing teamwork on teams of multi-disciplined engineering students. This allows students to gain differentperspectives of a shared focusWorking along side peers and superiors. Students are members of semester long project teams that are led byfaculty mentors.Freedom within this program

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Georgia; Wesley E. Marshall, University of Colorado, Denver

Tagged Divisions

Student

take on a leadership role in an organization, develop studygroups with other members, connect with industry professionals, and participate on adesign team. Most student organizations are typically led by the top students within anengineering program. Typically, there is a president, vice president, secretary, andtreasurer for each of these student groups. The responsibilities for each of these positionsprovide students with leadership skills that will later be used in engineering practice upongraduation. Other valuable aspects of these organizations are the projects that areperformed within each. For example, many organizations participate in regional andnational design competitions, such as the ASCE Concrete Canoe and Steel

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-5183: EASING INTO ENGINEERING EDUCATION: AN ORIEN-TATION PROGRAM FOR GRADUATE STUDENTSStephanie Cutler, Virginia TechWalter Curtis Lee Jr., Virginia Tech Walter Lee is a Graduate Assistant and doctoral student in engineering education at Virginia Tech. His pri- mary research interests focus on diversity and student retention. He earned a B.S. in industrial engineering from Clemson University.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kacie Caple D'Alessandro, Virginia Tech

Tagged Divisions

Graduate Studies, Student

for this course, all workshop leaders and instructorswere given a tutorial on using DyKnowTM in the classroom to interact with students virtually.Using DyKnowTM, I was able to receive instant feedback from students on their level ofunderstanding, poll students for answers to multiple choice questions, collect student work, anddisplay student work as a teaching aid during class. Although common notes were prepared forthe course, instructors were given the freedom to alter the course notes or integrate relevantexamples from their own work, as long as they maintain the integrity of the notes for thestudents. I decided to take advantage of this opportunity to integrate several of my own personalexamples from past projects and research.In spring

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ana T. Torres-Ayala, University of South Florida; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

uncertain how to adjust their instruction tomotivate their students. Many instructors who design new laboratory-based and project-basedinstruction to boost motivation find that these efforts are often greeted by apathy or resistancefrom the students. This situation is further exacerbated by curriculum (re)design efforts whichemphasize the presentation and transmission of course material rather than everyday teachingdecisions that motivate, or demotivate, the students to learn the material3. Based on the premise that educational psychology must inform the practice of teaching4,this primer first presents and synthesizes a selection of recent theories of motivation. With thesetheories as a backdrop, we discuss how these theories can be used in

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Timothy Carl Becker P.E., Iowa State University; Joel K. Sikkema, Iowa State University; Nicole Lynn Oneyear, Iowa State University; Shashi S. Nambisan P.E., Iowa State University

Tagged Divisions

Student

posters are provided in brackets. 1. Content a. Introduction (clear justification, provides setting) b. Body (describes work without verbosity) c. Results and conclusions (clearly indicates relevance) 2. Poster design & display a. Visual display (clear figures, readable text, attractive color) b. Organization of information (logical flow, clear information, concise ) 3. Personal interaction a. Oral description and discussion (strong voice, clear articulation) b. Knowledge (helpful project description, effectively answers questions) c. Appearance (confidence in presentation, enthusiasm for topic, appropriate attire) Student: Poster