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Efficacy of a Metacognitive Writing-to-Learn Exercise in Improving Student Understanding and Performance in an Engineering Statics Course

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Saryn R Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy M. Masnick, Hofstra University
Tagged Topics: NSF Grantees Poster Session

conceptual underpinnings of the subject. The study found thatthere were “positive correlations” between engaging in multi-modal writing tasks and end-of-unit performance.Other studies have also focused on revision as a potentially important component of students’metacognitive competence.9, 10, 11, 12 For example, in another study also involving students inChemistry, researchers had students embed a multi-modal writing task at the end of each unit, aswell as a unit assessment.9 These writing tasks differed depending upon the context of the courseand the particular instructor’s goals. But all of them had in common a “write, react, revise”component, forcing the student to revisit their writing task after input from a peer or instructor orboth. Although

Relevance Score: 1.1830472

Enhancing Retention and Academic Success of Undergraduate Engineering Students

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Anant R. Kukreti, University of Cincinnati; Temesgen Wondimu Aure, University of Cincinnati
Tagged Topics: NSF Grantees Poster Session

Strategies Implemented in the STEP Program Three key issues negatively impact student success in engineering; these issues are especiallyrelevant to the target student population addressed in this paper. Issue I: inadequate academicpreparedness from high school. The target students, by definition, fall into this category. TheirACT scores are 2-4 points below their peer cohort admitted in the CEAS at UC. In addition, onthe UC Math Placement Test (MPT), which is used as a basis for first math course placement,the target students typically score below the cutoff for placement in Calculus I, the first course inthe engineering math sequence and a prerequisite for Physics I. Issue II: inability of the studentsto adapt socially to their new environment1

Relevance Score: 0.033232994

Continuous Improvement in an NSF S-STEM Program

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato
Tagged Topics: NSF Grantees Poster Session

Page 26.403.6primary faculty mentor who is closely related to that student’s field of study, and returning scholars serve as role models and mentors for the new scholars. The faculty mentors meet withtheir mentees at the beginning of each semester and as needed throughout the academic year. In addition to undergraduate mentoring, faculty peer-mentoring is also an important componentof the program. The faculty mentors for the MAX program consist of a mix of professors,associate professors and pre-tenure assistant professors. The weekly planning meetings are usedfor continuous improvement of the MAX program, but they also provide an outlet for peer-mentoring and building community amongst the MAX faculty. Topics such as academic writing

Relevance Score: 0.027790632

STEM Scholars Bridge Program for Increased Student Retentions, Internship and Career Exploration at University of Southern Maine

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Carl Nelson Blue, University of Southern Maine
Tagged Topics: Diversity, NSF Grantees Poster Session

. The reasons why they drop out is not well understood unless we review some of the potential causes [5]. According to the National Survey of Student Engagement from 2006, external obstacles for NT students have made it more difficult for them to develop peer relationships (study groups) at the university [10]. Professional barriers are typically found in the workplace and relate to lack of tuition reimbursement, time management, and/or lack of release time from work. Institutional barriers include lack of access to higher education, the high cost of tuition, and diminished affordability [2]. Furthermore, because adult learners also face the

Relevance Score: 0.026586395

Assessment of Communication Skills During an NSF REU Program Related to Sustainable Management of Wastes and Byproducts

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Amro El Badawy, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller, Global Waste Research Institute, California Polytechnic State University; Gregg L. Fiegel, California Polytechnic State University; Kevin Brian Kopp, California Polytechnic State University
Tagged Topics: NSF Grantees Poster Session

have assessed various programand participant activities with an emphasis on participant communication skills (oral, written,and graphical modes) throughout various phases of the summer research experience. Tools usedfor assessment included: learning style and communication style surveys; incremental and finalperception surveys; review of weekly journal entries; peer reviews; review of communication-focused assignments (i.e., mid-program and final oral presentations, poster presentations, andvoicemail reports); and documentation of experimental procedures and results in a summaryreport. Several activities in the program involved the use of different learning styles such asgraphics-only and rapid, oral-only communication exercises. The learning

Relevance Score: 0.023710124

Nanotechnology Courses for General Education

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University
Tagged Topics: NSF Grantees Poster Session

with PH382U Introduction to Nanoscience andNanotechnology, followed by BI372U Nanotechnology, Society and Sustainability, andECE383U Nanotechnology: Modeling & Simulation, (where the “U” suffixes indicate GEeligibility,) but each course can stand alone. These courses are tailored to support interactionbetween STE (science, technology and engineering) and non-STE students, who will take them Page 26.1182.2together. Two function as writing intensive courses (WIC), and there are no college-levelprerequisites for any of them. There is also a supporting follow-on 2-credit NanotechnologyLaboratory course, (currently listed as ECE410/510.)General

