Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

Integrating and aligning teaching methodsTeaching Practice towards self-regulated learning Broader curriculum reform to support self-Curriculum Development and Assessment regulation and authentic assessment of lifelong learning skillsAs an exploratory investigation, this research is not seeking to measure students’ levels of self-reflection, self-regulation, or engagement in these processes. The workshop exercises do not takean instructional approach to teach students about lifelong learning or to target the development ofrelated competencies. Additionally, our research goal is not to

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

Learning Stem Content to Economically Disadvantaged Learners: A Proof of Concept,” EDULEARN12 4th International Conference on Education and New Learning Technologies,Barcelona,Spain, Jul. 2012.[4] L. Burton, C. Hargrove, and C. BouSaba, “Mini-Clouds Enhance IT Education,” The Third International Conference on the Virtual Computing Initiative, ICVCI3, Research Triangle Park, North Carolina, USA, Oct. 2009.[5] R. Brown, “Integrate smart mobile devices into instruction.” [Online]. Available: http://it4educators.com/main/CoursesDetail.aspx?CourseId=1088. [Accessed: 28-Mar-2013].[6] M. Qusay, “IEEE Xplore - Integrating mobile devices into the computer science curriculum,” Frontiers in Education Conference, 2008. FIE 2008. 38th

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wade H. Goodridge, Utah State University; Scott David Greenhalgh, University of Northern Iowa; Oenardi Lawanto, Utah State University; Gary A. Stewardson, Utah State University

Tagged Divisions

Educational Research and Methods

Oenardi Lawanto is an Assistant Professor of the Department of Engineering Education at Utah State University. Lawanto holds B.S. and M.S. degrees in electrical engineering and a Ph.D. in human resource education. His research interests include areas in cognition, learning, instructions, engineering design, and e-learning. Currently, he is working on two research projects that investigate students’ cognitive and metacognitive activities while learning engineering. Both projects are funded by the National Science Foundation (NSF).Dr. Gary A. Stewardson, Utah State University Gary Stewardson is an Associate Professor in technology and engineering education at Utah State Uni- versity. His curriculum and research interests

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-quality massproduction system, optimizes for efficiency by standardizing processes. In undergraduateengineering degree programs, this is apparent from the relatively inflexible standard curricularpaths within any given major and the use of midterm and final exams as “go or no-go”measurement gauges to determine which “products” (students) are of sufficient quality to moveonto the next step (or class) in the assembly line of curricular requirements. An important aspectof this factory model is that colleges are systematically indifferent as to which students graduateand which go elsewhere since standardization of the process and objective assessments arepresumed to ensure fair treatment for all students.This paper integrates findings across student

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

first-year undergraduate females in STEM. Her research interests include pre-service science teacher education, curriculum development, STEM identity, and K-12 outdoor science education. She is currently working on research projects focused on diversity in engineering and the retention of women in STEM.Mr. Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering) Raised in South Florida, born in Mexico. Half Colombian and half Mexican; proud Mexilombian. H´ector acquired an MS in Computer Engineering and is currently pursuing a PhD in Engineering Education, both from Purdue University. His research interests are in investigating the experiences of LGBTQ+ students in engineering

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Georgia; James John Bale Jr., University of Georgia ; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

provides a guiding philosophy and a model for change, which is concretized intonuanced guiding principles and a structure of key actors’ roles. The principles explicitly shapethe character of these roles, for instance, in many institutions the educational innovation andimpact role might engage in top-down curricular dissemination similar to Henderson et al.’sDisseminating Curriculum and Pedagogy category. Instead, the new Associate Director will beguided by PROGRAM principles to take a more emergent and co-constructed approach toinitiating innovation with faculty in the PROGRAM network and in the engineering departmentmore broadly.Underlying much of this plan is an understanding (demonstrated in the conceptual model) ofPROGRAM and the engineering

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

knowledge is critical to thedevelopment of the course curriculum and the focus that teachers give to specific topics coveredthroughout the course.Social Recognition Page 15.1269.7Finally, social recognition has historically played an important part in identifying expert teachersfor study.6 For example, awards are often given to teachers that have been recognized by thecommunity as successful. Recognition can also take the form of grants or monetary funds orpublication of writings. Publications, in particular, represent a form of teaching scholarshipwhere teachers are recognized as experts when reports of their teaching practices are submittedto

