Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Daniel Michael Kuzbary; Julia L. Sharp, Colorado State University

Tagged Divisions

Educational Research and Methods

beliefs about competence in a domain; it is notnecessarily task-specific. Students’ expectancy is based partly on their self-efficacy14 in additionto their perceptions about the difficulty of the goal, their prior experience, and peerencouragement from others19 . Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating20 .Future Time PerspectiveFuture Time Perspective (FTP) theory takes into account aspects of achievement motivation thatpertain to students’ perceptions of the time dimension of tasks and goals21-23 . FTP integratesperceptions about the future into present task completion and motivational goal setting. FTPprovides insight into

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Wei Zhan P.E., Texas A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

maker cultureinto our STEM courses to increase the enrollment as well as the retention rate ofunderrepresented students, including females and minorities. This improvement of teachinginfrastructure and pedagogy at a minority serving institution will significantly enhance theteaching quality and eventually will have a positive impact on the US's economy and well-being.The main question that will guide the investigations of this study is: “What are the effects of thecontextualized and student-centered instruction in computer science courses on students’learning outcomes and experiences?” This paper reports our planned activities that will beimplemented in Fall 2019 semester.2. BackgroundHow People Learn (HPL) framework [11] and the student

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Teri Kristine Reed, Texas A&M University

Tagged Divisions

Educational Research and Methods

encourage my team members to get involved in 0.557 a project.13 I can lead others to develop and apply their talents for the established goals. 0.54514 By demonstrating leadership, I can develop plans for change that will take my team 0.507 in important new directions.15 By demonstrating leadership, I can influence others to be enthusiastic about 0.470 working toward the established goals.16 By demonstrating leadership, I can encourage my team members get involved in a 0.456 project.17 By demonstrating leadership, I can influence others to take positive action to 0.406 further the team's reputation and interests.Engineering Practice (EP)18 By demonstrating leadership, I can encourage my team

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alyssa Bellingham, Drexel University; John Kamal, Science Leadership Academy; Jessica S. Ward, Drexel University ; Adam K. Fontecchio, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering and science at Science Leadership Academy in Philadelphia. John came to SLA through the Philadelphia Teaching Residency Program as a Noyce Scholar. Prior to teaching, John spent a few decades as an entrepreneur, co-founding WAM Systems, a global provider of supply chain planning and optimization solutions to large manufacturers. Before WAM, he designed spacecraft at GE for many years. John holds engineering degrees from Penn State and Villanova. When not teaching science and engineering, John can be found playing jazz clarinet, practicing yoga, or inventing oddities in his workshop.Jessica S. Ward, Drexel University Jessica Ward serves as the Director of Operations for the DragonsTeach program. She previously

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

Tagged Divisions

Educational Research and Methods

professional engineering settings and related professional settings,5,6 as well as otherchallenging ethnographic field sites like family homes.7,8 Because of these prior fieldworkexperiences, we were—in addition to being hopeful—also realistic that negotiating accesssettings would present challenges because every new setting presents its own challenges.However, we had no reason to see these as insurmountable challenges. We were also as sensitiveas possible in our research design; we planned what we call a “sliding scale” approach to eachparticular focal research participant (i.e. new engineer). Depending on how she or he felt aboutthe research, we planned to vary the intensity of our field data collection, with an explicit plan todefer to more

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber Dale Levine, Stanford University; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

reflective and behavioral implications of survey-taking, the currentstudy investigates open-ended comments that students self-reported at the end of a recentengineering education survey. We gathered our data from the Engineering Majors Survey(EMS), a study of engineering students from a nationally representative sample of 27 U.S.engineering schools. The EMS is intended to follow junior and senior engineeringstudents from their undergraduate education into their career. So far the first (“EMS 1.0”)and second (“EMS 2.0”) waves have been administered, one year apart, with additionalfollow-up surveys planned. The EMS asks a variety of questions about engineeringstudents’ past academic and extracurricular experiences, confidence performing variousskills

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Sally Fincher, University of Kent at Canterbury; Josh Tenenberg, University of Washington-Tacoma

Tagged Divisions

Educational Research and Methods

2006-1515: BUILDING AND ASSESSING CAPACITY IN ENGINEERINGEDUCATION RESEARCH: THE BOOTSTRAPPING MODELJosh Tenenberg, University of Washington-Tacoma Josh Tenenberg is an Associate Professor in the Computing and Software Systems program in the Institute of Technology at the University of Washington, Tacoma. He holds a B.M. in music performance (San Francisco State University, U.S.A.) and an M.S. and Ph.D. in Computer Science (University of Rochester, U.S.A), where his primary research was in Artificial Intelligence. His research areas have included automated planning, knowledge representation and reasoning, reinforcement learning, temporal logic, and cognitive modeling of computer

