Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

, University at Buffalo, The State University of New York Jessica Swenson is an Assistant Professor at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan. Her research work aims to improve the learning experience for undergraduate students by examining conceptual knowledge gains, affect, identity development, engineering judgment, and problem solving. ©American Society for Engineering Education, 2024 Using an Autoethnographic Approach to Examine the Student Experience Solving an Open-Ended Statics ProblemAbstractThis research paper

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University, Chicago; Nancy Lynn Raschke Deichstetter DNP, RN, CEN, CHSE, Loyola University, Chicago; Joanne O'Grady Dunderdale DNP, RN , Loyola University, Chicago

Tagged Divisions

Design in Engineering Education Division (DEED)

nursing specialties. Collaboration with graduate program faculty has resulted in multiple intraprofessional simulation experiences. She also teaches Advanced Cardiac Life Support, Pediatric Advanced Life Support, and Stop the Bleed. Her research interests are in simulation, education strategies, and telehealth. She has participated in research projects that focus on simulation as a learning strategy across the curriculum and in the classroom with an emphasis on clinical judgment. Ms. Raschke earned her Bachelor of Science in nursing degree and a Master of Science with a Specialty in Nursing degree from Northern Illinois University, Dekalb, Illinois. She earned a Doctor of Nursing Practice degree from Loyola University

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Cheryl A Bodnar, Rowan University; Cassandra Sue Ellen Jamison, Rowan University; Kaitlin Mallouk, Rowan University; Mary Staehle, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #41125Engineering Educator Identity Development in a Socially and Culturally EmbeddedDiscipline Specific Graduate Teaching Assistant Professional DevelopmentProgramDr. Gokce Akcayir, University of Alberta Dr. Gokce Akcayir works on the SPARK-ENG project as a postdoctoral fellow at the University of Alberta. Gokce received both her masters and Ph.D. degrees in Educational Technology. After completing her Ph.D. in 2018, she joined the Educational Technology, Knowledge, Language and Learning Analytics (EdTeKLA) research group at the University of Alberta where she completed a SSHRC postdoctoral fellowship. Later she

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

communicating ideas – isalso racialized and used to establish/form/show hierarchies to render some able, successful,valuable and others indispensable and invisible [26-28].These memes also operationalize mindsets and ideologies about who is an engineer, who doesengineering, and what is engineering. For instance, the memes showed that the white race andwhiteness have been constructed as the “master category” (i.e., the dominant category) [55] andthat it operates as the default. Whiteness is, in other words, the baseline used to categorizeindividuals but also the default for how society should operate, and in this case how engineeringoperates. It is this conceptualization of the white race as a master category that continues tomaintain white supremacy in

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew K Swenty P.E., Virginia Military Institute; Benjamin Z. Dymond, Northern Arizona University; Kacie Caple D'Alessandro, Virginia Military Institute; Joshua T. Hewes P.E., Northern Arizona University; Robin Tuchscherer, Northern Arizona University; Rebekah Martin, Virginia Military Institute; Charles D Newhouse P.E., Virginia Military Institute

Tagged Divisions

Civil Engineering Division (CIVIL)

ensuring students havedone readings for a class and retained knowledge from previous classes. Such quizzes have beenshown to improve students’ scores on future assessments of the same material when the quizzeswere administered a few days after reading the material [32]-[34]. This continual retrieval ofcourse material helps with long term retention [35], and these types of quizzes can also helpreview previous material while providing guidance for a student if they have not mastered a topicand need additional help [36]. Another common use of in-class pre- and post-quizzes throughouta semester is to strategically measure gains in knowledge in the class. This helps determine theefficacy of the course when considering what materials to cover [37

Conference Session

Innovative Pedagogical Strategies II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ilya Y. Grinberg, SUNY Buffalo State University; Jill Singer; Jikai Du, SUNY Buffalo State University

Tagged Divisions

Engineering Technology Division (ETD)

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Mario Bonilla; Miguel Santiago Valarezo; Miguel Andres Guerra, Universidad San Francisco de Quito