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Steven Christopher Davis, Jacksonville University; Emre Selvi, Jacksonville University; Laura C. Atkins, Jacksonville University

Tagged Divisions

Educational Research and Methods

advisor of NSPE JU Chapter, she actively participates in conferences, workshops and professional activities.Dr. Steven Christopher Davis, Jacksonville University Dr. Steven Davis is an associate professor of Education at Jacksonville University in Jacksonville, FL. Dr. Davis has been a teacher educator for over 20 years with specializations in curriculum and instruc- tion, educational research, education philosophy, and Special Education. As a former elementary school teacher, Dr. Davis employs his knowledge of best practice in his areas of expertise to help undergraduate and graduate education students prepare for careers as effective practitioners.Dr. Emre Selvi, Jacksonville University Emre Selvi is an Assistant

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

risk’ student. In an institution where the majority of students are classifiedas being from a ‘non-traditional’ background, with most being from working class backgroundsand the vast majority classified as BME (Black & Minority Ethnic) it was not feasible to lookat social or demographic variables in terms of articulating risk. Instead the decision was takento focus on academic achievement.The award of Bachelor’s Degrees in the UK is usually based upon a credit system wherebystudents are required to achieved 120 credits in each of the first, second and final years of study.At Gosta University a further 120 credits may be achieved by taking an ‘integrated workplacement’ (paid or unpaid internship) and Bachelors’ Degrees are scored using a

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Vikram Kapila, New York University

Tagged Divisions

Educational Research and Methods

-12 research project, and an ITEST re- search project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and con- trol system technology. Under a Research Experience for Teachers Site, a DR K-12 project, and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six phil- anthropic foundations, he has conducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. He received NYU Tandon’s 2002, 2008, 2011, and 2014

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34332Thinking as Argument: A Theoretical Framework for Studying how FacultyArrive at Their Deeply-held Beliefs About Inequity in EngineeringJeremy Grifski, Ohio State University Jeremy Grifski is a Graduate Research Associate in the department of Engineering Education at The Ohio State University. Previously, he completed an undergraduate degree in Computer Engineering at Case Western Reserve University and went on to work for General Electric Transportation as a part of their Edison Engineering Development Program. Recently, Jeremy completed a Master’s in Computer Science and Engineering under Dr. Atiq and is

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Patrick Marcel Danner, Technical University of Munich; Shannon Katherine Gilmartin, Stanford University; Carol B. Muller, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in students’ work and whether such socialaspects can be learned within the timeframe of a course. A predominant focus on technicalaspects in teaching and learning engineering [2], [17], combined with cultural stereotypes of whocan become an engineer, leave many at the margins of solutions rather than at the center of them[18], [19]. Less attention has been given to incorporating into the curriculum the myriad ofsocietal factors that influence engineering processes and products. Our research suggests thatengineers will consider the lived experiences of people and their communities in their work whenthey become aware of the role of broader societal issues in engineering, thereby opening uppossibilities for better and more equitable solutions

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instruction. She is involved in the University of Manitoba Faculty of Engineering’s curriculum improve- ment process.Dr. Marcia R Friesen P.Eng., University of ManitobaProf. Sandra Ingram, University of Manitoba Sandra Ingram, Ph.D., is a SSHRC award-winning scholar and Associate professor in Design Engineer- ing, Associate Chair (NSERC Design Engineering) and adjunct professor in Biosystems Engineering at the University of Manitoba in Winnipeg, Canada. Dr. Ingram is responsible for teaching the technical communication course in the faculty as well as an integrated approach to communications in the Biosys- tems Engineering department. Her research interests include professional skills in engineering, interna- tionally

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Chen, California Polytechnic State University, San Luis Obispo; Jenna Michelle Landy, California Polytechnic State University, San Luis Obispo; Matthew Scheidt, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Julianna Ge, Purdue University, West Lafayette; Camaryn Elizabeth Chambers, California Polytechnic State University, San Luis Obispo; Christina Grigorian; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

