Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

engaging industry to guide the department’s professional formation efforts to prepare students for an increasingly global profession. Le- land holds a Bachelor’s of Science in Organizational Communications and Marketing from the University of Central Missouri.Mrs. Olivera Notaros, Colorado State University, ECE Department Olivera Notaros has finished undergraduate and graduate studies in the Electrical and Computer Engi- neering Department in Belgrade, Serbia. She has held different university teaching positions since 1990. She is currently Adjunct Faculty and Head of Senior Design in the ECE Department at Colorado State University in Fort Collins, Colorado.Mr. Richard F. Toftness, IEEE High Plains Section Richard

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Anindya Roy, Johns Hopkins University; Alejandra J. Magana, Purdue University, West Lafayette; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Educational Research and Methods

Mid-Atlantic university created a specificprogramming course for materials science undergraduate students4. This department also createdand integrated several computational modules into the six materials science core courses tosupport solving disciplinary problems. This presented an opportunity to conduct research toidentify effective pedagogical strategies to scaffold student learning in this context 4,5.Identifying appropriate scaffolding methods in this endeavor is important because learningcomputer programming is a complex task in itself. Now, pairing programming with disciplinaryconcepts may increase the complexity of this learning process4. To scaffold the integration of programming concepts with disciplinary concepts, thisstudy

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

formulation activities (e.g., writing requirements) would stem fromsuch observations and interviews – hence why going to the office was the measure.Sample and ResultsThe sample consisted of 148 first-year engineering students at a public university in the mid-atlantic enrolled in a required first-year engineering course between 2012 and 2015. The twoassessment methods were randomly assigned to students, resulting in half of the samplecompleting each assessment method. The assessments were given on the first day of class.All of these 148 students were assigned the design project on the first day of class, too. Theyworked on self-formed teams, performing nearly all of the work outside of class. Between 2012and 2015, a total of 25 teams completed the