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Mustafa A. Biviji, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

for significant innovation at the interfaces between disciplines.By understanding expert mental models of innovation, engineering students can be prepared withboth specific skills for early career contributions to innovation, as well as insights into key leversfor the overall innovation system. By teaching these insights, educators may influence ongoing,self-directed education throughout an engineer’s career, enhancing the value creation frominnovation education.We are continuing the analysis to build a composite mental model that fully represents the tenexpert interviews, and are also planning more interviews. Moving forward, we plan tocomplement the insights from innovation experts with those from educators as well as students.References

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

plan that would help determine the extent to which thistechnology was changing the nature of teaching and learning. The plan was designed incollaboration with representatives from the School of Education at Virginia Tech.Conceptual FrameworkThe assessment approach tied to this initiative is informed by best practices and includesthe fundamental qualities of a comprehensive assessment program, including the idea thatthe evaluation, reporting, and use of results are an ongoing, cyclical process. This processis intended to be a transparent, public process involving many different stakeholders andit is designed to understand and improve student learning. The methodology uses asystematic process to collect and analyze data. Results are then used to

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Educational Research and Methods

AC 2010-2028: SPECIAL SESSION: DEVELOPING INTERCULTURALENGINEERS THROUGH SERVICEKurt Paterson, Michigan Technological University Page 15.1083.1© American Society for Engineering Education, 2010 Developing Intercultural Engineers Through ServiceAbstractThis paper reports on recent efforts to understand the cultural awareness among engineeringstudents. A standard assessment program has been instituted across the various programs atMichigan Technological University with pre-, during-, and post-project phases. The mixed-methods assessment plan consists of surveys, reflection statements, journaling, a wellnessindicator, the Intercultural Development Inventory, and project

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Larry Burton, North Carolina A&T University (Tech); Robert Cobb Jr., North Carolina A&T State University; Ibraheem A. Kateeb, North Carolina A&T State University; Li-Shiang Tsay, North Carolina A & T State University; Cameron Seay, North Carolina A&T State University; Tony E. Graham I, Department of Built Environment; Chafic Bousaba, NC A&T SU, CST Dept.

Tagged Divisions

Educational Research and Methods

classroom configured for seated instruction and equipped with six dedicated Linuxworkstations. The authors' research equipment supplemented the instructional equipment toprovide an isolated local area network, enterprise infrastructure, and additional workstations. InJune 2012, the administration made a decision to re-purpose the instructional space into a thirty-seat generic classroom with back-to-back course booking. No other instructional space wasavailable, and all equipment used for Linux instruction was moved to storage.Reduced instructional funding hit another blow in late July 2012. Original plans for the re-purposed classroom called for thirty workstations with the option of dual booting operatingsystems. Unfortunately, funding constraints

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

similarly shown that a good strategy toimprove performance in STEM classrooms would be to help reduce students’ anxiety levels,particularly during examinations [16], or to change assessment methods to lower anxietyalternatives [17, 18].However, circumstances can ruin even the best laid plans as has been the case during theinternational COVID-19 pandemic. During this time, particularly in the spring of 2020, continuityin instruction has been heavily impacted along with many other areas of life. Universities wereforced to quickly shift from in-person to remote instructional modes with limited planning orpreparation. This forced a departure from the traditional in-person lecture and examinationformats that continued into the next school year, and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Stanley Shie Ng, Biola University

Tagged Divisions

Educational Research and Methods

Student in Electrical and Computer Engineering at North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Out- reach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.Ryan Striker P.E., North Dakota State University Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embed- ded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

was 0.848demonstrating the fitted model possessed excellent ability to discriminate between these twoeducational outcomes. The significant variables were overall BY math proficiency; BY sciencequartile; family composition; language minority status; frequency of parental discussions withthe student regarding post high school plans; parental expectations of the student’s advancement;student expectation of personal educational attainment; parental marital status; type of highschool the student planned to attend; the father’s highest level of education; the number of hoursper week the student worked for pay; the student’s ability groups for math and science; thestudent’s math and science grades from grades 6 to 8; ACT math score; SAT math and

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Shanna Daly, University of Michigan

Tagged Divisions

Educational Research and Methods

decision, why aspects of the experience were or were notimportant to them, how one concept or meaning they discussed related with otherconcepts or meanings they discussed, and how one priority, reflection point, orexperience compared to another. While general ways to follow-up with participants maybe the most important part of the interview for achieving the outcomes of aphenomenography2, 4, 9, often follow-up prompts cannot be pre-planned because theydepend upon what the participant says during the interview.The development of the interview protocol in this study was governed by the focus ondesign as the particular aspect of the world being investigated. The goal of the questionsin the protocol was to prompt participants’ discussions on their