Paper ID #30998Christina GrigorianMichelle Kerfs, Cal Poly San Luis Obispo Statistics Department Michelle is a third year statistics and data science student at Cal Poly San Luis Obispo. She recently joined this research team and is excited by what they can discover! She enjoys learning more about data analysis but in her free time also loves running, hiking, and any type of arts and crafts.Dr. Edward J. Berger, Purdue University at West Lafayette Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for over 20 years, and has worked extensively on the integration and assessment of specific technology

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

human centered design, participatory development, and design for development themes. She was a co- founder of the non-profit Sustainable Organic Integrated Livelihoods (SOIL) which promotes ecological sanitation in Haiti.Dr. Richard A House, Rose-Hulman Institute of TechnologyDr. Alexander T. Dale, Engineers for a Sustainable World Alexander Dale is the Executive Director of Engineers for a Sustainable World (ESW) and an adjunct faculty member at the University of Pittsburgh. His academic background is in energy and water policy, life-cycle assessment, and sustainable design. As one of the re-founders of ESW, he has focused on expanding educational opportunities as well as new engagement for faculty and professionals

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Barbara Olds, National Science Foundation and Colorado School of Mines; Michelene Chi, University of Pittsburgh; Mary Nelson, University of Colorado; Monica Geist, University of Northern Colorado

Tagged Divisions

Educational Research and Methods

of the participants had completed at leastone course in thermal or transport sciences (e.g. heat transfer, fluid mechanics,thermodynamics).The new question set was administered to 29 chemical engineering seniors, all of whomhad completed courses in fluid mechanics, heat transfer, thermodynamics (2 courses),mass transfer, and an integrated transport phenomena course. These students alsoanswered 3 heat transfer questions from the TTCI (Meltice, Carpet, Hotplate) to comparetheir performance with the TTCI beta test results. Page 11.933.6Results and AnalysisIn this section, we report findings from the study using 29 chemical engineering seniors.So that

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Karl A. Haushalter, Harvey Mudd College; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

Tagged Divisions

Educational Research and Methods

Paper ID #9475Probing the Inverted Classroom: A Controlled Study of Teaching and Learn-ing Outcomes in Undergraduate Engineering and MathematicsDr. Nancy K Lape, Harvey Mudd CollegeDr. Rachel Levy, Harvey Mudd College Rachel Levy is an associate Professor of Mathematics at Harvey Mudd College. She has an MA in Instructional Design from UNC-CH and a MA/PhD in Applied Mathematics from NCSU. In addition to mathematics, she regularly teaches first-year writing. She serves on the Society for Industrial and Applied Mathematics (SIAM) Education Committee, as Editor-in-chief of SIURO, SIAM Undergraduate Research Online, and

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

finalnote, students in both sections of Math 45 had access to the videos; only students in the invertedsection of Engineering 82 were allowed access to the videos.In the final year of the study, Engineering 82 was taught using the Team-Based Learning(Michaelsen et al.) and was entirely inverted (both sections). Math 45 will be taught in Spring2016 using a combination of flipped sessions and traditional sessions (new materials deliveredduring class meeting time).MeasuresStudents in both sections of each course were administered a pretest and posttest attitude survey.The pretest survey contained a total of 28 selected items from established instruments includingfrom the Research on the Integrated Science Curriculum (RISC), Motivated Strategies

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joel Ellsworth, Utah State University

Tagged Divisions

Educational Research and Methods

, no. 5, p. 17, 2010.[17] O. Casquero, R. Ovelar, J. Romo, and M. Benito, "Reviewing the differences in size, composition and structure between the personal networks of high- and low-performing students," British Journal of Educational Technology, Article vol. 46, no. 1, pp. 16-31, 01// 2015.[18] R. M. Marra, L. Steege, C. L. Tsai, and N. E. Tang, "Beyond “group work”: an integrated approach to support collaboration in engineering education," (in English), International Journal of STEM Education, Article vol. 3, no. 1, 12 / 01 / 2016.[19] M. Zhu and M. Zhang, "Network Analysis of Conversation Data for Engineering Professional Skills Assessment," ETS Research Report Series, 12/01/ 2017.[20] J. Elliott

