Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fadi Castronovo, California State University, East Bay; Robert Schaffer, Mission College; Varsha Reddy Kandi

Tagged Divisions

Computers in Education

, the students are grouped in pairs and are challenged to solvepuzzles in VR. However, only one student can wear the headset, while the other has a manualwith the solution to the puzzle. The students need to communicate with each other to solve thepuzzle. At the end of the VR game, the students need to reflect on the challenges that theyencountered and how they can improve their team communication. To support the Project Management lecture topic, the ​Virtual Construction Simulator 4(VCS4) ​game was selected. The game is “​a simulation game that teaches students the dynamicnature of the construction process and frequent changes to construction schedules” [​ 31]​. Thegame was selected because of its extensive supporting instructional

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

sizes. To normalize, the mean response fromeach of the seven programs were then averaged together, giving equal one-seventh weight toeach program of study.Response categories of “Strongly Disagree,” “Disagree,” “Neutral,” “Agree,” and “StronglyAgree” were assigned corresponding ordinal ranks of one through five respectively. The likertvalue responses were averaged for these groups in order to represent a “general consensus”response. Mean likert responses near one for any given question reflect a strong disagreementthat the given behavior is an important factor for student-instructor rapport, while meanresponses near five indicate a strong agreement that the behavior is an important factor forstudent-instructor rapport. Median was not calculated

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Debra A. Major, Old Dominion University; Seterra D. Burleson, Old Dominion University; Xiaoxiao Hu, West Virginia University; Kristi J. Shryock, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

., pre-entryengineering identity); Time 2, reflecting engineering identity at the end of the first semester; andTime 3, reflecting engineering identity at the end of the spring semester.Demographic control variables, including gender, age, and ethnicity, were gathered throughuniversity records.ResultsIn the fall semester, 24 (2.0%) students engaged in research, 7 (0.6%) served as engineeringstudent ambassadors, 6 (0.5%) were peer mentors, 10 (0.8%) engaged in internships, 300(25.0%) participated in student organizations directly related to engineering, and 212 (17.7%)participated in student organizations outside engineering. In the spring semester, 68 (5.7%)students were involved in research, 20 (1.7%) served as engineering student ambassadors

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Barclay, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and communication with technical and non-technical peers. Students worked in teamsof three and four to solve ill-defined problems presented by the instructor. Topics coveredConstruction Waste, Energy Efficiency in Buildings, Recycling Education, PublicTransportation, and Campus Transit. Deliverables, including a technical report, an oralpresentation, and an analytical reflection, were used as data for this project. Students weresurveyed to assess their perceptions of problem-based learning. There were seventy-twoparticipants over three semesters. One preliminary result from both the survey and qualitativedata is that students felt confident about working with others from different disciplines. Studentsmostly commented positively about their

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Annmarie Elizabeth Hoch, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Rebecca Deborah Swanson, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

result of its inclusionand elevated importance in the Next Generation Science Standards (NGSS) [1]. Within thenascent field of pre-college engineering education, the ways in which elementary engineeringexperiences may support the formation of engineering identities in young children are not wellunderstood [2]. What is known about formative experiences in engineering is that participationtends to be gendered [3], with girls and boys engaging in and reflecting on engineering activitiesin different ways. This paper focuses on identity, as developing a strong engineering identity, orsense of belonging in engineering, is essential to pursuing and persisting in the field.Participation in engineering outreach programs is widely seen as an opportunity

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

Tagged Topics

NSF Grantees Poster Session

internalizingand effectively communicating insights from these experiences later. We conjecture thatproviding an engineering problem typology and reflection framework as context for studentexperiences will improve students’ ability to internalize and communicate the professionalrelevance of those experiences. In this NSF PFE:RIEF sponsored research project we are usingmixed-methods to collect pre / post data on students’ engineering epistemological beliefs, writtenreflections that consider the professional aspects of engineering projects, mock interviews, andgroup problem-solving discussions. Between the pre / post data collection, an intervention takesplace; students participate in a professionally relevant project experience (engineeringintramural) with

