Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University

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Educational Research and Methods

Paper ID #16684Helping Engineering Students Get Jobs: Views from Career Services Profes-sionalsDr. Cheryl Carrico P.E., Virginia Tech Cheryl Carrico is a Postdoctoral Research faculty member for Virginia Tech. Her current research fo- cus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. Dr. Carrico owns a research and consulting company specializing in research evaluations and industry consulting. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

Paper ID #15762What Do You Want to Do with Your Life? Insights into how Engineering Stu-dents Think about their Future Career PlansMichelle Marie Grau, Stanford University Michelle Grau is a K-12 Design Thinking, Engineering, and Robotics teacher at The Nueva School, where she primarily teaches in the middle school and coaches robotics teams (FIRST Lego League and FIRST Robotics Competition). She started research in engineering education as an undergraduate mechanical engineering student at Stanford in Dr. Sheri Sheppard’s Designing Education Lab in 2011, where she continues that work today.Dr. Shannon Katherine Gilmartin

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine McGough, Clemson University; Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

4.2 3 5 5 6.4 6.4 PI 4.7 3.1 4.9 4.4 4.4 6Nikki’s InterviewNikki is a sophomore in BME, and she describes her future goals with definition and depth intothe future. She definitely wants to work in BME, and stay in engineering. When asked if she sawherself staying in engineering and how certain she was, Nikki replied, “Oh yeah, definitely” and,“Very. Like, ten out of ten.” She would like to work in tissue engineering and is working towardsgetting internships and experience working in tissue engineering. And, eventually, she wouldlike to have her own patent.Another part of her future career goal is to work abroad: “I’m willing to live abroad reallyanywhere.” But

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura Borrego, University of Texas, Austin

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ASEE Diversity Committee, Diversity

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Educational Research and Methods

engineering education, identity and equity. Address: Engineering Training Center II (ETC) 204 East Dean Keeton Street Austin, TX 78712 Email: apatrick@utexas.eduDr. Maura Borrego, University of Texas, Austin Maura Borrego is Associate Professor of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foun- dation and an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

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Educational Research and Methods

, effects of future on the present, and characteristics of future careers. These FTPcharacteristic differences can be used to distinguish between students in terms of their temporalmotivations, particularly when conducting qualitative analysis of interview data.Students who practice SRL use metacognition, motivation, and behaviors to regulate their ownlearning and utilize methods, such as evaluating (metacognitive) and organizing (behavioral), toreach their learning goals19,20. Additionally, students who are self-regulated “perceive themselvesas self-efficacious, autonomous, and intrinsically motivated” (motivational)19. While theliterature defines SRL in many ways, one underlying theme connects all SRL research: studentsachieve at a higher level

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Paper ID #15756Becoming Boundary Spanning Engineers: Research Methods and Prelimi-nary FindingsProf. Brent K. Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an Associate Director of Purdue’s Office of Global Engineering Programs, leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

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ASEE Diversity Committee

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Educational Research and Methods

Paper ID #14814The Development of a Measure of Engineering IdentityDr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Toni Ivey, Oklahoma State University; Nicole M. Colston, Oklahoma State University; Julie Thomas, University of Nebraska, Lincoln; Juliana Utley, Oklahoma State University

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Diversity

Tagged Divisions

Educational Research and Methods

collaborative efforts – such as No Duck Left Behind, a partnership with waterfowl biologists to promote wetland education efforts, and En- gineering is Everywhere (E2), a partnership with a materials engineer to develop a an efficient model for STEM career education. Thomas has been active in professional associations such as the School Science and Mathematics Association (SSMA-Past Executive Director and the Council for Elementary Children International (CESI-Retiring President).Dr. Juliana Utley, Oklahoma State University Juliana Utley is an Associate Professor of Mathematics Education and Director for the Center for Research on STEM Teaching and Learning (CRSTL) at Oklahoma State University. Her research interests include

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

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ASEE Diversity Committee, Diversity

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Educational Research and Methods

National Science Foun- dation and an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of Engineering Education and serves on the board of the American Society for Engineering Education as Chair of Pro- fessional Interest Council IV. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