Tagged Divisions

Educational Research and Methods Division (ERM)

all their classes, which shows a relationship betweenstress, anxiety and academic performance, so it is said that when there is a certain level ofconcern on the part of students, their academic success increases. For example, students who aretested constantly tend to perform better than those who are not tested as often [38]. By beingconstantly evaluated and taking tests more frequently, students generate greater and better studyhabits, which results in an improvement in performance, obtaining better results on the tests [39][40]. It is generally assumed that a student having good grades should also master the subject,but this is not always the case, since passing a test is not an indicator of having learned, andgrades do not necessarily show

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy A Wood, The Citadel; Stephanie Laughton, The Citadel

Tagged Divisions

New Engineering Educators Division (NEE)

.” b) Mastery (n=312): “Taking notes for the Student Notes helped me master the class content.” c) Interaction (n = 312): “Seeing and engaging with other students through the Student Note discussion boards was helpful.”Students also develop an appreciation for reading and notetaking as a lifelong learning skill.Figure 3 shows survey responses to statements about the future. Over 80% of students said theyplanned to take notes from the reading in future courses. This is a tremendous outcome; four outof five students embrace reading and note taking as crucial learning activities. Slightly less than80% of students hope that other professors will implement similar assignments in their courses,again, an

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

opportunities. Participants expressedconcerns about uneven distribution of learningopportunities, access to faculty, and overall support systems that these are barriers to deeperunderstanding crucial for mastering complex engineering concepts. The sense of alienation andisolation experienced by some students in the lecture halls is a significant concern. As onestudent expressed, "“I feel that when it comes to lecture halls, where there are 300 students, I feelmore like a number, a statistic. In a lecture hall, we are a bunch of nameless faces.”This quotation reflects the broader trend of the neoliberalization of higher education [31], [35],where lecture halls are communicating to students a ‘banking model’ mentality [36], [37], [38]towards teaching and

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler; Clifton B. Farnsworth, University of Texas, Tyler

Tagged Divisions

Civil Engineering

teaching using the ASCE ExCEEd Teaching Model. For example, a verystructured organization is equally important within distance education to ensure students Page 22.1645.10who cannot ask questions in class or right after class obtain the level of desired learning.Providing daily lesson learning objectives before the lesson is even more important toassure students focus on the key knowledge from the lesson since they may not haveother students to collaborate with when completing homework. The use of action verbs15with each learning objective clearly implies the proper level of objective demonstrationrequired to master key concepts. Lesson activities based

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

(TCC); Masters of Engineering Professional Practice (MEPP); and Masters of Engineering Engine Systems(MEES). Through the College of Engineering, she also directs the New Educators Orientation Program. She has been an active member of ASEE since 2006.Traci M Nathans-Kelly, University of Wisconsin–Madison Page 22.1318.1 c American Society for Engineering Education, 2011 Traci Nathans-Kelly earned her PhD in 1997. At that time, she was also the Program Director for the Scientific and Technical Communication BS degree at the University of Minnesota, Crookston. She came to the

Conference Session

Innovative Instructional Strategies and Curricula in ECE I

Collection

2011 ASEE Annual Conference & Exposition

Authors

MaryPat Beaufait; Duyun Chen, University of Pennsylvania; Carl B Dietrich P.E., Virginia Tech; Cecile Dietrich; Garrett Michael Vanhoy, University of Arizona

Tagged Divisions

Electrical and Computer

mastered the specific task tobe learned. In stage three the learning is internalized. Stage four describes lifelong learning,which involves progressing through the first three stages in new contexts and new knowledge isacquired and new skills are mastered. Tudge30 noted that the import of this concept intoeducational literature tended to emphasize positive aspects of development. However, Tudge30 Page 22.1548.5pointed out that Vygotsky theorized on interactions that would not have been beneficial todevelopment. This has implications in planning peer and group activities in higher education. Foractivities to be the most beneficial, those in a peer

Conference Session

Trends in Mechanical Engineering I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Bradshaw, University of Oklahoma; Zahed Siddique, University of Oklahoma; Patricia Lea Hardre, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Mechanical Engineering

Interpretivist position holds that, evenif an ultimate truth exists, what we can know is, at best, an individual interpretation of that truthor reality. We are conditioned by our individual experiences, cultures, personality preferencesand characteristics, physical conditions, and so forth. Even as we try to form an understanding ofcomplex phenomena that is identical to the understanding held by a master teacher, it cannot beidentically replicated because the teacher’s experiences, culture, attention, interests, personalitycharacteristics, etc., modify and inform his or her understanding. The same kinds of factors alsoinfluence each individual learner’s understanding of the knowledge he or she is trying to acquire.In Table 1, we provide a comparison of

