Displaying results 1 - 30 of 166 in total
- Conference Session
- Military and Veterans Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel
- Tagged Topics
- Diversity
- Tagged Divisions
- Military and Veterans
, theoretical, and analytical skills associated with theirdevelopment. In the model, sophomores engage by learning the skills associated with directleadership of individuals and small teams and the management of duties. In a sophomore-leveltechnical writing course (required of all engineering and computer science majors), sophomore-level leader development was assessed using the institution’s criteria. These small teams had ahands-on, technical assignment that lasted several weeks. There was a difference in leadershipskills and communication skills observed between the traditional students with their formalleadership curricula and the student veterans. Student peers consistently rated student veteranshigher in all areas of the leadership attributes
- Conference Session
- Educational Research and Methods Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
improve technical writing instruction in laboratory courses, a multidisciplinary team ofprofessors in the departments of Writing and Engineering (1) developed a curricular frameworkthat integrates common practices of teaching technical writing in tandem with existing engineeringlaboratory courses and (2) trained a set of students to be Engineering Writing Fellows (EWF),undergraduate engineering students who tutored peers in their technical writing assignments. Thispaper will share the student and instructor opinions of these initiatives employed in the LinearCircuits Analysis Laboratory course. Analysis of the initiatives was conducted via student surveyand comparison of student writing pre and post EWF tutoring. Results show students
- Conference Session
- Graduate Student Writing and Communication
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
TransferabilityAbstractData show that underrepresented minority (URM) engineering students have lower rates ofcompletion and higher rates of attrition in their doctoral studies than their majority peers. Toaddress attrition and support students, we have developed a research-based intervention that wecall the Dissertation Institute (DI). As part of a five-year NSF-funded project, we havedeveloped and refined the DI as a one-week intensive writing and workshop experience for URMin the final phases of their engineering doctoral degrees. We have hosted two DIs to date (2017and 2018) and we are preparing for our third DI in 2019. The goal of the DI is to offer practicaland timely experiences for URM doctoral students to contribute to their degree success. At thesame time
- Conference Session
- Work-In-Progress Postcard Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kitana M Kaiphanliam, Washington State University; Olivia Reynolds, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
that require them to write extensively, whether that be in industry or graduateschool. Additionally, the Accreditation Board for Engineering and Technology (ABET) lists theability to communicate effectively an expected student outcome of accredited baccalaureateprograms. Because of insufficient writing requirements in undergraduate engineering curricula,however, many engineers are unprepared for the writing-demand necessary to convey their ownideas or understanding of ideas. More rigorous writing practices would not only improve effectivecommunication skills as undergraduate students pursue their education, it can also help studentsdevelop a deeper conceptual foundation of engineering topics. The writing pedagogy of interestfollows a
- Conference Session
- Liberal Education/Engineering & Society Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mathew D. Evans, Arizona State University; Michelle Jordan, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
important reasonsfor engineering students to learn to use multiple mediums to communicate with the public. Forone, self-promotion; it is becoming more common for research journals to invite or requireauthors of peer-reviewed work to write summaries for the public. For instance, authors acceptedto PLOS journals are required to submit a non-technical summary of their work, and scientists’social media presence is increasingly recognized by university promotion and tenurecommittees29. Finally, there is an increased need for an informed and scientifically literatecitizenship in democratic societies due to the grand challenges of the 21st century24, and anincreasing expectation for scientists and engineers to take responsibility for contributing to
- Conference Session
- Multidisciplinary Endeavors: Engineering and Liberal Arts
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sarah Summers, Rose-Hulman Institute of Technology; Anique Julienne Olivier-Mason, Brandeis University; Marina Dang, Massachusetts Institute of Technology; Diana M. Chien, Massachusetts Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society, Multidisciplinary Engineering
institutional contexts. In this paper, we analyze the adaptation of one such intervention,the Communication Lab (Comm Lab), a peer-to-peer coaching resource for writing, presenting,and other forms of technical communication [4]. By analyzing three institutions’ iterations of aComm Lab, we argue that a balance between core pedagogical strategies and attention to clientneeds makes the Comm Lab model both identifiable across institutions and flexible enough toadapt to new institutional contexts. For example, the client-based model relies on using peerswith disciplinary expertise to ensure quality feedback. However, the definitions of “peer” and“disciplinary expertise” become more multidisciplinary across institutions according to thestudent population