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Hoehn, University of Colorado, Boulder; Noah D. Finkelstein, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

a small effect of the intervention but note that the quantitativemeasures were high to begin with and thus they need to find alternative approaches to evaluatingthe impact of these activities. In this paper, we present examples of how we have attended tothese topics in our Modern Physics for Engineers class, and provide both qualitative andquantitative data as evidence of impact on individuals and the class as a whole.Daane, Decker, and Sawtelle [2] implemented a four-day equity unit in an introductory physicsclass to help students reflect on racial (in)equity in physics. Their course materials were designedspecifically for use in predominantly white settings. We draw on these materials in order toincorporate discussions about

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John A. Nestor, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

technology that led to a “virtuous cycle” of exponentialimprovement. Students engage in reading and discussion along with short lectures describing thedesign and manufacture of semiconductors. Hands-on experiences involving coding andintegrated circuit design are used to strengthen student understanding of basic concepts. Studentwriting assignments include reflections about their personal history experiencing technologicalimprovements, reactions to the hands-on experiences, and a book report in which they exploreone particular aspect of semiconductor technology and its societal impacts.Assessment of student writing assignments showed that students gained a qualitativeunderstanding of semiconductor design and manufacturing and an appreciation for the

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt Stephen Stresau, University of Central Florida; Mark W. Steiner, University of Central Florida

Tagged Divisions

Design in Engineering Education

backgrounds, and various contextual influences.The proposed framework capitalizes on the use of existing survey tools and course data toconduct a mapping of faculty mentor beliefs/practices against student perception and recognitionof those practices. In conjunction with student reflective memos containing self-evaluations oftheir project and team experiences, interactions with faculty mentors, and overall satisfactionwith their educational experience, this data will combine to provide a multifaceted assessment ofwhich factors are influential and are value-added to the program. The mixed methods approachwill include quantitative statistical analysis of programmatic data, qualitative social networkanalysis-based assessment of peer evaluations, and

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uzoma M. Monye, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Stephen B. Knisley PhD, North Carolina Agricultural and Technical State University

Tagged Topics

NSF Grantees Poster Session

At the culmination of the 5-week program, a focus group and exit survey were used togather descriptive and interpretive information on the students’ feelings of self-efficacy,valuation of engineering knowledge and skills, and engineering identities. The exit surveycontained items developed by Walton and Liles [15] and Walton et al. [3] to measureEngineering Values, Self-efficacy, and Identity. The Engineering Values Scale (EVS), contains8 items arranged on a 7 point Likert scale. The items assess both general and specific aspects ofthe field of engineering with higher scores reflecting greater valuation. The Engineering Self-Efficacy Scale (ESES), contains 14 items arranged on a 7 point Likert scale. The items assess ageneral form of self

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Adena Moulton, Digital Harbor Foundation; Shawn Grimes; Stephanie Grimes; Andrew Coy, Digital Harbor Foundation

Tagged Divisions

Pre-College Engineering Education

used to assess program impact atscale. We studied results from a series of surveys using two deployment modes with 94 youthwho participated in programs at an afterschool maker learning center. We found thatretrospective surveys that ask youth to reflect on shifts in their attitudes after completing aprogram are more effective than the same surveys deployed twice, pre- and post- a program.These results confirm input from youth interviews in which they expressed dislike of repeatingthe same surveys before and after a program and difficulty with answering self-assessmentquestions without a point of reference.1. IntroductionAfterschool maker programs provide opportunities for engaging youth in hands-on projects thatrequire creative problem solving

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

know)? 2. Write a story about when you, or someone you know, or someone you can imagine, were personally impacted by bias in an engineering design.Student responses were collected and graded based on whether they had been submitted or not.The intent of the reflective questions was to motivate students to examine bias by giving them anopportunity to see how it had shaped their own lives. Students had already been exposed tostorytelling as a tool for communication via other initiatives in the department, so we includedsome reminders from those projects, such as “make it sticky,” “include a few compelling detailsto make the story specific [and] real,” and “help the reader see your story, like they are watchinga movie.”Intervention phase 1

