Displaying results 931 - 934 of 934 in total
- Conference Session
- Civil Engineering Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Stuart G. Walesh P.E., S. G. Walesh Consulting
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering
significant attention in CE education programs because that KSA set isaddressed during the Engineer Intern process. That is and broadly speaking, formaleducation stresses analysis and, while it may include some creativity/innovation content,creativity/innovation are learned as part of design during the pre-licensure experience.My career includes three decades in full-time private and public practice. Informed bythat experience, I know that many Engineer Interns will receive at least modest designassignments. However, those tasks will tend to be carried out in a conventional mannerusing algorithmic approaches largely devoid of creativity/innovation expectations
- Conference Session
- Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ayora Berry, Boston University; Don DeRosa, Boston University
- Tagged Divisions
- K-12 & Pre-College Engineering
- Conference Session
- Faculty Development II
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Page 26.1323.11 potential to both create and make visible a wide range of connections—what I might call integration in time and integration in the person (phrases I arrived at after talking with Lauren). Regarding the former, I described to Lauren my hope that the reflection activity we discussed helped the learners inquestion—graduate students interested in engineering education—relate their experiences in an onlineworkshop to prior experiences and knowledge about engineering education, as well as to anticipatedexperiences in their academic careers. Ideally, learners would gain more from the online workshopexperiences by understanding them in this larger temporal context. What I am calling integration in the person is another
- Conference Session
- Best Papers in K-12 / Pre-college Division
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University
- Tagged Divisions
- K-12 & Pre-College Engineering
the E4 Project, which examines the impact of two engineeringcurricula on students’ learning about engineering and science, as well as their interests in andattitudes towards careers in science and engineering. One of the two curricula is EiE, and is thefocus of the present study; the present study does not include data from the other curriculum. TheE4 Project is currently in its second of two data collection years, with data pertinent to thepresent study collected during and after the completion of the first year (2013 - 2014). E4 Project recruitment began by disseminating project flyers through state, district, andschool level channels within the Massachusetts, Maryland and North Carolina regions. Flyersexplained the basic E4 Project