- Conference Session
- Design in Engineering Education Division: Design Teams
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Stephanie Sheffield, University of Michigan; Magel P. Su, California Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
faculty and staff. Since students are usually more willing to share concerns with their peermentors, the peer mentors are an invaluable resource for determining student needs, and thefeedback allows the instructional team to adjust each semester accordingly to best serve students.Reflections on Teamwork Topics. In the course management system, students complete weeklyreadings and reflections on teamwork topics. Reflection is a critical component of learning fromexperience [18], and we believe that directed reflection helps students to abstract lessons fromtheir teamwork experiences. Most of the weekly lessons include a link to an outside reading;topics included collaborative writing tools, giving and receiving feedback, the value of diversityon
- Conference Session
- Graduate Student Support
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Matilde Luz Sanchez-Pena, Purdue University-Main Campus, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
difficulties are not inclusive to them and may be shared by native speakers ofsimilar academic backgrounds. One of us mentioned how he restricted his communications withhis peers and faculty due to his internal belief of the existence of a linguistic barrier.Language Language was the second inquiry subject that we examined. We agreed that language hasmainly influenced us in three ways: (1) Interpersonal Communications, (2) Reading and (3)Writing. While reflecting on our experiences, we identified challenges that were common to allof us. Here we share these challenges and describe different ways we have overcome them.Besides, we provide suggestions to support others experiencing these challenges based on howwe wished these challenges were
- Conference Session
- The Best of First Year Programs: Best Paper Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Noah Salzman, Boise State University; Ann Delaney, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives; Donna C. Llewellyn, Boise State University
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
University Innovation Fellows organization (now part of the Hasso Plattner Institute of Design at Stanford, a.k.a. the d.school).Mrs. Catherine Rose Bates, Institute for STEM & Diversity Initiatives Catherine Bates received a bachelor’s degree in Women’s Studies and Creative Writing from Florida State University and a Master of Fine Arts in Creative Writing with an emphasis in fiction from Arizona State University. She serves as the Program Director for the NIH Southwest Bridges to Baccalaureate program and the Program Coordinator for the NSF Louis Stokes Alliance for Minority Participation program. In her current role at the Institute for STEM & Diversity Initiatives, Catherine is dedicated to expanding re
- Conference Session
- Liberal Education Division Technical Session Session 10
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kathryn A. Neeley, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
) .Project-based Learning as a Vehicle for Social Responsibility and Social Justice in Engineering Education.Silvia de Freitas, C. C., Beyer, Z. J., Al Yagoub, H. A., & DeBoer, J. (2018). Fostering Engineering Thinking in a Democratic Learning Space: A Classroom Application Pilot Study in the Azraq Refugee Camp, Jordan.Smith, J. M., & Lucena, J. C. (2018). Social Responsibility in Engineering Education and Practice: Alignments, Mismatches, and Future Directions.Svihla, V., Hubka, C. A, & Chi, E. (2018). Peer Review and Reflection in Engineering Labs: Writing to Learn and Learning to Write.Tang, X. (2018). From 'Empathic Design' to 'Empathic Engineering': Toward a Genealogy of Empathy in Engineering
- Conference Session
- Design in Engineering Education Division: Capstone Design Practices
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kimberly B. Demoret P.E., Florida Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
working). These peer comments and thenumerical peer feedback grade are used along with reported hours as part of the instructorevaluation grade described below.Instructor Evaluations. In aerospace senior design classes, 20% of the grade comes from"Individual Participation", which consists of two instructor evaluations each semester along withattendance, in-class exercises, and individual writing assignments. As stated in the syllabus, "Theinstructor evaluation considers time card data, input from staff members, faculty and industryadvisors, feedback from student leaders and peers, and the subjective assessment of the courseinstructor." To come up with a grade, first the instructor develops a formula using a weightedcombination of hours worked
- Conference Session
- Technical Session 4: Modulus Topics 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Ashwin Satyanarayana, New York City College of Technology; Karen Goodlad, New York City College of Technology, CUNY; Jennifer Sears, New York City College of Technology, CUNY; Philip Kreniske, Columbia University, The HIV Center; Mery F. Diaz, New York City College of Technology; Sandra Cheng, New York City College of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education