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Educational Research and Methods

theirfamily7 and FGS take fewer risks in college8, are more afraid of failure9, and are more likely tochoose majors with high earning potential8. When examining FGS in the context of engineering,work has shown FGS often choose against majoring in engineering because of not havingengineering prerequisites10. FGS that choose to major in engineering show more career interestthan the CGS11. FGS students in engineering also have statistically different social capitalcharacteristics and accessed resources compared to CGS showing that FGS students aresuccessful, but use different resources to gain entry and persist in engineering12. We seek tocontinue advancement in the understanding of the experiences of FG engineering students,through examination of

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Thomas, University of Nebraska - Lincoln; Nicole M. Colston, Oklahoma State University; Tyler Ley P.E., Oklahoma State University; Beverly DeVore-Wedding, University of Nebraska - Lincoln; Leslie R. Hawley, University of Nebraska - Lincoln; Juliana Utley, Oklahoma State University; Toni Ivey, Oklahoma State University

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Diversity

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Educational Research and Methods

materials engineer to develop a an efficient model for STEM career education. Thomas has been active in professional associations such as the School Science and Mathematics Association (SSMA-Past Executive Director and the Council for Elementary Children International (CESI-Retiring President).Dr. Nicole M. Colston, Oklahoma State University Nicole M. Colston is currently an NSF Science, Engineering, and Education for Sustainability (SEES) Fellow. Her interests in K-12 engineering education include engineer role models and early-aged ca- reer awareness. Her current work focuses on blending informal and formal engineering education in the context of climate adaptation and resiliency in rural communities.Prof. Tyler Ley

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chengyu Sun, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Harsh Gadhia, California State University, Los Angeles

Tagged Divisions

Educational Research and Methods

college career. The online tool enables students and advisors to keep track of thestudents’ educational goals, or milestones, and progress toward reaching those milestones. Eachmilestone is classified both by the level at which advisors in our College believe students shouldaim to complete it and by the dimension of the student’s college education under which thatmilestone falls. Thus the flight plan forms a matrix divided into stages of their career (i.e., frompre-frosh through senior level) and into “runways”, which we categorized as 1) academicperformance; 2) career preparation; and 3) leadership & community engagement. Advisors foreach degree program collaborate to identify the milestones most appropriate for students in thatmajor

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 IMPORTANCE OF UNDERGRADUATE RESEARCH: EFFICACY AND STUDENT PERCEPTIONSAbstractUndergraduate research has emerged as a high-impact approach that can be used to enhancestudent engagement and to enrich student learning experiences.1 It is observed in the literaturethat undergraduate research can have an impact on student retention, and possibly attract womenand ethnic minorities to science-related disciplines while playing an important role in thedetermination of career paths for participating students.2, 3, 4 While there are multiple studies onthe impact of undergraduate research in social sciences and sciences, there is limited literature inthe engineering

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods

such as “I know several ways in which I can make a difference on some of this world’s most worrisome problems” (self-awareness), “I welcome working with people who have different cultural values from me” (intercultural communication), and “I am informed of current issues that impact international relationships” (global knowledge).3. Global Civic Engagement Subscale Unit (GCE): addressed 3 subscales from the original scale15 - involvement in civic organizations, “glocal: civic activism, and political voice - with items such as “During my undergraduate career, I have done or will do volunteer work to help individuals and communities abroad” (involvement in civic organizations), “If at all possible, I will buy fair-trade or locally

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, The College of New Jersey; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Erin J. McCave, University of Houston; Courtney S. Smith, Virginia Tech

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Educational Research and Methods

a Ph.D. in Aerospace Engineering from Georgia Tech. Prior to her time at Georgia Tech, she received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include engineering design education (especially in regards to the design of complex systems), student preparation for post-graduation careers, and innovations in research-to-practice.Dr. Walter C. Lee, Virginia Tech Dr. Walter Lee is an Assistant Professor in the Department of Engineering Education and the Assistant Di- rector for Research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. Lee’s research interests include co-curricular support

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foudation

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Educational Research and Methods

information on students’ academic performance ( Cumulative Grade PointAverage (CGPA) and Semester Grade Point Average (SGPA)), the subjects that they likedand disliked and their performances in them and their volitional activities such as academicelectives , co-curricular and extra-curricular activities. They also furnished details of theirsocio-economic backgrounds and their career aspirations.Course outcomeWe used course-end feedback to measure the course outcome. The feedback soughtadditional information about course elements that improved students’ learning experience andtwo things that they learned in the course.SamplingOur sample consisted of 88 undergraduate junior students of the computer-engineeringprogram at a respectable college. While