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Julie Trenor, Clemson University

Tagged Divisions

Educational Research and Methods

provided a strong foundation of findings, one limitation was that the studypredominantly focused on science students and not engineering undergraduate researchers.Our own prior work 7 on undergraduate research experiences previously focused on socialcognitive aspects of an NSF funded Research Experiences for Undergraduates (REU) program,finding that the experience positively impacted participants’ academic and career plans,especially for doctoral level work. We utilized a mixed-methods approach to gain in-depthinformation about the impact of the undergraduate research experience, and particularly the roleof graduate student mentors, on participants’ self efficacy

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Rick Covington, California State University-Northridge; G. Michael Barnes, California State University-Northridge

Tagged Divisions

Educational Research and Methods

most educatorswould admit that planning and time management are often not an explicitly addressed element ofthe Computer Science and Engineering curriculum. Rather than teach students how to managetime, most instructors do the work themselves, incorporate the results into the time frames anddeadlines documented in the course syllabus, and assume that students will allocate their timeaccordingly. In reality, many students, especially those with weaker performance, do not knowhow to do this, or do not realize the consequences of not taking deadlines seriously. We showthat a brief periodically administered self-assessment survey that requires students to state howmuch time they have allocated on class tasks helps students better manage their time

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. In these open-ended spaces, students experience uncertainty about projectgoals, roles and designs, and how learning paths take shape moment to moment is unclear, oftendiffering student to student.In project-based curricula, much is unknown, unspecified, and ambiguous, conceptually andrelationally. Learners must tolerate much of this ambiguity and select what and when they callattention to uncertainty – places where they see fault or limitation in their own or the group’sdesigns, knowledge, or plan. In this analysis we saw that when facing much uncertainty - oftenacross many aspects of a project - how students select what to bring attention to, and how theyrespond when uncertainty is raised by others, cannot be well predicted by the material

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw-Hill ; Michelle Soledad, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

% of the total variability in the data, 8and all had eigen-values greater than 1 (Appendix A). The six factors revealed throughEFA were:(1) Working the Problems, (2) Associations with the Real World, (3) SeekingHelp to Improve Conceptual Understanding, (4) Planning, (5) Utilizing Resources, and(6) Interactions. These six factors are triangulated by some of the main themes thatemerged from a deeper qualitative analysis (Morelock, et al. (under review)) of studentsdescribing their learning strategies. The Working the Problems factor – primarily onetargeting behavioristic strategies, may be the most important factor of this instrument,and one which sets it

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Priya A. Manohar, Robert Morris University; Sushil Acharya, Robert Morris University; Peter Y. Wu, Robert Morris University; Mary A. Hansen, Robert Morris University

Tagged Divisions

Educational Research and Methods

Provost for Research and Gradu- ate Studies. A Professor of Software Engineering, Dr. Acharya joined Robert Morris University in Spring 2005 after serving 15 years in the Software Industry. His teaching involvement and research interest are in the area of Software Engineering education, Software Verification & Validation, Software Security, Data Mining, Neural Networks, and Enterprise Resource Planning. He also has interest in Learning Objectives based Education Material Design and Development. Dr. Acharya is a co-author of ”Discrete Mathematics Applications for Information Systems Professionals” and ”Case Studies in Software Verification & Val- idation”. He is a member of Nepal Engineering Association and is

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

% Caucasian 96% 100% African American 4% 0% Male 62% 79% Female 38% 21% GPA range 3.0-4.0 2.6-4.0 GPA mean 3.6 3.6 Recipients included all levels of undergraduate STEM majors, mostly engineering,with the majority including sophomores, juniors, and seniors, with only 15 percent freshmen(1 to 30 credits) (Table 2). Sixteen per cent of participants planned to attend graduate schoolin the first-year survey (with another 27 per cent indicating graduate school or employment).Thirty

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

years of external funding. While avariety of data is used to evaluate applicants, such as GRE and GPA scores and letters ofrecommendation, the unique feature of the NSF GRFP is the requirement to write a two pageresearch proposal and a three page statement of personal goals (hereby referred to as the“personal statement”). In the award cycle in which this study was conducted, students couldapply once as an undergraduate student, and both their years in graduate school, anaffordance that has since changed.The prompts for the two essays do not necessarily align with Stewardship theory. Forexample, the prompt for the Personal Statement asks students to “Please outline your educational and professional development plans and career goals. How do

