. Robert J Culbertson, Department of Physics, Arizona State University Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics, which was specifically de- signed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also c American Society for Engineering Education, 2017 Paper ID #18698 director of Master of Natural Science degree program, a
it could be portable.Teams 11 and 09 as seen in figure 4, decided to help people with disabilities at the camp. Theirhumanistic interests to help people in need made them tackle this problem. Team 11 “techcrew” settles helped blind people and designed glasses to make them see by tactile senses. Theglasses were designed by inspiration from virtual reality glasses. On the other hand team 09“majestic empire” designed a solution to help people in wheelchairs to get to places withoutbeing pushed. They designed an electrical cart to transport them.Team 41 “masters of engineering” wanted to make playing judo easy by modifying the beltsthat they thought were hard to tie. They brainstormed to design an auto-adjustable belt so therewould be no risk of
activities anddiscussions that allow them to learn from each other, build relations, and form a community.Newmembers start engaging with the community as apprentices through peripheral participation andthey eventually gain full membership in the community as they participate more actively tovarious activities and hone their skills.The situated learning perspective suggests that learning occurs by engaging with the communityof practice by observing experts and through practice and continuous feedback both formal andinformal. For example, the Yucatan Mayan midwives in Mexico studied by Lave and Wenger(1991) become midwives through apprenticeship believed to be quite informal. By attentivelyobserving ‘master’ midwives, young women learn midwifery
Governmental Organization to pursue and proliferate ethical behavioural practices at the sprouting age of undergrad engineering students .Dr. Aravind Joshi, Business Ethics Foundation The author has worked with State Bank of India, one of the largest Public Sector Banks in India for 30 years in various capacities at different geogrphies. Post voluntary retirement in year 2000, the author has completed Master´s degree in Personnel Manage- ment and completed Doctorate in Human Resources Management. Author has been working as a facilitator and professor in reputed business schools and corportate concerns in India. The author has published various articles in Management and Soft skills in News papers, magazines and
effectively completing a taskaffects whether or not he or she chooses to engage in a specific task. One’s expectations ofachieving success affect the amount of time and energy expended on a task, and his or her abilityto persist despite barriers. Higher levels of self-efficacy lead to more effort and stamina towardpersistence. Therefore, a woman with high engineering self-efficacy is more likely to persist toward achieving a degree in engineering despite barriers or obstacles encountered. Bandura29 indicates that there are conditions of the environment that influence a person’sexpectations of mastering a particular skill. The first source
focuses on student problem-solving pro- cesses and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success.Mr. Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering) Gireesh Guruprasad is a graduate student at Purdue University. As part of his research, he explores factors that affect the Professional Formation of Engineers, based on students beliefs and preferences and the beliefs of the faculty who teach them. Gireesh obtained his Bachelors degree in Mechanical Engineering and is currently pursuing his Masters degree in Aeronautics and Astronautics
education. Currently, Adrienne works at Louisiana State University, managing all aspects of the STEP project that consists of a large-scale peer mentoring program in the College of Engineering. Previously, she founded and coordinated the Scope-On-A-Rope Outreach Program (SOAR) in the Department of Biological Sciences, where she worked for 10 years. Prior to her positions at LSU, Adrienne was the Science Education Curator at the Louisiana Art and Science Museum in Baton Rouge. Adrienne has a Master of Science degree in zoology from LSU, where she studied in the Museum of Natural Science collections, and an Education Specialist Certification in science education.Dr. Warren N. Waggenspack Jr., Louisiana State University
Paper ID #18317Cluster Analysis in Engineering EducationMr. Andrew Jackson, Purdue Polytechnic Institute Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education. His research interests are engineering self-efficacy, motivation, and decision making. Andrew is the recipient of a 2015 Ross Fellowship from Purdue University and has been recognized as a 21st Century Fellow by the International Technology and Engineering Educators Association. He completed his Master of Science in Technology Leadership and Innovation at