Relevance Score: 0.023596875

Integrated Active Learning Tools for Enhanced Pedagogy in a Software Engineering Course

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Peter Y Wu, Robert Morris University; Ali A. Ansari, Virginia State University; Walter W Schilling Jr., Milwaukee School of Engineering
Tagged Topics: NSF Grantees Poster Session

Ph. D. in Materials Engineering (1998) and Graduate Diploma in Computer Science (1999) from Uni- versity of Wollongong, Australia and holds Bachelor of Engineering (Metallurgical Engineering) degree from Pune University, India (1985). He has worked as a post-doctoral fellow at Carnegie Mellon Uni- versity, Pittsburgh (2001 – 2003) and BHP Institute for Steel Processing and Products, Australia (1998 – 2001). Dr. Manohar held the position of Chief Materials Scientist at Modern Industries, Pittsburgh (2003 – 2004) and Assistant Manager (Metallurgy Group), Engineering Research Center, Telco, India (1985 – 1993). He has published over 55 papers in peer-reviewed journals and conferences including a 2007 Best Paper Award

Relevance Score: 0.02251321

CREST Bioenergy Center

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Keith A. Schimmel, North Carolina A&T State University; Ghasem Shahbazi, North Carolina A&T State University; Shamsuddin Ilias, North Carolina A&T State University; Lijun Wang, North Carolina Agricultural and Technical State University
Tagged Topics: NSF Grantees Poster Session

Center significantly “improves” technical writing andpresentation skills. Suggestions students provided for improving their research experiencesincluded increasing their access to instruments and equipment, ensuring more opportunities topresent at conferences, emphasizing the need for students obtaining work or teaching experience,and providing more mentoring by faculty.Mentoring was recognized by both faculty and students as a critical way to develop graduatestudents' research knowledge and skills. Benefits noted by students and faculty on meetingwithin and across thrust areas include "cross-pollination" of ideas, general awareness of research,feedback and group discussion, and peer pressure to produce work, as well as an opportunity forthem to

Relevance Score: 0.022451479

Research Experiences for Undergraduates in Mechatronics, Robotics, and Automated System Design

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Sheng-Jen Hsieh, Texas A&M University
Tagged Topics: NSF Grantees Poster Session

importantly, they all have the same goal: to learn howto do research. Second, at “brown-bag” lunch meetings, each REU student would present abouttheir project, progress, and difficulties. Third, they were required to write a paper step-by-stepthroughout the summer, including the literature review, conducting the experiments, performingdata analysis, and writing the conclusions. Last, they were required to (1) create a poster tosummarize their work, (2) present their findings at both a university-wide poster session and anengineering-oriented poster session, and (3) respond to their peers’ questions about their projects.In addition to working on a research project, participants would also attend workshops and fieldtrips related to imaging technology

Relevance Score: 0.021298112

Building Sustainability into Control Systems: A New Facilities-Based and Hands-On Teaching Approach

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Melody Baglione, Cooper Union
Tagged Topics: NSF Grantees Poster Session

scoring rubric of teacher/assessor observations of student performance/behavior) and qualitative (semi-structured interviews and rapid ethnography) evaluation techniques. 3. It is performance assessment, since it uses a scoring rubric based on Bloom’s taxonomy to classify student cognitive understanding based on writing assignments and closely follows the design of the project from inception.6An external evaluator assessed the impact of the project by observing lectures, labs, and toursand by interviewing key informants. Initially, the course interventions were implemented by theprimary investigator (PI). In year 4, after the three-year implementation phase, the new courseinterventions were tested by a new lecturer and

Relevance Score: 0.021068938

The Impact of a Robotics Summer Undergraduate Research Experience on Increasing the Pipeline to Graduate School

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Leyla F Conrad, Georgia Institute of Technology; Jill L Auerbach, Georgia Institute of Technology; Ayanna Howard, Georgia Institute of Technology
Tagged Topics: NSF Grantees Poster Session

Technology. She received her B.S. in Engineering from Brown University, her M.S.E.E. from the University of Southern California, and her Ph.D. in Electrical Engineering from the University of Southern California in 1999. Her area of research is centered around the concept of humanized intelligence, the process of embedding human cognitive capability into the control path of autonomous systems. This work, which addresses issues of autonomous control as well as aspects of interaction with humans and the surrounding environment, has resulted in over 180 peer-reviewed pub- lications in a number of projects – from scientific rover navigation in glacier environments to assistive robots for the home. To date, her unique

Relevance Score: 0.02098704

Examining the Integration and Motivational Impact of Hands on Made4Me: Hands-on Machining, Analysis and Design Experiences for Mechanical Engineers