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa Vidic, University of Pittsburgh

Tagged Topics

NSF Grantees

MEAs From The Students’ Perspective - As noted, after finishing an MEAeach student was asked to complete a reflection exercise (for bonus points). The Reflection Tool(RT) was used to better understand the team‟s solution process and student‟s perception of theextent that particular concepts were learned and outcomes mastered. In general, the targetedconcepts were listed on the RT to prompt the students. The data suggests that students tended toidentify what they had learned, but only to a certain extent. Over the series of MEAs, dependingon the underlying concept, approximately 50 to 75% of the students indicated that the MEA did,in fact, help reinforce the concept; this result is confirmed by the post-concept inventory results.Determining the

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Jitesh Panchal, Washington State University; Sammy Haroon, The RBR Group; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

) Page 22.429.10 Figure 5: Bloom’s Taxonomy of LearningBloom’s taxonomy provides a systematic way of describing how a learner’s performance growsin complexity when mastering academic tasks. It can thus be used to define curriculumobjectives, which describe where a student should be operating. In addition, Bloom’s taxonomyprovides a powerful means to assess students’ performance, justify associated grades, and at thesame time provide students with feedback as to how to improve their performance. In a trulyconstructively aligned curriculum it facilitates deep learning as the activities are designed for thatpurpose.At the beginning of ME6102 all students are introduced to Bloom’s Taxonomy and it isemphasized that

Collection

1999 Annual Conference

Authors

Donald V. Richardson

28 cylinder R-4360 "Wasp Major". It turned out that all seven of the dual magnetos had slightly different cams to account for the different spark timing between the four master connecting rods and the various link rods. Somewhere in the production drawings, the part numbers for two cams had been interchanged. Thus, one specific cyl- inder was as much as 5 or 6 degrees in advance of its correct timing. That cylinder was almost always the first to fail. When we finally convinced a B-50 crew chief to swap the two cams the engine was noticeably smoother and that specific cylinder no longer ran hot. The full acceptance and resulting modifications took nearly a year. f.) IMPLEMENTATION

Collection

1997 Annual Conference

Authors

Anton Pintar

been encountered in homework problems.The process normally involves a mixer, a heater, a reactor, a cooler, a simple separator, a tee, anda “recycle” operation. In some cases, the process may also involve the production of thereactants from basic materials such as air, coke, steam, and natural gas. All of the necessaryprocess information and economic data are provided to the students. Appendix A presents atypical computer project for the mass balance course. The students are also given a two-pagehandout that provides many hints on using the software (Appendix A). Using the handout andthe user’s guide, most students are able to master the use of the software

Conference Session

Curricular Developments in Energy Education

Collection

2010 Annual Conference & Exposition

Authors

David Blekhman, California State University Los Angeles; Jason Keith, Michigan Technological University; Ahmad Sleiti, University of Central Florida; Eileen Cashman, Humboldt State University; Peter Lehman, Humboldt State University; Richard Engel, Schatz Energy Research Center; Michael Mann, University of North Dakota; Hossein Salehfar, University of North Dakota

Tagged Divisions

Energy Conversion and Conservation

thermodynamics with political, social, and economic factors. He has authored or coauthored over 90 peer-reviewed publications and over 200 publications in total.Hossein Salehfar, University of North Dakota Hossein Salehfar received his Bachelor of Science (B.S.) degree in electrical engineering from the University of Texas at Austin, and his Master of Science (M.S.) and Doctorate (Ph.D.) degrees in electrical engineering from the Texas A&M University in College Station. He was an Assistant Professor of Electrical Engineering at Clarkson University in New York during 1990-1995. Since 1995 he has been with the Department of Electrical Engineering at University of North Dakota, Grand Forks

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Holly Anthony, Tennessee Technological University; Melissa Geist, Tennessee Tech University; Sally Pardue, Tennessee Tech University; Mohamed Abdelrahman, Tennessee Technological University; Evangelynn Thurber, Cookeville High School