Management at Rose- Hulman Institute of Technology. His teaching responsibilities are focused on delivering graduate-level instruction related to Operations and Quality Systems. His interests are rooted in Academic-Industrial partnerships, Process Improvement, and Action Research in Engineering Management. Further, serves as one of the champions for leading the campus entrepreneurial initiatives. He is a certified Lean Six Sigma Master Black Belt.Dr. Diane Evans, Rose-Hulman Institute of Technology Dr. Diane Evans was previously a professor in the mathematics department at Rose-Hulman Institute of Technology from 2001 to 2016, and she joined the engineering management department in 2016. She received her BS and MA
enzymes and biopolymers. He is involved in various projects directed towards the improvement of the bulk mechanical properties of soil, surficial soil stabilization, sustainable building materials, facilitated mineral precipitation and environmental remediation.Prof. Edward Kavazanjian Jr., Arizona State University Professor Kavazanjian is a Regents Professor and the Ira A. Fulton Professor of Geotechnical Engineering at Arizona State University (ASU). He is also Director of the Center for Bio-mediated and Bio-inspired Geotechnics, a National Science Foundation Gen-3 Engineering Research Center. He has Bachelor and Master of Science degrees from M.I.T. and a PhD from the University of California at Berkeley in Civil
model forstudents to manage a complex task. We now turn to the second, equally critical function of aCMPR: scaffolding novice behavior by embedded coaching mechanisms that elicit qualityfeedback when reviewing a peer’s submission.Both CPR1 and Workshop have the characteristics of what an educational technologist wouldcall a “cognitive apprenticeship model.”16 This term comes from Vygotsky and is used to explainthe mentoring dynamics that occur between master and apprentice and also between peers duringcollaboration.17 To be effective, a CMPR system should scaffold the sophisticated judgmentsnecessary for students to give helpful commentary. To accomplish this, both CPR1 andWorkshop require that instructors author a structured evaluation guide
Paper ID #21216Possibilities for Technology-enhanced Active Learning of Structural Steel De-signDr. Ryan L. Solonsky P.E., Pennsylvania State University, University Park Ryan Solnosky is an Assistant Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky started at Penn State in July of 2013 and has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated Professional Bachelor of Architectural Engineering/Master of Architectural Engineering (BAE/MAE) degrees in
university in the US, considering attributes thatinfluenced their decision to enter engineering and the roles of both the academic systemand the social system in their persistence to graduation. Important to entering engineeringwere having: success in math, positive self-esteem, and parents who “supported a gender-neutral environment” (p. 99). Within the institution, relationships with males affectedpersistence. The six participants had mastered the ability to ask for help; however, they didnot interact socially with the males in their program outside the classroom itself.Ecklund interviewed (n=12) male students in one private university in Texas, USA duringtheir third or fourth year of engineering. Preparation before university was important
Education award from the National Science Education Leadership Association. He has applied his expertise and passion for STEM learning in a variety of settings including middle school, high school and university classrooms. Tom holds Doctorate and Masters degrees in Science Education and Bachelors degrees in the Teaching of Biology and in Ecology, all awarded from the University of Illinois at Urbana-Champaign.Dr. Robert J. Rabb P.E., The Citadel Robert Rabb is an associate professor and the Mechanical Engineering Program Director at The Citadel. He previously taught mechanical engineering at the United States Military Academy at West Point. He received his B.S. in Mechanical Engineering from the United States Military
Paper ID #23337Professional Development for High School Guidance Counselors to FacilitatePre-college STEM Preparation (RTP)Richard A. Gearns, Stony Brook University Richard A. Gearns is a high school physics teacher and Ph.D. candidate in the Institute for STEM Educa- tion at Stony Brook University. He attended Buffalo State College where he received his B.S. and M.S. degrees in physics education. He was appointed a New York State Master Teacher in 2014. His research interest is in identifying and reducing barriers to STEM education opportunities for all students.Dr. Angela M. Kelly, Stony Brook University Angela M
Arizona Byron Hempel is a PhD graduate student at the University of Arizona, having received his B.S. in Chem- istry at the University of Kentucky and Masters in the Chemical and Environmental Engineering Depart- ment at the University of Arizona. Working under Dr. Paul Blowers, Byron is focusing on improving the classroom environment in higher education by working in the flipped classroom. He is a University Fellow, a Mindful Ambassador, and Chair of the Graduate Student Working Group for the ASEE Chapter at the University of Arizona. In his ”free time” he enjoys rock climbing.Ms. Christina Julianne Loera, University of ArizonaSamantha Davidson, University of ArizonaMs. Savannah Boyd, University of Arizona Graduate