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Irene B. Mena, University of Pittsburgh

Tagged Divisions

First-Year Programs

International Center for Academic Integrity [5]: honesty, trust/trustworthiness, respect, responsibility, fairness, and courage • Time to read and discuss an article on the importance of integrity • Student teams (consisting of typically 3 students) submit answers to short reflection questions about the textModule 2: Connecting Professional Integrity to Academic IntegrityThe second module was implemented on week 6 of the fall semester (there are 15 weeks in thesemester), and consisted of the following: • Introduction to the engineering code of ethics – the code of ethics provided by the National Society of Professional Engineers [6] was used • Connecting integrity in the engineering field to integrity in the school setting

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

bias score, and was -1.50 -0.50 0.50 1.50collected on a scale of 0-10. In Pre-course explicit career biasorder to compare these scores oncomparable scales, we generatedan explicit career bias score by Figure 2: Pre-course implicit bias is predicted by explicit bias. Positive values indicate a bias toward engineering over medicine.subtracting their interest inmedicine from their interest in engineering and dividing by 10. Positive values in either scorerepresent a bias toward engineering, while negative scores reflect a bias toward medicine.As a measure of validation of our implicit measure, we

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

Tagged Topics

NSF Grantees Poster Session

the “spiral approach” for course redesign.Lessons learned from previous semesters are incorporated into any needed redesign and/orrefinements of the HIPs as part of the process for updating each course syllabus each semester.Two courses serve as examples to demonstrate how to implement HIPs in basic STEMengineering courses.IntroductionKuh asserts that college degrees are valued by society and empower the individual; however,persistence and completion of the degree is reflective of the quality of the learning experience[1]. To strengthen academic success, faculty development in effective teaching strategies, suchas High-Impact Educational Practices (HIPs), is needed [2]. HIPs ensure that students haveaccess to well-designed, engaging academic

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

1, Green indicates the course topic. Grey indicates the background knowledge required for this course, which students need to achieve in other core courses in the college. Red indicates the big idea, and Blue indicates the enduring understanding. Purple reflects important to know ideas and yellow shows good familiar with. The concept map indicates the relationship between all concepts of infographic design. Table 1: Visual table for infographic designBig Ideas Guiding Essential Enduring • Important to Good to be Concepts Questions Outcomes Know familiar withUnderstan • Data • What is data? • Determine

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline A. Zeiber, New Mexico State University; Tamara Elise Stimatze, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University

Tagged Divisions

Pre-College Engineering Education

continuing their education,obtaining more STEM-related experience, and preparing themselves for the future.While our hypotheses were generally not supported, the results of this evaluation may suggestNM PREP is an effective means of helping students identify whether they are interested infurther pursuing engineering-related activities. It is possible these results reflect the nature of theprogram in that students’ may feel overwhelmed with the amount of information they are givenin a period of two weeks. It is also possible the lack of significant results is related to changes inthe evaluation procedures throughout the program’s implementation.Table 2.Independent Samples t-Test Survey Results Self-Efficacy: Self-Efficacy

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut

Tagged Divisions

New Engineering Educators

research, (2) technical communication, (3) project management, (4)teamwork, (5) environmental health and safety, and (6) research ethics. Students can elect to take1, 2, or 3 credits of research each semester. Developing a concrete grading scheme that is both effective and efficient has long been adifficult task. To combat this problem, the co-author has implemented a specifications gradingapproach during the last three semesters (starting in Fall 2018). The defined specifications aremade up of two components: deliverables and hours of effort. The deliverables are comprised of mandatory university safety trainings to gain access tothe lab, responsible conduct of research training, educational and skills modules, reflections,planning

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eli Tilevich, Virginia Tech; Simin Hall, Virginia Tech; Peeratham Techapalokul, Virginia Tech