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jeremy John Vaillant, University of Massachusetts Lowell department of Mechanical Engineering; Christopher J Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell
Tagged Topics: NSF Grantees Poster Session

programming, technical presentations and technical writing are taught in lec- ture and in online modules.This first year course has made significant use of the CNC laboratory to perform both short andlong projects. With approximately 160 students in the course in the Fall 2014 semester and 51students in the 2015 spring semester, this represents a relatively high student volume for hands-on manufacturing activities. Laboratories are run through the week with 18-19 students per sec-tion. The goal of the course is to maintain a relatively low-cost, project-intensive experiencewhile covering the appropriate content. Three categories of projects are performed during a se-mester, with approximately 10-15 CNC machining hours per student group

Relevance Score: 0.019788316

The Washington STate Academic RedShirt (STARS) in Engineering Program

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Eve A. Riskin, University of Washington; Dawn Wiggin, University of Washington; Jeremy Kingma, Washington State University; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington; Scott Winter, University of Washington
Tagged Topics: NSF Grantees Poster Session

ElectricalEngineering, and six in Mechanical Engineering. All of these students should certify within theirmajor in the next year and have joined their peers as successful students in engineering.In this paper, we present an in-depth view of the program as well as evaluation results from thefirst two years of the program. We also showcase best practices and lessons learned in supportingat-risk students in engineering.STARS ProgramRecruitment and SelectionSTARS enrolls approximately 32 students from low socio-economic backgrounds each year ateach university. To qualify for the program, a student must be Pell Grant-eligible, graduate froma Washington high school with thirty percent or more of the students receiving free- or reduced-priced lunches, and express

Relevance Score: 0.019683158

Studying the Fidelity of Implementation of an Intrinsic Motivation Course Conversion

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Anne Earl, University of Illinois at Urbana-Champaign; Dong San Choi, University of Illinois, Urbana-Champaign
Tagged Topics: NSF Grantees Poster Session

interactions such as receiving and responding to feedback to build competence andsupporting the learning of their peers to support relatedness. To again promote students’ autonomy after the completion of their first projects, studentswere given the option to maintain or dissolve their teams for the remainder of the semester. Allstudents opted to maintain their teams. Students completed two more projects with these teamswith five weeks devoted to each project. Students were given increasing levels of autonomy indetermining the topic and deliverables for each successive project, further promoting students’senses of autonomy. At the end of the semester, all students were required to take a final examination perdepartmental policies and norms

Relevance Score: 0.01708957

Probing the Flipped Classroom: A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Nancy K Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H Yong, Harvey Mudd College; Rebecca M Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.
Tagged Topics: NSF Grantees Poster Session

understanding and ask and answer questions.For both Engineering 82 and Math 45, all PowerPoint slides and tablet writing shown in thecontrol section were contained in the video watched by the inverted section. For both courses,all students completed the same problems that students in the control section completed ashomework. In Engineering 82, students in the inverted section completed specified problemsduring class meeting time (and turned them in at the end of class) and turned others in ashomework. In Math 45, students in the inverted section used in-class time to work on anyproblems from the homework assignment and turned in all of their work as homework. As a finalnote, students in both sections of Math 45 had access to the videos; only students

Relevance Score: 0.016616497

Informal Pathways to Engineering: Interim Findings from a Longitudinal Study

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Christine Andrews Paulsen, Concord Evaluation Group; Monica E Cardella, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation
Tagged Topics: NSF Grantees Poster Session

significantly more likely to attend college and three times as likely to major in engineering than compared to a group of students 21with similar background and achievement in science and math. A similar study was conducted in order to evaluate Project Lead the Way (PLTW), a nonprofit organization that promotes preengineering courses in middle and high schools. This study found that PLTW graduates were five times more likely to select engineering courses compared to firsttime freshmen at fouryear 22 institutions, and their average freshman GPA was higher than their peers. Because there is

Relevance Score: 0.015984595

Applying Second Language Acquisition to Facilitate a Blended Learning of Programming Languages

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Christina Frederick, Embry-Riddle Aeronautical University
Tagged Topics: NSF Grantees Poster Session

visuals. Some topics are multiple choice reading and writing more engineering Learning not well explained. No questions but no in their challenging project to enough self testing simple programs. programming problems to challenge questions in the Facebook is used language by solving synthetize their screencasts. but there is no different what they have understanding group discussion. engineering learned. and expand problems

Relevance Score: 0.015974902

Designing Effective Project-based Learning Experience Using a Participatory Design Approach

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Anthony Hernandez, California State University, Los Angeles
Tagged Topics: NSF Grantees Poster Session

