Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Educational Research and Methods

Paper ID #12565Problematizing Best Practices for Pairing in K-12 Student Design TeamsMs. Gina M Quan, University of Maryland, College Park Gina Quan is a doctoral candidate in Physics Education Research at the University of Maryland, Col- lege Park. She graduated in 2012 with a B.A. in Physics from the University of California, Berkeley. Her research interests include understanding community and identity formation, unpacking students’ re- lationships to design, and cultivating institutional change. Ms. Quan is also a founding member of the Access Network, a research-practice community dedicated to fostering supportive

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

Introductory Design CourseTeamwork and Collaboration are among the three primary competencies needed for graduates tobe successful in the workplace according to the Committee on Defining Deeper Learning and21st Century Skills organized by the National Research Council.1 The committee reviewed eightthematic reports and subsequently presented a framework intended to inform curriculumprograms of these desired skills. Organizations and criteria governing the accreditation ofvarious higher education disciplines also address the need for teamwork skills. Several studentoutcomes in the ABET Engineering Accreditation Commission2 specifically relate tocollaborative work: 3(d): an ability to function on multidisciplinary teams 3(g): an ability to

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

. Page 26.650.1 c American Society for Engineering Education, 2015 Engineering, Society and the Environment in the Teaching Goals and Practices of Engineering InstructorsIntroductionConsidering societal, institutional, professional and accreditation-related expectations andrequirements, and the interest from students in applying their technical skills to social andenvironmental issues, engineering undergraduate programs are expected to encourage students toconsider the impact of engineering’s work on society and the environment, explore therelationships between technology and society, and encourage students and graduates to engage incitizenship and action – defining characteristics of STSE

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Penny Kinnear, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

students and a study of meaning-making language and behaviour in student design teams.Dr. Greg Evans, University of Toronto GREG EVANS is a Professor of Chemical Engineering and Applied Chemistry and the Director of the Southern Ontario Centre for Atmospheric Aerosol Research at the University of Toronto. He is the Di- rector of the Collaborative Program in Engineering Education and Associate Director of the Institute for Leadership Education in Engineering (ILead). He has been awarded the 2014 Allan Blizzard Award, the 2014 Faculty Teaching Award, the 2013 Northrop Frye Award for Linking Teaching and Research, the 2010 Engineers Canada Medal for Distinction in Engineering Education and the 2010 American Society for

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter A Simon, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; David Krackhardt, Carnegie Mellon University; Daniel P. Siewiorek, Carnegie Mellon University; Asim Smailagic, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

analysis uncovers whether team memberscorrectly perceive the relationships among their teammates. These initial findings openopportunities for future work on the role social network analysis can play in the analysis ofcollaborative learning.1. IntroductionReal world engineering design problems are frequently solved by teams; therefore, as educators,we are required, both by ABET and common sense, to give students the skills and attitudes thatenable them to work effectively in teams. One of the key skills is the ability to engage incollaborative learning with team members. In the process of acquiring the knowledge necessaryto solve the design problem, collaborative learning gives students the opportunity to both learnfrom and to teach their peers

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim L Borgford-Parnell, University of Washington

Tagged Divisions

Educational Research and Methods

, misses much of the largerpicture and places too much of the onus to change on the faculty members.BackgroundIn 2006, the author completed a study that was aimed at shedding some light on the parts of theuniversity teaching picture that for too long had been left in the dark: the good teaching.[1] Theresearch was initially inspired by the disjuncture between the plethora of negative critiques ofteaching in research universities and the author’s personal experience as a graduate student andinstructional consultant in those settings. Excellent teaching in those settings had been generallyoverlooked in the literature, and much of the existing research on effective teaching was focusedon instructors’ actions – what they did in their classrooms

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Supplementary Instruction (SI) in STEM gateway coursesThe basic premise of our retention effort is a focused, institution-wide effort rather than fragmented(departmental) and/or diffused initiatives. Attrition is a multi-variant phenomenon that requiresimproving students’ life and learning experiences. An extensive body of research identifies severalmechanisms to promote students to persist and graduate. Promoting retention in a college settingis attributed to (i) effective and personalized advising; (ii) a social and academic supportiveenvironment; and (iii) an atmosphere that fosters collaborative and cooperative teaching andlearning. Our retention activities are facilitated through STEM Supplemental Instruction (SI)program.Over the past four years