Tagged Divisions

Software Engineering Division

, which often reflect an iterative process of software developers coming up with a simple solution and iteratively improving it 29 . Situating learners in a real development con- text provides a unique opportunity to convey the importance of code quality and its improve- ment. It can be difficult to find simple examples that are also realistic. For code duplication, one could create several duplications but they might not be convincing when looking at the entire program. If the duplicate segments of program instructions appear artificial, it would be quite hard to convincingly select the duplicate functionality to extract and also to come up with a descriptive name for the extracted procedure

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering students and eightpreservice teachers. T-tests were used to compare participants’ pre-/post- scores on a codingquiz. A post-lesson written reflection asked the undergraduate students to describe their roboticslessons and what they learned from interacting with their cross disciplinary peers and thefifth/sixth graders. Content analysis was used to identify emergent themes. Engineering students’perceptions were generally positive, recounting enjoyment interacting with elementary studentsand gaining communication skills from collaborating with non-technical partners. Preserviceteachers demonstrated gains in their technical knowledge as measured by the coding quiz, butreported lacking the confidence to teach coding and robotics independently

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carl R. F. Lund, University at Buffalo, SUNY

Tagged Divisions

Chemical Engineering

does provide may be missing essentialcomponents and the feedback it provides may not be properly timed or targeted [16-28]. Thehomework in the traditional-lecture approach is used for assessment; there are no opportunitiesfor students to practice and receive feedback on their solution prior to being assessed. A relatedproblem is found in the timing of feedback to the students: it occurs after their learning has beenassessed. That is, the correct solution to the homework assignment is made available after theassignment has been submitted. If a student makes a mistake on a homework assignment and,through the feedback, learns from that mistake (so that they will not repeat the mistake), thatlearning is not reflected in the assessment of their

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malle R. Schilling, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., Cheryl Carrico Consulting, LLC; Holly Larson Lesko; Gary R. Kirk, Dickinson College

Tagged Divisions

Pre-College Engineering Education

engineering vicarious experiences, they can inform their ownteaching practices and practice reflective teaching as they teach lessons. IntroductionWithin the last decade, there has been a push for engineering to be taught in the K-12 schoolsystem. Integrating engineering into the classroom is especially important due to the expressedneed for engineers from organizations such as the National Academy of Engineering and fromreports like PCAST that predicted a need for one million more STEM professionals by 2020 [1],[2]. In addition to this expressed need, research shows that students begin making career choicesas early as, if not before, high school, so it is important they gain an understanding of

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pallavi Ramakanth Kowligi, Florida State University; Priyanka Prajapati, Florida State University; Faye R Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

, demonstrate, and maintain), reflected a 15% similarityamong the top 20 most frequently mentioned verbs found in the compared documents.Total and Unique Verb Match. There were 438 total verbs in the AM Curriculum Framework to415 in the AM Competency Model, and of those 16.21% (n=71) and 43.13% (n=179) wereunique verbs, respectively. The UM between the AM Framework and AM Competency Model is23.03% (Low), while TM has a DMS of 0.34 (Very low).Categorized Verbs. Verbs were categorized according to the Cognitive Dimension of Bloom’sRevised Taxonomy to identify similarities and differences between AM Framework and the AMCompetency Model. In Table 3, we see the frequency verbs in each of the categories and thecorresponding percentage of verbs in each of

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

Tagged Topics

Diversity, NSF Grantees Poster Session

context and works on the smaller componentsof it, we then experience the process of problem-solving. Climbing the mountain requires bothlinear and non-linear approaches that promote higher order thinking and critical skills. Thecomplexity of the problem encourages us to think reflectively and critically. The dynamic learningenvironment poses challenges but also opportunities for interdisciplinary collaboration.Finally, when the mountain has been climbed and we have safely returned to our base camp, weevaluate our mountain climbing experience, analyzing our successes and difficulties, and drawinglessons that can be applied to similar challenges in the future.This is the process we encouraged our research experiences for undergraduates (REU