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Luanna B Prevost, Michigan State University; Kevin C Haudek, Michigan State University; Emily Norton Henry, Michigan State University; Matthew C Berry, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

the additional practice. Therefore, we suggestinstructors using these homework assignments should make them a required part of the regularcoursework.SchedulingAutomated analysis and the generation of reports within a few hours allows faculty to have dataabout their students’ learning immediately available to them. Generally the online homeworkassignments were due around midnight, analysis began at 9am and reports were ready for facultybefore the end of the work day for use in class the next day. The faculty reported that theyneeded more time than the overnight period to digest the contents of the report and modify theirlesson plan. Often this was because faculty had prepared their instructional material days orweeks in advance.We can address

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

engagement with the design activities in coursework. Page 22.1316.7Local Inquiry Questions that can help those involved with teaching and curriculum developmentbetter understand students’ conceptions of design and issues of confidence:Variability/Commonality: How are students in your college of engineering similar to oneanother? How are they different from one another? How well do faculty and policy makers onyour campus understand similarity and variability in your students’ motivation, background,interests, learning challenges, confidence, and future plans?Designing in Context: Do your graduates have the design skills they need? Do your

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Educational Research and Methods

Service Ribbon, Expert Marksmanship Qualification Badge with Grenade Bar, and Marksman Marksmanship Qualification Badge with Rifle Bar. Work Experience: Utah State University, Jan. 2010 to present, instructor for ETE 1020 energy, power, transportation systems control technology exploration of the concepts and processes relating to the control and automation (both hard and programmable) of technical systems in the areas of energy and power, transportation, and agricultural and related biotech- nologies. California University of PA, Jan. 2008 to May 2009, Teaching Assistant. Assisted the professor in class preparation, lesson plans, and distribution of materials Also gain teaching experience by lecturing the class

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

municipal wharf, the re-design of the shipping crates used totransport all-electric Zero Motorcycles (http://www.zeromotorcycles.com/) overseas, the designand installation of a linked rainwater catchment and smart irrigation system that uses a data-  driven sensor network to deliver water on demand and most recently, a net energy analysis of arecently commissioned plastic-to-fuel conversion machine. Interdisciplinary teams of undergraduates lead the projects while working closely withlocal experts including university researchers, elected municipal officials and staff, industry andnon-profit professionals, activists, entrepreneurs, and philanthropists to define project topics anddevelop detailed project plans. As undergraduate teams move

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

in problem setting and developing a plan for problem solving. In this study, weexplored the potential for an explicated ‘engineering problem typology’ (EPT) to serve as aninstructional scaffold for engaging students in ill-structured problem. Toward understanding theimpact of EPT training we conducted pre-/post-EPT problem solving sessions. Six student pairswere analyzed and evidenced change that we argue as positive. All pairs demonstrated a shift intheir problem-solving discussion from pre to post as represented by EPT discourse patterns. Thisincludes explicit identification of the problem type, specifically referencing process stages, and inmost cases, discussions aligned with EPT frameworks. The observed change in discourse

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

University Dr. Pyrialakou is an Assistant Professor at the Wadsworth Department of Civil and Environmental En- gineering at West Virginia University. She received her Diploma in Civil Engineering from the National Technical University of Athens, Greece, in 2011 and in 2016 she earned a Ph.D. in Civil Engineering from Purdue University. Dr. Pyrialakou’s expertise and interests involve the use of statistical, econometric, spa- tial, and economic analysis tools in the broader research area of transportation planning and evaluation of transportation systems. She started working in the area of engineering education at Purdue University when she taught Introduction to Transportation Engineering in spring 2016. She currently

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

from engineering; it also attracted others from across campusencompassing such diverse disciplines as education, library science, chemistry, biology, andatmospheric science. The group’s intended purpose was to lower the activation barrier to helpinterested faculty try flipping, by sharing group knowledge and experiences. Accordingly, thelearning community was planned as a “working” community where members would learn fromeach other as they redesigned and flipped their respective course(s) and created online material.The specific goals of this learning community were to: 1) Explore pedagogy of a flippedclassroom. What do students do within and outside of a flipped class? 2) Explore technologiesavailable to support flipping a course. 3) Flip

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda Faber, The Friday Institute for Educational Innovation at North Carolina State University; Alana Unfried, North Carolina State University; Eric N. Wiebe, North Carolina State University; Jeni Corn, Friday Institute for Educational Innovation, NC State University; Latricia Walker Townsend; Tracey Louise Collins, North Carolina State University

Tagged Divisions

Educational Research and Methods

, coordinating efforts among K-12 science, technology, engineering, and mathematics (STEM) outreach programs, and working closely with university enrollment management and data management professionals at the Friday Institute at NC State University. She works closely with both large and small NC State outreach groups offering K-12 outreach to teachers and students. She also assists with planning, implementing, managing, and reporting of project activities which include survey development, coordination of data collection, interfacing with data managers, coordination of meetings and workshops for outreach providers to gather feedback, identify best practices, and disseminate findings