Neuroscience to Guide Change in Education, Stylus Publishing, LLC, 2011.[5] Coursera and Case Western Reserve University, Conversations That Inspire: Coaching Learning, Leadership and Change, https://www.coursera.org/learn/leadership- coaching, (accessed Jan 2017)[6] Coursera and Case Western Reserve University, Inspiring Leadership through Emotional Intelligence, https://www.coursera.org/learn/emotional-intelligence-leadership, (accessed Dec 2016)[ 7] Coursera and University of California, San Diego, Learning How to Learn: Powerful mental tools to help you master tough subjects, https://www.coursera.org/learn/learning- how-to-learn, (accessed Jan 2017)[8] J. Gonzalez
thembetter master mathematics.Students with visual impairments face significant challenges in working with mathematics due tothe nature of the notational language, which is inherently inaccessible when only available inprint or a visual display. Some of the fundamental issues these students face include access toaccessible instructional content, the ability to navigate through complex algebraic equations, theability to perform calculations while manipulating variables, and the ability to completeassignments and take tests in a format that both the student and the instructor can understand [5].While converting instructional content to mathematics braille is a very effective accommodationfor many blind students, this practice alone does not
foundation forthe challenges that lie ahead for engineering professionals of the future in their practice ofengineering in the real world, as well as engineering research in graduate school, industry, andgovernment laboratories. Mastering the engineering and scientific fundamentals will be necessarybut will not be sufficient. An ability to engage in life-long learning and discovery will be acornerstone for professional growth to remain relevant in the dynamic world order of the future,where economic realities, global competition [5-6], climate change, national security, andsustainability issues will continue to play a significant role.While classroom education that emphasize mastery of scientific and engineering fundamentals isessential, it is not
utilizeavailable resources, persist to solve difficult problems, and actively reflect on their learning. Yetnew college students tend to struggle with self-regulating and adapting to college-level criticalthinking. Colleges and universities have developed and implemented a variety of programs [1],such as drop-in tutoring [2] and Supplemental Instruction [3], to support students in theirlearning development and mastery of challenging course content. The specific approach atClemson University utilizes peer support as a guide for students to become self-directed learnersas they work toward mastering course content. Our course support approach includes tutoringand peer collaborative learning programs, such as Peer-Assisted Learning, housed in the
2015, Lee helped participants build and program their own small drones, and in 2016 he developed a new program to help them modify remote controlled cars using coding skills and microcontrollers.Ms. Amy Domenique Gadsden, University of Alberta Amy Domenique completed her Bachelor of Fine Arts at Mount Allison University (New Brunswick) and a Bachelor of Education at Nipissing University (Ontario) in 2012. Following this, she completed a Master of Education at Nipissing University in Special and Inclusive educational praxis in 2014. Amy Domenique is a certified teacher and has worked as an elementary and secondary classroom teacher in both the province of Ontario and Alberta. She is a member of the Ontario College of
Paper ID #23737Teaching an Undergraduate Flight Dynamics Class for Three Semesters Dur-ing PhD Studies to Prepare for an Academic CareerMr. Dipanjan Saha, Texas A&M University Dipanjan Saha earned his Bachelors in Instrumentation Engineering and Masters in Control Systems Engi- neering from Indian Institute of Technology, Kharagpur, India. He is now pursuing his PhD in Aerospace Engineering with Dr. John Valasek at Texas A&M University, College Station. His career goal is to be- come a professor. At Texas A&M he has served as the instructor of record for the undergraduate Flight Dynamics class in Spring 2016
differently compared to his peers and the intern. What impression did this give Suzanne? She is left to question his qualifications and how he got here. By the way, Rodney holds a Bachelor’s Degree in Civil Engineering from D University and also a Master of Business Administration from B University, has 3.5+ years of experience as a structural engineer and will be sitting for the PE exam very soon.In the “Unequal” scenario, the African American male civil engineer’s account of the challengeshe has faced on the job related to unequal treatment and discrimination related to GuidingPrinciples A and B. From the surface level, it appears that Rodney's boss was merely describingRodney. However, the way