a PhD in Computer Science from SUNY, with particular emphasis on Data Mining and Big data analytics. He is an author or co-author of over 25 peer reviewed journal and conference publications and co-authored a textbook – ”Essential As- pects of Physical Design and Implementation of Relational Databases.” He has four patents in the area of Search Engine research. He is also a recipient of the Math Olympiad Award, and is currently serving as Chair Elect of the ASEE (American Society of Engineering Education) Mid-Atlantic Conference. He also serves as an NSF (National Science Foundation) panelist.Prof. Karen Goodlad, New York City College of Technology, CUNY Karen Goodlad is an Assistant Professor specializing in
- Conference Session
- Insights for Teaching ECE Courses - Session I
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Soheil Salehi, University of Central Florida; Ramtin Zand, University of Central Florida ; Ronald F. DeMara P.E., University of Central Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer
Figure 4: Overview of the Double-Blind Peer Review Process.single paragraph regarding at least five technical points that they learned through completing thecapstone report.3.3 Double-Blind Peer Review Process In order to implement a double-blind peer review process, we implement an LMS quiz. In order toincrease the effectiveness and learning aspect of the double-blind peer review process, GTA and facultyinstructor review the final capstone report submissions. Furthermore, GTA and faculty instructor selectthe top 10 high quality capstone paper submissions according to certain criteria, such as formatting ofthe capstone report, quality of writing, quality of figures, and quality of the analysis provided. Afterreviewing the capstone report
- Conference Session
- Student Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Ann Strehl, University of Michigan; Robin Fowler, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
writing work (with “Katie” again doing more of this than theother names). These results suggest that participants used assumptions about teammatedemographic information as they made decisions regarding task division, at least regarding whowould do managerial and writing work.IntroductionGroup-based learning is a common aspect of undergraduate engineering curricula, and is acritical part of both first-year introductory engineering courses and senior-level capstone designcourses at many institutions across the country and around the world. Engineering educationresearch based on these courses has provided a solid understanding of the manner by whichstudent teams often allocate tasks and the manner by which gender and race influences thesedecisions
- Conference Session
- Engineering Management Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Princy L. D. Johnson, Liverpool John Moores University; Kathryn W. Jablokow, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Management
capture any change in their most 18 minutes Belbin test preferred/manageable/least preferred roles after the learning sessions and the activity Coursework: N/A Reflective Final course assessment: To capture their 15 days Self-reflection writing (up to leadership journey through the course. 15 pages) Post-coursework 2 6 Peer review: to capture peer feedback and 10 minutes peer feedback the ability to give constructive feedback. Post-coursework N/A
- Conference Session
- Making an Impact: Building Support with Data and Design
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Hilda Teresa Ayala-Gonzalez, University of Puerto Rico, Mayagüez ; Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Libraries
, to support the needs of our engineering students.Fig. 8. GRIC Library services supporting the research lifecycle.Since communication skills in English are fundamental to succeed in STEM fields, especially forEnglish as Second Language students, the GRIC has also integrated peer-to-peer support with ateam of Graduate Writing Facilitators (GWF). The GWF’s are a team of three graduate studentswith diverse multidisciplinary backgrounds (Engineering, Science, and English), trained to offeracademic services in oral and written communication in English to meet the needs of all ourgraduate programs. Through writing clinics (e.g., English grammar and style, tone and audience,visual design, transition and clarity, and oral presentations in general
- Conference Session
- Biomedical Engineering Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- C. Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington; Dianne Grayce Hendricks, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
curriculum design and pilot efforts of a short module in theintroductory bioengineering course [4-5].Course OverviewThe introductory bioengineering course aims to provide broad exposure to several areas ofresearch in bioengineering such as cancer diagnostics, medical device development, regenerativemedicine, global health, and synthetic biology. The course emphasizes critical reading ofscientific literature and technical writing, and broadly covers the engineering design process,creative problem-solving techniques, engineering ethics, social constraints, and other designprinciples.The first offering of the honors section was a 2-credit add-on to the introductory bioengineeringcourse. The honors section was comprised of 12 students who were
- Conference Session
- First-Year Programs: Work in Progress Postcard Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kamau Wright, University of Hartford
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
