- Conference Session
- Works in Progress: Learning and Engagement
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
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Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University
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Diversity
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Educational Research and Methods
“Tailored Instruction and EngineeringDelivery Using PROTOCOLs” (TIED UP). In ‘tailored instruction’, the course syllabus will bere-organized into an integrated modular concept format where complex engineering conceptswill be presented as networked sub concepts in a web interface, creating a virtual neural space.Each of these networked concepts and sub-concepts will be further linked to several learningtools such as animations, short concept lecture videos (4-6 minute duration) and mandatedstudent activities that are designed leveraging latest insights from established theories of neuroand cognitive science with the help of a number of PROTOCOLs. PROTOCOLs are systematicbrain based learning principles to be followed while delivering a new concept
- Conference Session
- Works in Progress: Faculty Perspectives and Training
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
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Sam Spiegel, Colorado School of Mines; Stephanie Ann Claussen, Colorado School of Mines; Renee Falconer, Colorado School of Mines; Allison G. Caster, Colorado School of Mines
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Educational Research and Methods
science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative as- sessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching profes- sional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997). Dr. Spiegel’s current
- Conference Session
- Student Success I: Interventions and Programs
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
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Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville
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Diversity
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Educational Research and Methods
in this course section could beconsidered at high-risk of dropping out of the major, having received grades of D, F, or W fromeither ENGR 101 or 190 previously. A minority of students were joining the major late in theirfirst year and had missed the fall calculus class or were non-engineering majors. The syllabus contained a consent statement, notifying students of the study and offeringthem an opportunity to opt out of having their course materials used for research purposes.Students were included for analysis if they completed both a pre- and post-survey and earned afinal grade in the class (N = 18). Completion of the survey was voluntary; no rewards or credittowards grades were offered as incentives. Of the original 35 students