make project-based learningfit in STEM is very difficult if not impossible.”Teachers must tailor their STEM activities towards the students they currently have. Teachersfind it important to first survey the class and find out what students are interested in. This couldbe as simple as using certain materials over others or as complex as planning design challengesaround what the students are interested in. Teachers also found that asking students questionsduring the design challenge allows the students to think for themselves and to engage more in theactivity. However, they also realize that implementing STEM is a process and it will take severaliterations or years to master. This includes incorporating the feedback from both teachers
Paper ID #22272The Effects of Remote Laboratory Implementation on Freshman Engineer-ing Students’ ExperienceMs. Sulakshana Lal, Curtin University Sulakshana Lal is a second year doctoral student in Engineering education at the Curtin University, Perth, WA, Australia. She also has a Master degree in Physics from Tribhuwan University , Nepal. Her current research involves studying about human interactions important for learning in engineering physical lab- oratory and identifying from those interactions that can be effectively transferred to remotely controlled engineering laboratory. She can be contacted at: s.lal2
institutional data for GPA and retention inengineering after three semesters to elucidate key factors impacting use of SI and its effects.This current paper is part of an ongoing study assessing the use and impact of peer tutoring inthis required freshman general chemistry course. Data previously reported from this researchlinked increased course grades for female students with regular attendance of group or one-on-one SI provided by peer tutors [2]. Students who attended SI regularly as freshmen in this coursealso reported the subject was easier to master than initially anticipated, and students whoattended a weekly group review led by upper-level peer tutors had higher GPAs after multiplesemesters than those who did not [7]. The ability of peer
point, it is hardto separate the translational and rotational effects due to a force alone without the introduction ofcouples. Careful experiments must be devised to present various ways couples may work. Somefield trips to the science museums may be necessary. Simultaneously students need to master boththe principle of transmissibility and the force-couple equivalency. By adding and subtracting thesame force at a point not lying along the axis of the original force equivalently represents the sameforce at a new point of application, plus a new couple. In addition to observing experiments in alaboratory setting, students must solve some illustrative examples (e.g., Figure 1) to realize whycouples may be called free vectors. It is advisable to
Paper ID #25012Civil Engineering Program Criteria: A Snapshot of How Programs Meet theCriteriaDr. Scott R. Hamilton, York College of Pennsylvania Scott Hamilton is the Coordinator for the new Civil Engineering Program at York College of Pennsylvania. He is a registered Professional Engineer and has both a MS and PhD in civil engineering and a Masters in engineering management from Stanford University and a BS from the United States Military Academy, West Point. He is a retired US Army Corps of Engineers officer who has had assignments in the US, Germany, Korea, and Afghanistan. During his military career he spent over
Theory and Practice to Solve Client-based Problems," in ASEE Annual Conference and Exposition Proceedings, New Orleans, LA, 2016.[3] A. S. Masters, "How Making and Maker Spaces have Contributed to Diversity & Inclusion in Engineering: A [non-traditional] Literature Review," in 2018 CoNECD - The Collaborative Network for Engineering and Computing Conference Proceedings, Crystal City, VA, 2018.[4] V. Wilcyznski and M. M. Cooke, "Identifying and Sharing Best Practices in International Higher Education Makerspaces," in 2017 ASEE International Forum, Columbus, 2017.[5] T. Katona, S. Tello, B. O'Tool and I. Avdeev, "Pathways Partners: Entrepreneurial Change Across Campus," National Collegiate Inventors and Innovators Alliance
developing a route numbering system for the Boise District office of the Bureau of Land Management in Idaho. Ms. Clouser earned her B.S. in Earth Sciences (GIS/Planning) from MSU and is currently working on her Master of Sustainable Transportation at UW.Dr. Natalie Marie Villwock-Witte P.E., Western Transportation Institute at Montana State University Dr. Natalie Villwock-Witte is an Assistant Research Professor/Research Engineer at the Western Trans- portation Institute at Montana State University. She has more than fourteen years of experience from both the practitioner and research side of transportation engineering. In addition, Natalie is a registered engineer in the state of New Mexico. Natalie has taught a short