the instructors and helping support all thestudents, the assignment of three sub-groups created a clear structure where students had pointsof contact in between sessions, and for subsequent break-out sessions or activities which requiredgroups, it was easy to fall into these mentor groups. It should be noted that all Peer Mentors hadreceived training in the Guaranteed 4.0 Program and were able to check students’ bullet pointnotes and other assignments. In this week, the instructor lectured on the concept of forming goals using the“S.M.A.R.T” technique. Students were tasked with writing down goals for the semester and/oryear, and then reviewing a few ancillary resources online about the acronym of “S.M.A.R.T.”They were then tasked with
- Conference Session
- Women in Engineering Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Behzad Beigpourian, Purdue University, West Lafayette ; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
collaboration, quality of peer evaluation, the strategy of teamformation, and communication among team members can raise issues related to the genderand race. These problems can be solved by educating students to deal with possible issuesand understand the importance of diversity. Also, facilitating teams during the semester isessential for reducing any conflict related to gender or race. But, the most important one isthe perception of professors because no problem can be solved if professors do not believethe importance of gender and race in teamwork AcknowledgmentWe would like to thank Dr. Godwin for her guidance in writing this paper. We also want tothank Maizey Benner for her contribution
- Conference Session
- Improved Pathways to Graduate Studies
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis; Jean S. VanderGheynst, University of Massachusetts, Dartmouth; Kara Moloney Ph.D., University of California, Davis
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
parents are frequently unable to help them navigate their educational pathway. 2) Knowing the Rules or Ambiguity: LIATFG graduate students may be unclear about the expectations of graduate study. They may perceive that their peers know the “rules of the game” while they do not know what is expected or how to navigate the system. 3) Living in Two Worlds: Families of LIATFG students are often supportive of college, but may be less understanding of the value of graduate education. LIATFG students may not feel they fully belong to either their family/culture, or within academia. 4) Seeking Support: LIATFG students can have difficulty building the necessary support systems (whether they be social, academic and/or
- Conference Session
- Pre-College Engineering Education in the Formal Classroom
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
self-evaluation. Reading &Writing Quarterly, 19(2), 159-172.Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77(3), 313.Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self- regulated learning and science achievement. Elementary Education Online, 8(3), 883- 900.Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125- 141.
- Conference Session
- CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
andwriting in multiple mediums and interacting around physical tools and artifacts23, 24, 25 in serviceof design goals.Thus, our model distinguishes communicating with others about your work, communicatingabout other’s work (such as offering), and reading the research literature. Engineers mustcommunicate about their own work and its value accurately, clearly, and succinctly to multipleaudiences26 . Not only must engineering apprentices learn to “speak like engineers” in the lab22,they must also learn to write like scientists outside of the lab, communicating discipline-specificideas to knowledgeable industry members, customers, community stakeholders, and engineersfrom a diverse range of disciplines, translating across a wide set of semiotic
- Conference Session
- Insights for Teaching ECE Courses - Session II
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alireza Kavianpour, DeVry University, Pomona
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer
such a project, students will beinterviewed by peers and the instructor. All students will participate in a mock interview. Everystudent is responsible for writing at least one chapter of the final document (book).Example:The following project might be one possible choice for the students with Electrical and ComputerEngineering major:Name of the project: Automation of the appliances in a house. This project controls appliancessuch as: Radio, TV, Garage door, Shower, Coffee maker, Microwave, Telephone, Refrigerator, etc.Main Hardware: ZigBee or WiFi, IP gateway, Microcontroller.Main Software: Graphic User Interface (GUI) was written using a high level language (JAVA,C++, C#, VBNET).Every student will select one of the appliances for controlling
- Conference Session
- Multidisciplinary Engineering Programs
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Pluskwik, Minnesota State University, Mankato
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
using Apple i-pad Pros toefficiently write feedback on student work using the Apple pencil. Giving feedback to studentsquickly is one of the primary roles of both faculty and facilitators in this program.Active, integrated learning includes a range of activities from field trips, conference presentations,peer to peer teaching, workshops and trainings in the fabrication lab and electronics lab, STEMoutreach events, as well as workshops on professional expectations. Online gamificationresources such as Kahoot [14], Quizlet [15], and Plickers [16] are regularly used. In Design,students email and meet with clients, vendors, and subject matter experts. Teams travel toindustry client locations in a program-provided vehicle.Written reflections
- Conference Session
- Mechanical Engineering Division Technical Session 7