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shonda L. Bernadin, Florida A&M University/Florida State University; Tracee Williams Mason, Florida A&M University

Tagged Divisions

Educational Research and Methods

concise guidelines will promote autonomouslearning, increased achievement and higher enjoyment; as opposed to teacher-centered learningwhich was shown to promote student achievement, but hindered emotional and motivationallearning (Brophy & Good, 1986). Therefore, the results of this study can contribute to researchon the emotional design of instruction for mathematically-rigorous courses in engineering andhelp decrease attrition and promote enhanced learning.Research QuestionsThe main purpose of the study is to reveal specific beliefs about students’ experiences in a SignalProcessing course which may influence their learning, achievement and motivation to pursueengineering as a career. In particular, the study seeks to answer the following

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Denise Rutledge Simmons P.E., Virginia Tech; Larry J. Shuman, University of Pittsburgh

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Diversity

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Educational Research and Methods

registered professional engineer, project management professional and LEED accredited professional. Her career vision is to become a global leader in research that builds capacity and broadens the participation of students completing construction and engineering degrees and entering the technological workforce by shaping practices and policies in retention, informal learning, pedagogy, professional competency, work- force development and life-long learning. Her research interests are in investigating students’ develop- ment of leadership skills and other professional competencies and in students’ involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington

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Diversity

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Educational Research and Methods

have made in the course of their careers.Specifically, we ask:  What do the pioneers feel have been their most important contributions and/or impacts in the field of engineering education?  What can we learn about the significance of these contributions by examining them in terms of communities of practice?Data collectionSemi-structured interviews were conducted with 47 pioneers (in person, by telephone, or viaSkype). All interviews followed the same interview protocol, which included six requiredquestions and several optional follow-up prompts, allowing the interviewers to clarify or probemore deeply where appropriate. Most of the interviews (39 of the 47) were conducted bygraduate students or early-career faculty interested in

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Samuel S. Newton, Clemson University

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Diversity

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Educational Research and Methods

Paper ID #16387Uncovering Forms of Wealth and Capital Using Asset Frameworks in Engi-neering EducationDr. Julie P. Martin, Clemson University Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the Advancement of Science

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

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Educational Research and Methods

, she resigned from her faculty job and came to Connecticut for family reunion. Throughout her academic career in Australia and Sin- gapore, she had developed a very strong interest in learning psychology and educational measurement. She then opted for a second Ph.D. in educational psychology, specialized in measurement, evaluation and assessment at University of Connecticut. She earned her second Ph.D. in 2010. Li has a unique cross- disciplinary educational and research background in mechatronics engineering, specialized in control and robotics, and educational psychology, specialized in statistical analysis and program evaluation.Dr. Ronald S. Harichandran, University of New Haven Ron Harichandran is Dean of the

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah E. Parikh, Foothill College; Lori Silverman, Foothill College

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Educational Research and Methods

’ experience in teaching transfer student populations has led to the development of fourmain objectives for engineering transfer programs. These four main objectives are the following:1) provide students with an entry point into an engineering pathway, 2) help students achievetheir goal of being accepted into an engineering bachelor’s program at a degree-grantinginstitution, 3) establish foundational knowledge and skills for students to achieve their goal ofobtaining a bachelor’s degree in engineering, and 4) help students develop career expectations toachieve their goal of being employed in an engineering-related career.Background on community college characteristicsAlthough engineering transfer programs may vary across community colleges, there are

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University

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Diversity

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Educational Research and Methods

-group discussions of each anxiety type that were facilitated by the program directors. Graduate students were also present to assist with the discussion and to offer the perspective of older students. 2. Small peer-group discussions. Each group was limited to students in a specific year of their degree progress (freshman, sophomores, or juniors). 3. Journaling assignments that were aimed to stimulate discussion of the common themes in more detail. 4. A presentation by a representative from the Career Services department of the university in which the job market for engineering majors as well as job search strategies were covered.For discussions, students were divided into the appropriate peer groups of around

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

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Diversity

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Educational Research and Methods

