Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

apawley@purdue.edu.Dr. Shawn S Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Assistant Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois, Urbana-Champaign; Anastasia Marie Rynearson, Purdue University, West Lafayette; Matthew William Priddy, Georgia Institute of Technology

Tagged Divisions

Student

andlearning center. There are two ways to approach this overlap. The first is to make the ASEEprogramming unique. On large campuses, some Chapters have found success in providingSTEM-specific content as a supplement to the campus-level content for all majors. The secondapproach is to partner with other organization(s). This approach has extra benefits; it exposesASEE and its mission to the members of other organizations and it can provide extra assistancefor planning and execution. For research-specific programming, some campuses have foundsuccess with ASEE-hosted STEM education poster sessions. While almost 90% of therespondents reported having some campus-level teaching programming, at least 65% reportedthat they are interested in ASEE providing

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Wei-Hsung Wang Ph.D., Louisiana State University; Linda Lee Ramsey, Independent evaluator

Tagged Divisions

Student

good relationship both instructors and knew the material very well, so we made the exception.We also added the requirement that SI Leaders need to be active members of the Society of PeerMentors, a student organization that focuses on mentoring and leadership; this organization alsoserves as a pool for recruiting new SIs.Each week SIs were expected to attend the lecture for their designated course(s), to lead twoactive learning sessions (90 minutes each), to hold office hours, to meet with the courseprofessor, and to attend the weekly SI training meeting. Once a semester, the SIs also attended ahalf-day training workshop and were required to observe and report on at least one fellow SI’ssession. Once a year, SIs were invited to a faculty

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford

Tagged Divisions

Student

fellows will likely teach undergraduate andgraduate courses. An understanding of reform-based practices could empower fellows to bethoughtful about selecting appropriate learning opportunities in their own practice. The findingspresent an opportunity for institution leaders to consider implementing strategies favorable topre-faculty development. Secondly, science educators, untrained in the field of engineering, arebaffled by the addition of the engineering practices contained within the U. S. Next GenerationScience Standards (NGSS).6 Knowledge of how engineers execute engineering design taskscould inform the application of engineering activities at the K-12 level.Faculty Teaching PracticesUniversity science, mathematics, and engineering faculty

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

Tagged Divisions

Student

orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. Page 26.1073.14References1. Nerad, M. (2004). The PhD in the US: Criticisms, Facts, and Remedies. Higher Education Policy, 17(2), 183–199.2. Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., & McAllister, P. (2010). The Path Forward: The Future of Graduate Education in the United States. Educational Testing … (p. 64). Princeton, NJ.3. Austin, A. E. (2002). Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career. J

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Satisfaction Measures:question was missing). (m) Personal satisfaction from work (n) Satisfaction with quality of work unitSurvey respondents were asked “do you consider (o) Satisfaction with working conditionsyourself to be one or more of the following,” with (p) Employee empowermentthe following response categories offered: (q) Co-workers cooperation“Heterosexual or Straight,” “Gay, Lesbian, (r) Satisfaction with procedures (s) Overall job satisfactionBisexual, or Transgender,” or “Prefer not to say.”Respondents who answered “prefer not to say” were excluded from

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University; Hannah Christine Zierden, The Ohio State University; Kevin Robert Wegman; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Divisions

Student

Paper ID #12011Teaching Assistant Professional Development through Design: Why TheyParticipate and How They BenefitDr. Kathleen A Harper, Ohio State University Kathleen A. Harper is a senior lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

communication as their 1particular mode of autopoietic reproduction” (p. 3) As leading systems theorists Capra andLuisi[9] described: [Because] communications recur in multiple feedback loops, they produce a shared system of beliefs, explanations, and values – a common context of meaning – that is continually sustained by further communications (p. 308).Applying this theory to systems of higher learning, we argue that the social life (or “culture(s)”)of engineering colleges and departments is maintained by a network of communications fromwhich messages or stories emerge that reflect this “common context of meaning”. What, then,are these

