Displaying results 451 - 461 of 461 in total
- Conference Session
- Perspectives and Evaluation of Engineering Design Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
less constrained problem doesn’t always yield a higher solutiondiversity, and how in some cases, the structure of the course itself can be used to motivatestudents’ independent thinking in a design-based project. In future work we hope to analyzeways that the different pedagogical models influenced learning outcomes beyond solutiondiversity such as group dynamics.AcknowledgmentsThis material is based upon work supported by the National Science Foundation grant numberA451001 SF9018. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. We would also like to thank the students, teaching assistants, professors,and
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- 2020 ASEE Virtual Annual Conference Content Access
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- Patricia R Backer, San Jose State University; Cindy Kato, San Jose State University
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- Diversity
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- Minorities in Engineering
from the undergraduate demographics inengineering. There were 18 Asian students, 4 Hispanic students, 8 White students and 5 Otherswho responded. Interestingly, there was a high number of first-generation engineering studentswho responded. 34% engineering students (12 students) indicated that they were first-generationstudents.A small number of the engineering students scheduled to graduate in four years changed theirmajor (4 students). This is not surprising considering that students often extend their time tograduation when they switch majors. Of the four students switching their majors, only twoswitched out of the College of Engineering.The first questions asked the students to reflect on their freshmen experiences in blockedscheduling. 51
- Conference Session
- Pre-college Engineering Education Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sarah Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Sarah J. Fick, University of Virginia; Jennifer L. Chiu, University of Virginia; Kevin W. McElhaney, Digital Promise
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
included teachers explaining how to usestudents’ computational models to test their designs or guiding students to reflect on their priorknowledge to consider how certain materials may or may not be accessible to students withphysical disabilities.Table 4. Epistemic, practical, or not practice-based teacher talk by class. Epistemic Practical Not Practice-Based Lesson Orange Blue Orange Blue Orange Blue All Lessons 7% 17%+ 66% 67% 27%+ 16% Design 6% 15%+ 66% 75%+ 28%+ 10% Test 0% 11%+ 82% 79% 18%+ 11% Communicate 12
- Conference Session
- Technical Courses and Liberal Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kenneth W. Van Treuren, Baylor University; William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University
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- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
iGens or not. The observations of the authors thus farsuggest that many STEM university students reflect the iGen trends and are no different.Helping iGen Prepare for the Workplace and LifeAs students enter the university, there is an implied requirement to help students mature fromwhere they are to where they need to be upon graduation. Van Treuren and Jordan addressed therole of the university in the formation of student maturity [18]. The university is a communitywhere personal development occurs. A function of the university is embodied in the phrase “inloco parentis.” Legally, it means “in place of a parent” and refers to the obligation of a person ororganization to take on some of the functions and responsibilities of a parent. At any
- Conference Session
- Research in Faculty Development
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs
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- Diversity
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- Faculty Development Division
- Conference Session
- First-year Programs: Focus on Students
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- 2020 ASEE Virtual Annual Conference Content Access
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- Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Mary A. Robinson, University of Waterloo
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- Diversity
- Tagged Divisions
- First-Year Programs
. Purposivesampling of students who remained on campus was used for the interviews to ensure theirperspective was captured by the researchers.Results show a significant number of students, regardless of where they spent the break, studiedinefficiently during the break from school, which is reflected in their academic performance; andstudents who remained on campus while most of their peers left, found the time lonely andlargely unproductive.IntroductionAlthough a fall break has become the norm for many universities in Canada, little research hasbeen conducted to determine the impact of fall breaks on students, whether it is an evaluation asto whether the stated goals of the break – which typically focus on stress and mental health [1] –are being met, or
- Conference Session
- Mental Health of Graduate Students
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- 2020 ASEE Virtual Annual Conference Content Access
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- Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh
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- Diversity
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- Graduate Studies
pursuing the same type of degree… I feel like they couldn't understand what it was I had to bring with me emotionally every day. That was a really discouraging time.Witnessing unsupportive interactions experienced by other students also impacted participants’perceptions of support. For example, Erin reported that other female colleagues’ experiencescaused her to lose trust in her program and contributed to an unsupportive climate. She stated, Some of my fellow female students have encountered some issues that I feel reflect poorly on the program and has kind of made me lose a little bit of respect, a little bit of faith in what they're doing. And them not being supported kind of makes me feel like… if I needed to go
- Conference Session
- First-year Programs: Student Perceptions and Perspectives
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- 2020 ASEE Virtual Annual Conference Content Access
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- Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan
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- Diversity
- Tagged Divisions
- First-Year Programs
- Conference Session
- Pre-college Engineering Education Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Younkyeong Nam, Pusan National University; Jina Yoon, Pusan National University; Jeanna Wieselmann, Southern Methodist University
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- Diversity
- Tagged Divisions
- Pre-College Engineering Education
discussions than thosewomen in groups with more men or an equal number of men and women [23]. In contrast tomonological approaches often taken by men, women’s communication tends to be more interactive[24], with girls asking more probing questions than boys [25].Building on these considerations, the primary objective of this study was to examine how genderaffects students’ decision-making process in an engineering-based SSI context related torenewable energy. Duschl suggested that we need to move beyond structured dialogue toward aframework that reflects how evidence is constructed and supported by reasoning [10]. Tounderstand how a student's context (gender) shapes their reasoning and decision-making, students’argumentative practices were
- Conference Session
- Women in Engineering Division Technical Session 8
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- 2020 ASEE Virtual Annual Conference Content Access
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- Robin O. Andreasen, University of Delaware; Shawna Vican, University of Delaware; Yvette A Jackson, University of Massachusetts Dartmouth
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- Diversity
- Tagged Divisions
- Women in Engineering
years (as described in theprevious section). It follows that when we discuss the perceptions and experiences of womenfaculty who have departed, it is largely about women of color. And, of course, when discussingthe perceptions and experiences of male faculty who have departed, it is largely about whitemales. The reader should also keep in mind that the experiences of faculty who have departedmay differ from those who remain at UX. It is, therefore, an open question whether and to whatextent the perceptions and experiences of faculty who have exited UX are reflective of thebroader population of faculty at UX.Why Faculty LeaveFaculty who leave their institutions do so for a variety of reasons. Some of these factors relate tothe appeal of the new
- Conference Session
- Maker Spaces in Design Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Chieloka Mbaezue, Stanford University; Eric Reynolds Brubaker, Stanford University; Sheri Sheppard, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education