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Robert J. Rabb P.E., The Citadel; Ronald W. Welch P.E., The Citadel; William J. Davis P.E., The Citadel; Deirdre D. Ragan, The Citadel; Jason Geathers, The Citadel
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanical Engineering
focused on underrepresented populations, specifically women and minorities, whileothers are implemented for the entire engineering student population. Mentoring efforts include:demographic-specific advisors, faculty advisors, peer mentors, faculty mentors, and engineeringindustry mentors. The School has taken a four-year approach to its mentoring efforts. Overallobjectives of the mentoring program are multifaceted: 1) to help new students transition to highereducation and identify with their particular program; 2) to help students who are struggling inupper level courses and in leadership positions or conducting undergraduate research; and 3) tohelp students with their transition to the engineering profession.This paper describes how one
- Conference Session
- Computer-Based Learning in Chemical Engineering Courses
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
place students on a higher performance leveland can lead to fading or scaffolded achievement [7].Recent research raises concerns about over-scaffolding learners; while they sometimes performbetter on short-term knowledge gains than peers who are not scaffolded, they also reportedlydevelop negative attitudes toward the subject matter [8]. Instead, providing goals, such as adesign challenge, can better organize their learning. Other forms of scaffolds can also providebenefit. For instance, scaffolds that organize student work on ill-structured problems can supportthem to think about the problem and learn as they do so [9].The design process spans definition of problem, navigation of the scientific literature forbackground, brainstorming multiple
- Conference Session
- ERM Technical Session 3: Working in Teams
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
, but the studies were based only on studentperspectives, whereas, student final grades were not included in the analysis to confirm studentsreport. Student classroom engagement greatly involves peer-to-peer interaction and not student-to-machine interaction. Nevertheless, student classroom engagement is complex and broad to behandled in one direction. Some researchers classified student behavior as a predictor of classroomengagement [11]. Likewise, Appleton, Christenson, and Furlong [12] classified factors thataffected student classroom engagement into two categories namely; the indicators and thefacilitators. The author further divided indicator factor into three categories namely: affective,behavioral, and cognitive and the facilitator
- Conference Session
- ERM Technical Session 9: Persistence and Retention
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
asfrequent interactions with faculty and peers and more participation in academic activities, is mostimportant for student persistence. Townsend and Wilson [4] concurred, identifying that theseinteractions contribute to a student sense of belonging at the institution. Rendón [18] found thatthe more students perceive an interaction as being positive, the more they view themselves as anintegral and valued member of their college, critical for an overall positive experience. A number of studies have identified academic integration in college as more importantthan social integration for transfer student persistence. For instance, Townsend and Wilson [4]found that community college transfers make their social connection in the classroom, and
- Conference Session
- Bridge Programs Connecting to First-Year Engineering
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs, Pre-College Engineering Education
Standards and Technology.Dr. Peter C. Nelson, University of Illinois, Chicago Peter Nelson was appointed Dean of the University of Illinois at Chicago’s (UIC) College of Engineer- ing in July of 2008. Prior to assuming his deanship, Professor Nelson was head of the UIC Depart- ment of Computer Science. In 1991, Professor Nelson founded UIC’s Artificial Intelligence Laboratory, which specializes in applied intelligence systems projects in fields such as transportation, manufacturing, bioinformatics and e-mail spam countermeasures. Professor Nelson has published over 80 scientific peer reviewed papers and has been the principal investigator on over $30 million in research grants and con- tracts on issues of
- Conference Session
- Minorities in Engineering Division Technical Session 6
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Michael Maloy Parker, Cankdeska Cikana Community College; Lori Nelson, Nueta Hidatsa Sahnish College; Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College; Ann Vallie; Josh Mattes, Sitting Bull College; Teri Ann Allery; Karl Haefner, Cankdeska Cikana Community College
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
Karl Haefner, PEEC Collaborative Team Member. University of Phoenix, M.A.e.d., Secondary Education, 2008 Grand Valley State University, B.S. Geology, 2004 Sagi- naw Valley State University, B.S. Mechanical Engineering, 1988 Mr. Haefner is an engineering instructor at Cankdeska Cikana Community College, where he is actively working to build the Pre-Engineering Department. He assisted with writing the AMI accreditation report to the HLC, wrote several success- ful grants, and managed CCCC’s Advanced Manufacturing Curriculum and Pre-Engineering Educational Consortium. In addition the Advanced Manufacturing initiative at CCCC has hired two undergraduates to run the 3-D/Scanner Laboratory. The aforementioned gives the