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Timothy Cone, Center for Education Integrating Science, Mathematics and Computing

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

negative (IntrojectedRegulation, in which avoidance of guilt or other negative feelings serves as a motivator; ExternalRegulation, in which an obligation or demand from work or elsewhere serves as a motivator; andAmotivation, where the individual is unsure of why he/she is doing something, and is unable toarticulate a motivating factor) [15]. As has been the case with several other groups of programteachers, respondents provided high levels of agreement with statements reflecting the two morepositive types of motivation (Intrinsic Motivation, mean = 5.08, and Identified Regulation, mean= 4.41), and provided low levels of agreement with statements reflecting the three more negativetypes of motivation (Introjected Regulation, mean = 2.25; External

Conference Session

Computers in Education Division Technical Session 2: Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D. Cenk Erdil, Sacred Heart University; Darcy Ronan, Sacred Heart University

Tagged Divisions

Computers in Education

, each section spends two weeks in a particular laboratory,and moves on to the next one. All sections then have a one-week common group meeting for reflection andgeneral exposure to school-wide programs (advising, major declarations, student programs, etc.). In the secondrotation, each section spends one week in a particular laboratory. The semester ends with another commongroup meeting for overall feedback, and interdisciplinary activity involving all programs.The rotation-based course includes a number of targeted modules in each section to address the above goalscollectively. Each module is described below.Computer Science and Information Technology: Mainly based on Code.org’s Computer Science Principles(CSP), and the background story on

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

corresponding formula: 𝑒𝜋 𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑅𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛 = (2) 1+𝑒 𝜋This formula is then used to calculate the probability of retention and used to make inferencesabout students in engineering at out University across the entire range of possibilities. Theprobability relationship generated by these models reflects the idea that having a higher GPA atthe end of the first year is associated with having a higher probability of being retained. Itrepresents the affiliation between retention and GPA and is not a direct correlation. The resultsalso reveal that this relationship is enhanced for

Conference Session

Construction Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luciana Debs, Purdue University Programs; Bryan John Hubbard P.E., Purdue University, West Lafayette

Tagged Divisions

Construction Engineering

thoughts about the newteaching dynamics and all of them only cover the experience of teaching one course. The present exploratory paper proposes to add to the previous team-teaching literature inconstruction higher education by providing reflections and lessons learned from two faculty fromthe School of Construction Management Technology at Purdue University, who have teamtaught together two courses and two modules in another two courses focusing on design andconstruction integration topics during Fall of 2019. Previous studies focused on team teaching ofone module or one course, so the authors will provide a unique point of view by sharingexperiences of teaching team across multiple courses during one semester. The paper uses a

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

change their beliefs and instructional practices?This paper explores this question and offers practical suggestions for promoting peer learningamong faculty.Theoretical frameworkMuch research has supported the theory that people learn through active participation incommunities of practice [6]. Communities of practice are “groups of people informally boundtogether by shared expertise and passion for a joint enterprise” [7]. In these communities,participants learn new skills socially in a process guided by peers and mentors and situatedwithin the context where the skills are used. The community discusses and reflects together, asbeginners grow into full participants. Faculty, within the same department or across departmentsand institutions

Conference Session

Busting a Career Move? When and Why or Why Not?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adrienne R. Minerick, Michigan Technological University; Jenna P. Carpenter, Campbell University; Cindy Waters, Naval Surface Warfare Center; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

colleagues. The role and importance ofthese complex factors are apparent in panelists responses. Individual responses to each of theseeded questions are provided followed by a summative and reflective discussion edited by allpanelists. 1. Did you encounter a period in your career where you experienced reduced satisfaction with your work situation? What were the strategies you employed to move beyond this period and self-author the next phase of your career?Panelist 1: Yes, I reached a point as a research active faculty who had just achieved fullprofessor where I realized that years of hard work would sometimes net a low number ofcitations of the published work. We motivated the research with ideas of how this knowledgecould impact and