Paper ID #16477Implementing a Challenge-Inspired Undergraduate ExperienceDr. Marcia Pool, University of Illinois, Urbana-Champaign Dr. Marcia Pool is a Lecturer in bioengineering at the University of Illinois at Urbana-Champaign. In her career, Marcia has been active in improving undergraduate education through developing problem-based laboratories to enhance experimental design skills; developing a preliminary design course focused on problem identification and market space (based on an industry partner’s protocol); and mentoring and guiding student teams through the senior design capstone course and a translational

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole P. Pitterson, Purdue University, West Lafayette; Juan David Ortega, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

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Educational Research and Methods

research stories and II.becoming an engineering education researcher. This paper will report on section one whereparticipants were asked to submit three photos or images that they felt were good representationsof: (1) themselves before participating in the workshops, (2) where they see themselves presentlyand (3) where they hope to be in the future.Of the 21 participants that were interviewed for the follow-up to the RREE project, 18 providedthe solicited photos/images and discussed their rationale for their choice when prompted in theinterviews. The photos/images spanned the range of personal life events or interests to career andresearch endeavors.In this paper we will describe the common themes associated with the photos/images in terms ofhow

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Teri Kristine Reed, Texas A&M University

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Educational Research and Methods

identified leadership as one attribute that engineering students must develop by thetime of graduation along with the following traits: strong analytical skills, creativity, ingenuity,and professionalism1. This is because of the growing number of opportunities for engineers whowork in the multidisciplinary environments to take a leadership role as their career advances inthe social-political-economic world1. Similarly, in the report entitled Educating the engineer of2020: Adapting engineering education to the new century published by National Academy ofEngineering reinforced importance of engineering students’ leadership development as reformsfor engineering educators2.While engineering experts in academia and industry considered leadership as one

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Deboer, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; David B. Nelson, Purdue University, West Lafayette; Craig Zywicki, Purdue University; David A. Evenhouse, Purdue University

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Educational Research and Methods

National Science Foundation’s Faculty Early Career Development (CAREER) Award, the Purdue University School of Mechanical Engineering’s Harry L. Solberg Best Teacher Award (twice), and the ASEE Mechanics Division’s Ferdinand P. Beer and E. Russell Johnston, Jr. Outstanding New Mechanics Educator Award. In 2014, Dr. Rhoads was selected as the inaugural recipient of the ASME C. D. Mote Jr., Early Career Award and was featured in ASEE Prism Magazine’s 20 Under 40.Prof. Charles Morton Krousgrill, Purdue University, West Lafayette Charles M. Krousgrill is a Professor in the School of Mechanical Engineering at Purdue University and is affiliated with the Ray W. Herrick Laboratories at the same institution. He received his B.S.M.E

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

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Educational Research and Methods

Paper ID #16865Institutional Obstacles to Ethnographic Observation in Engineering IndustryProf. Reed Stevens, Northwestern University Reed Stevens is a Professor of Learning Sciences at Northwestern University. He holds a B.A. in Mathe- matics from Pomona College and PhD in Cognition and Development from the University of California, Berkeley. Professor Stevens began his professional career as a mathematics teacher. For the past two decades, he has studied STEM learning both in and out of school. His research seeks to understand how and when learning environments are productive for people and to translate those findings

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Educational Research and Methods

NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?” He has also been part of the teaching team for NSF’s Innovation Corps for Learning, and was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014. Dr. Jordan also founded and led teams to two collegiate National Rube Goldberg Machine Contest cham- pionships, and has co-developed the STEAM LabsTM program to engage middle and high school students in learning science, technology, engineering, arts, and math concepts through designing and building chain reaction machines. He has appeared on many TV

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Fethiye Ozis, Northern Arizona University

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Educational Research and Methods

Paper ID #15847Blended Faculty Training: Modeling Learner-centered Pedagogy in a NewFaculty Teaching SeminarDr. John Tingerthal, Northern Arizona University John Tingerthal joined the Construction Management faculty at Northern Arizona University in 2007 and was appointed as a Distinguished Teaching Fellow in 2015. His engineering career spans a variety of design and forensic engineering experiences. He spent the first eight years of his career performing structural consulting engineering in Chicago. He earned his Doctorate in Education and is currently the Associate Chair of the Civil Engineering, Construction