Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ann D.. Christy, Ohio State University; Oladiran Fasina, Auburn University

Tagged Divisions

Biological & Agricultural

Storage and Handling. He has been a faculty at Auburn since 2002. c American Society for Engineering Education, 2017 Student ePortfolios for undergraduate professional development: A comparison of two programsElectronic student portfolios (i.e., ePortfolios) promote professional development by causingstudents to reflect on what they have learned, integrating their often seemingly disconnectedcoursework, and constructing their own understanding of their chosen profession. Portfolioassignments can be useful for encouraging student self reflection and documenting achievementof student learning outcomes, especially those outcomes that are more difficult to assess such ascommunication

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alicia A. Modenbach P.E., University of Kentucky; Sue E. Nokes, University of Kentucky

Tagged Divisions

Biological & Agricultural

module explains a number of basicconcepts related to the design problem. Students are asked to develop solutions to real-worlddesign problems to explore the specialization areas within the discipline, practice their problem-solving skills on real, sometimes "messy" problems, grow their engineering intuition and learn todistinguish between realistic and improbable solutions. Students will compile a learningportfolio throughout the semester documenting their design solutions for each module, as well asself-reflections on their initial choice of specialization and the impact modules had on theirchoice of specialization (either confirming their initial choice or providing evidence why analternative may be a better fit).The intended advantages of

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marybeth Lima P.E., Louisiana State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Biological & Agricultural

in the College of Engineering. She is a second-generation woman engineer. c American Society for Engineering Education, 2017 Service learning in biological and agricultural engineering: Journeys in community engagementService learning has a long history in biological and agricultural engineering involving academicstudent learning outcomes attainment that occurs through hands-on projects implemented in andfor the community. Best practices in engagement between an academic institution and thecommunity are characterized by mutually beneficial relationships, clear inclusion of thecommunity partner's voice, intentional reflection by the students on their experiences, and alonger

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tim Foutz P.E., University of Georgia

Tagged Divisions

Biological & Agricultural

should use reflection of past experiences, successes, failures in order to anticipate future events  Students should seek opposing views in problem evaluation process in order to better understand solution impacts  Students should engage and evaluate of other students’ work  Encourage a critical dialogue among studentsTable 2. Survey questions to assess changes in students’ perception of engineering Rate how difficult (not difficult to extremely difficult) you find each of the following topics Math, Physics, Chemistry, English-Composition, Classical Literature, Economics, Art, History, Political Science, Speech Communication, Biology, Social Scienced Psychology, Foreign Languages Based on your

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher Josh Ramey, Colorado School of Mines; Judy Schoonmaker, Colorado School of Mines; Sarah M. Ryan, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Biological & Agricultural

to discussions and Explorations. Ourlabs develop the foundational laboratory skills characteristic of many introductory biologycourses, including micropipetting, microscopy, spectrophotometry, cell culture, bacterialtransformation, PCR, restriction digest, and DNA gel electrophoresis.Lessons Learned: As we reflect on our first few years, we find that we have successfullytransitioned from a large lecture course to an active learning environment. Additionally, we haveextended the studio concept to two downstream courses: Biology II and Physiology. The changerequired significant activation energy and sustained effort as well as the considerable support ofour institution. Our involvement in the National Academies of Science Mountain West

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Amy L. Kaleita, Iowa State University

Tagged Divisions

Biological & Agricultural

significantly different graduationrates, both within and outside engineering.In a parallel and unpublished effort, our institution contracted with an academic analytics firm(EAB, a subdivision of The Advisory Board Company, Washington, DC) to undertake alongitudinal analysis of student success at our institution, with a focus on how examining gradesin courses reflect graduation rates by university, college, or major. The results from the EABeffort allowed individual degree programs to evaluate the linkages between course grades andstudent graduation rates. Furthermore, it allowed establishment of success thresholds in keyclasses based upon a desired graduation rate.The motivation for the work reported herein was to combine our risk-prediction efforts

Conference Session

Outreach, recruiting, and retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Evan Curtis, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Biological & Agricultural

reflected their enthusiasm for science andengineering (Intrinsic Psychological). For example, students commented: ‘My motivation for studying [BE] is that I have always had a passion for the biomedical side of science. I hope to do research in viruses and diseases to help better society.’ ‘I really like the idea of working with living systems using engineering, biology (my favorite science subject), and mathematics. I also like the thought of me in the future helping out the community by doing something I enjoy.’However, many students focused solely on their potential to positively impact the world. Thesesentiments