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

http://portal.utpa.edu/railwaysafety/education/outreach/summercamp 2. Texas Higher Education Coordinating Board - Engineering Summer Camp Program http://www.thecb.state.tx.us/index.cfm?objectid=10887E32-C322-E537-4ADAF24BD5508059 3. Crown,S., “Preparing and Inspiring Middle and High School Students with a Pre-freshman Engineering Program”, Proceedings of the 2012 ASEE Annual Conference and Exposition, June 2012, San Antonio, Texas 4. Freeman, R., Fuentes, A.A., Vasquez, H., Crown, S., Villolobos, C., Wrinkle, R., Ramirez, O., and Gonzalez, M., “Increasing Student Access, Retention, and Graduation Through an Integrated STEM Pathways Support Initiative for the Rio South Texas Region." American

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Jamshid Mohammadi P.E., Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Student

an e-portfolio across a major Australian university,” Australian Journal of Career Development, Vol. 14, No. 2, p. 40-51. 7. Ostheimer, M. W., and White, E. M. (2005). “Portfolio assessment in an American engineering college,” Assessing writing, Vol. 10, No. 1, p. 61-73. 8. Powell, K. S., and Jankovich, J. L. (1998). “Student portfolios: A tool to enhance the traditional job search,” Business Communication Quarterly, Vol 61, No. 4, p. 72-82. 9. Reis, N. K., and Villaume, S. K. (2002). “The benefits, tensions, and visions of portfolios as a wide-scale assessment for teacher education,” Action in Teacher Education, Vol. 23, No. 4, 10-17. 10. Williams, J. (2002). The Engineering Portfolio: “Communication

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania

Tagged Divisions

Student

received feedback from the circulating instructors/TAs. The first semester ofa restructured course is a learning experience for the instructor(s), TA(s), and students; however,by staying open to feedback, improvements can be made along the way. Our final in-classactivity was certainly the smoothest of the semester, with fewer groups stuck without a way tomove forward in solving the problem, positive group dynamics, and appropriate timing.In our experience, feedback can come from the students, fellow instructors/TAs, outsideobservers, assessment results (e.g., exams), or personal reflection. Pre-, mid-, and post-surveysof the students (separate from course/instructor evaluations) can be useful in identifying theirexpectations, prior experiences

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

the Ninth Annual International ACM Conference on International Computing Education Research, ACM, New York, NY, USA, ICER ’13, ISBN 978-1-4503-2243-0, pp. 19–26.21. Riley, D. (2013). ASEE Distinguished Lecture: Rigor/Us: Merit Standards and Diversity in Engineering Education Research and Practice, Annual Conference of the American Society for Engineering Education, Atlanta, GA.22. Walsh, D. and Breitenbach, S. (2007). A BA Engineering and Liberal Studies Degree at a Polytechnic Institute. Proceedings of the American Society for Engineering Education.23. Traver, C., Klein, J.D., Mikic, B., Akera, A., Shooter, S., Epstein, A. and Gillette, D. (2011). Fostering Innovation through the Integration of Engineering

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dylan Christenson, Texas Tech University; Daniel Baldwin; Maeghan Marie Brundrett, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Divisions

Student

21st Century Preparing the Civil Engineer for the Future. 2008. p E001.17. Lowman J. Mastering the techniques of teaching. 1995.18. Conley CH, Ressler SJ, Lenox TA, Samples JW. Teaching teachers to teach engineering—T4E. Journal of Engineering Education 2000;89(1):31-38.19. Estes A, Ressler S. ExCEEd teaching workshop: Fulfilling a critical need. 2001.20. Dennis N. ExCEEd Teaching Workshop: Taking It on the Road. 2001. Page 26.1411.12Appendix A: Student and TA Survey Page 26.1411.13Course: _____________________________ Day:______________________________ I. An Effective Teaching