*. 5 3. Working with teammate 5 2 4. Discuss design plans with peers 4 1 5. Using OPNET to evaluate the performance of your design plans 3 6. Writing the report 3 1 Page 26.479.9 7. Preparing a “Promotion flyer” for bidding* 2 *New or enhanced elements in the revised CPBL.2) Moving from Surface Approach to Deep ApproachWell-designed CPBL encourages students to move toward using a deeper learning

Relevance Score: 0.01560426

Enhancing STEM Education at Oregon State University – Year 1

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university
Tagged Topics: NSF Grantees Poster Session

Non-linear and Iterative Problem Solving or LaboratoryInteractive engagement with frequent formative feedback:The NRC Discipline-Based Educational Research (DBER) committee “characterizes thestrength of the evidence on making lectures more interactive as positively impacting learning asstrong.” 23(p.122) In a paper commissioned by the NRC for the Evidence on Promising PracticesSTEM Education Workshop,28 James Fairweather writes “The largest gain in learningproductivity in STEM will come from convincing the large majority of STEM faculty thatcurrently teaches by lecturing to use any form of active or collaborative instruction.” A recentmetaanalysis showed that classes with active learning outperformed classes

Relevance Score: 0.01560426

A Group-level Framework for Emergent Properties of Interactive Learning

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University
Tagged Topics: NSF Grantees Poster Session

grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman was a founding member and first President of the Southwest Consortium for Innovative Psychology in Education and has held both elected and appointed offices in the American Psychological Association (APA) and the Motivation Special Interest Group of the European Association for Research on Learning and Instruction. Page 26.50.1 c American Society for Engineering Education, 2015 A group

Relevance Score: 0.013312357

Making the Funds of Knowledge of Low Income, First Generation (LIFG) Students Visible and Relevant to Engineering Education

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines
Tagged Topics: Diversity, NSF Grantees Poster Session

general and engineering in particular almostexclusively focus on students of color. In effect, this research studies socioeconomic class bystudying race and ethnicity. While many low-income and first-generation students are also racialand ethnic minorities, not all students of color experience socioeconomic inequality. Moreover,this analytic frame misses many poor white students who do not have access to the samenetworks and support groups as do their peers who are students of color (e.g. MinorityEngineering Programs, Society of Hispanic Professional Engineers, National Society of BlackEngineers, etc.).In fact, socioeconomic inequalities, as distinct from racial and ethnic inequalities, rarely appearin definitions of diversity in STEM education

Relevance Score: 0.012301974

Constructionist Learning for Environmentally Responsible Product Design

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka PhD, Wayne State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Karl R Haapala, Oregon State University
Tagged Topics: NSF Grantees Poster Session

manufacturing challenges, including life cycle engineering methods, manufacturing process performance modeling, and sustainable engineering education. He has received funding from DOE, NIST, NSF, the U.S. Army, the Pacific Northwest National Laboratory, Oregon Metals Initiative, and industry. His work has appeared in more than 60 peer-reviewed proceedings and journal articles. Page 26.398.1 c American Society for Engineering Education, 2015Constructionist Learning for Environmentally Responsible Design Page 26.398.2 Constructionist Learning for Environmentally

Relevance Score: 0.01118243

Expanding Evidence-based Pedagogy with Design Heuristics

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Seda McKIlligan, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan; Colin M. Gray, Iowa State University
Tagged Topics: NSF Grantees Poster Session

because itis founded on evidence. Past studies have demonstrated the effectiveness of the DesignHeuristics method in concept generation [25, 32]. We have also conducted preliminary studieson the use of Design Heuristics in the engineering classroom, and demonstrated its effectivenessas pedagogy 23, 24. This research base provides a solid foundation for our project because it isbased on peer-reviewed, scientific studies. Many professions have advocated the use ofevidence-based practice in their fields, including medicine, psychology, and education 41-44. Ourproposed project provides an application of “evidence-based practice” in engineering educationto benefit students by providing state-of-the-art education in design

Relevance Score: 0.00958494

Defining a Successful Undergraduate Research Experience in Engineering

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: John R. Reisel, University of Wisconsin, Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Dian Mitrayani , University of Wisconsin Milwaukee
Tagged Topics: NSF Grantees Poster Session

attendconferences or work on developing manuscripts felt that their experience helped toimprove their communication skills.8) All of the students interviewed indicated that the URE was a worthwhile experience,and the majority of the students would recommend that their peers participate in an URE.From these results, it can be inferred that having an URE will usually help participants todevelop their applied engineering skills. There is also an opportunity to greatly impactcommunication skills through an URE, particularly if the URE encouraged and promotesstudents to participate in conferences and the development of manuscripts. For studentsinterested in graduate school, the URE does offer participants a chance to experience theresearch process, as well as a