Tagged Divisions

K-12 & Pre-College Engineering

final project! In thirteen years of teaching, I have not received this level of quality work accompanied with the level of understanding the students have for the content they have mastered (Mathematics; Linear Programming LC). The legacy cycle proved extremely effective as a means for translating engineering concepts and research into my high school chemistry and physical world concepts classroom, as well as providing a highly engaging active learning experience for my students…I believe that the successful legacy cycle [as the first lesson of the school year] set the stage for an engaging and productive year for my students (Chemistry/Physical World Concepts; Concrete Tile LC).The teachers

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Melissa Dagley-Falls, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida

Tagged Divisions

First-Year Programs

. (2005). A historical look at retention. In A. Seidman (Ed.), College student retention:Formula for student success (pp. 1-29). Westport, CT: Praeger.7. Pappas Consulting Group Inc. (2007). Proposing a blueprint for higher education in Florida: Outlining the wayto a long-term master plan for higher education in Florida. Retrieved February 1, 2007, fromhttp://pcg/flbog/fbogreport.doc/atp.sp.4/cc.6/16January078. U. S. Department of Education. (2006). A test of leadership: Charting the future of U. S. higher education (U.S. Department of Education Contract No. ED06C00013). Washington, DC: National Center for Education Statistics.9. Anderson-Rowland, M. (1997a). Retention: Are students good predictors? Paper presented at the 1997ASEE/IEEE Frontiers

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Sherrill Biggers, Clemson University; Marisa Orr, Clemson University

Tagged Divisions

Mechanics

maturity in their thinking and we find that they have surprisingly little difficulty.The course concludes with kinetics of assemblies that include sliding contacts. The table ofcontents is attached as Appendix A. Page 15.757.6General Instructional Philosophy: A common instructional theme is what one could call“layering” of learning. Topics are introduced and reintroduced throughout the course whereasthe complexity or generality of the situations increases each time. Some might call the approachjust-in-time learning. Students may not become masters of a given topic until some point later inthe semester. Mastery of such topics prior to proceeding is

Conference Session

Student Learning and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Josh Coffman, University of Arkansas; Joseph Rencis, University of Arkansas; Daniel Jensen, United States Air Force Academy; Christina White, Columbia University; Ashland Brown, University of the Pacific; Jiancheng Liu, University of the Pacific; Kristen Kaufman, University of Texas, Austin

Tagged Divisions

Mechanical Engineering

document.Definitions for Multiple-Choice QuestionsIn a multiple-choice quiz question there are two parts:1. Stem. Poses a problem/question through clear, simple language.2. Options. Includes the correct answer (one, except for all-of-the-above) and distractors. Distractors present plausible options that can mislead a student who has not mastered the quiz content.2,4,5,8-15Multiple-Choice Question FormatsThe following two formats are strongly recommended in literature for effective multiple-choicequiz items:1. Direct Question: A simple question is stated within the stem of the item.1,3,9,10,16,212. Completion/Incomplete Statement. Essentially fill-in-the-blank style, however, with multiple options. The stem provides an

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama

Tagged Divisions

Civil Engineering

are typically included to some degree in most programs curricula,particularly professional and ethical behavior, yet there appeared to be a significant gap betweenwhere programs are and where the BOK2 envisions them to be (see Figure 2).Institutional ProfileThe University of Alabama is a major, comprehensive, student-centered research universityfounded in 1831 and began offering engineering courses in 1837. Today, the university enrollsnearly 30,000 students and contributes over $1.8 billion to the state’s economy6. The College ofEngineering, with over 100 tenure/tenure-track faculty in eight departments, enrolls over 2200undergraduate, 200 masters, and 120 doctoral students. In fiscal year 2008-09, externally-fundedresearch expenditures in

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carroll Suzanne Seron, University of California, Irvine; Erin A. Cech, University of California, San Diego; Susan S. Silbey, Massachusetts Institute of Technology; Brian Rubineau, Cornell University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

University.Prof. Susan S Silbey, M.I.T. Susan S. Silbey is Leon and Anne Goldberg Professor of Sociology and Anthropology, Head, Department of Anthropology.Brian Rubineau, Cornell University Brian Rubineau is an Assistant Professor in Organizational Behavior at Cornell University’s ILR School. Professor Rubineau joined the Cornell University faculty in 2007. Professor Rubineau earned his Ph.D. at the MIT Sloan School of Management, concentrating in Economic Sociology and Organization Studies. His dissertation was entitled, ”Gendering professions: An analysis of peer effects.” Professor Rubineau also earned a Masters degree in Public Health from Harvard University, a Bachelor of Science in Mathe- matics and a Bachelor of

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sunni H. Newton, Georgia Institute of Technology; Tristan T. Utschig, Georgia Institute of Technology; Donna C. Llewellyn, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

. Her masters thesis involved an investigation of caffeine and cognitive fatigue. Her current research involves the topics of workaholism and work-family conflict.Tristan T. Utschig, Georgia Institute of Technology Dr. Tristan T. Utschig is a Senior Academic Professional in the Center for the Enhancement of Teaching and Learning and is Assistant Director for the Scholarship and Assessment of Teaching and Learning at the Georgia Institute of Technology. Formerly, he was Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donal McHale, Dublin Institute of Technology; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Michael J. Dyrenfurth, Purdue University, West Lafayette; Brian Bowe, Dublin Institute of Technology

Tagged Divisions

International

AC 2011-1347: AN INVESTIGATION OF THE PERCEPTIONS OF GAINSFROM UNDERGRADUATE INTERNATIONAL EXCHANGE PROGRAMS:THE TALE OF ATLANTISDonal McHale, Dublin Institute of Technology Donal McHale is an academic staff member in the College of Engineering and Build Environment at the Dublin Institute of Technology, Dublin Ireland. Donal’s background includes sixteen years in transna- tional Engineering and Engineering management roles in the mass-media products sector. Holder of an MBA and BE from the National University of Ireland, he is co-principal investigator of a Transatlantic Dual Masters Degree project (STiMasters) and a Excellence in Mobility project (DETECT), both four- year projects funded by the Atlantis

Conference Session

Capstone Design I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peter L Schmidt, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; Nabila A. Bousaba, University of North Carolina, Charlotte; William F. Heybruck, University of North Carolina, Charlotte; Deborah L Sharer, University of North Carolina, Charlotte; Valentina Cecchi, University of North Carolina at Charlotte; Gary Teng, University of North Carolina at Charlotte; Elizabeth Sharer, Francis Marion University

Tagged Divisions

Design in Engineering Education

her BS in Electrical Engineering (1982), and a Master Degree in Electrical Engineering (1986) from North Carolina A&T State University. Prior to her current position at UNC- Charlotte, Nan worked for IBM (15 years) and Solectron (8 years) in the area of test development and management. She teaches the senior design course for the Electrical and computer sections and Basic Electrical Circuit course.William F. Heybruck, University of North Carolina, Charlotte Bill received is BSEE degree from Merrimack College in North Andover MA, a Masters in Computer Science from Union College in Schenectady NY and more recently his Ph.D. in EE from UNC Charlotte in 2001. He was with IBM for 32 years when he retired as a Hard

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

AC 2011-2655: ANALYZING SUBJECT-PRODUCED DRAWINGS: THEUSE OF THE DRAW AN ENGINEER ASSESSMENT IN CONTEXTTirupalavanam G. Ganesh, Arizona State University Tirupalavanam G. Ganesh is Assistant Professor of Engineering Education at Arizona State University’s Ira A. Fulton Schools of Engineering. He has bachelors and masters degrees in Computer Science and Engineering and a PhD in Curriculum and Instruction. His research interests include educational research methods, communication of research, and k-16+ engineering education. Ganesh’s research is largely focused on studying k-12 curricula, and teaching-learning processes in both the formal and informal settings. He is principal investigator of the Information Technology

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Sunni Newton, Georgia Institute of Technology; Lydia Soleil, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

she assists with assessment and data analysis for ongoing CETL projects. Her masters thesis involved an investigation of caffeine and cognitive fatigue. Her current research involves the topics of workaholism and overwork.Lydia Soleil, Georgia Institute of Technology Dr. Lydia Soleil is the Assistant Director for TA Programs and Graduate Student Development in the Center for the Enhancement of Teaching and Learning at the Georgia Institute of Technology (Georgia Tech). Previously, she was at the University of California, Irvine working with graduate students in various capacities: Associate Director of the Teaching, Learning and Technology Center, First Year Initiatives (undergraduate and