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Divisions

Educational Research and Methods

be reduced solely to the question of how much development, butrather the more challenging question of how much of what kind of development could beoccurring.Impetus for developing the assessment instrumentThis paper describes the process by which we developed an assessment instrument to measurestudents’ interpretive understanding of engineering design concepts as nascent indication ofdeveloping expertise in the middle school engineering education context. We had multipleinterrelated goals for this project. In part, we realized the need to create a new alternativeassessment as one of several means by which we might evaluate student learning outcomesrelated to a narratively-based engineering curriculum aligned to the Next Generation

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Educational Research and Methods

for the future to see at what pointone becomes an expert in the design process.Next Steps and Future WorkFrom the research that has been complete, new questions were raised that need answers. Theteam would like to continue to look at education curriculum at [university] and see the designprocess from the eyes of a second- and third-year student to compare to that of the freshman andsenior to see at what points all the pieces of the design process come together. We would alsolike to look at the instructors/professors version of the design process to see how that affects theirstudents’ design processes.Faculty, as well, have (more developed) models for engineering design activity. In addition,textbooks can capture and reflect yet another set of

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

metacognitive framework for monitoringand regulating their discussion and reflection afterward [31]. The observed changes from pre topost within the three data sources explored in this study supports our contention that problemtypology can provide an instructional scaffold to facilitate ill-structured problem solvingexperiences. We see two implications for concurrent implementation and further research. First, itmight provide a consistent instructional reference across the curriculum that may help to overcomecurricular integration issues [17]. Consider three possibilities: 1) To initiate students into thinking about different types of problems, we envision implementation of different types of problems, at varying levels of difficulty, for

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

c Society for Engineering Education, 2021 Design of CAIR Assessment Monitoring DisplayAbstractThis work in progress (WIP) paper describes the conceptual design of an informationvisualization display. Earlier the authors proposed a 6-item coding scheme for the evaluation ofengineering problem-solving skills. The coding scheme is called CAIR which stands forConstructive Alignment Integrated Rating system. CAIR can offer insight into the abstractionsand depth of errors present in the solution to any closed-ended engineering problem. However,on its own, CAIR cannot communicate the grading styles of teaching assistants or problem-solving abilities of students in aggregate for a test, course, courses, and so on. The

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Craig Baudendistel, Wright State University; Zulima Guilarte Rhodes, Wright State University; Jannet Chermi Anders

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Students taking the engineering math intervention coursewere retained in the college of engineering at much higher rates (over 70% versus roughly 56%)and were also farther along in the math curriculum one year later.This improvement is achieved by providing the students an opportunity to remediate and retakethe math placement test in a given semester and by providing math-in-context examples throughengineering based lectures. By providing an opportunity for students increase their placementscore high enough to move more than one course through the curriculum, they are incentivized towork through and persist through any difficult topics. This may be a superior motivator for somestudents.In Fall of 2015 the course was modified again and began using

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Kelly Crittenden, Louisiana Tech University; Galen Turner, Louisiana Tech University; Alicia Boudreaux, Louisiana Tech University; James Nelson, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

AC 2007-1232: LATECHSTEP: LOUISIANA TECH UNIVERSITY'S STEMTALENT EXPANSION PROGRAMKelly Crittenden, Louisiana Tech University KELLY CRITTENDEN is an Assistant Professor of Engineering at Louisiana Tech University. He teaches within the Integrated Engineering Curriculum and Multidisciplinary Senior Design series. His interests are in promoting collaboration across discipline and college boundaries in order to stimulate innovation and advancements in engineering education. Dr Crittenden received his B.S. and Ph.D. in BioMedical Engineering from Louisiana Tech University.Galen Turner, Louisiana Tech University GALEN E. TURNER III received his B.S. from Loyola University, New Orleans

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

- terials, and the nanoscale origins of friction. His educational activities include studies of the effect of integrating computation into engineering curriculum and leading STEM Achievement in Baltimore Ele- mentary Schools (SABES) an NSF funded community based STEM enhancement effort for grades 3-5 in three Baltimore city neighborhoods.Mr. Mike Reese, Johns Hopkins University Michael Reese is the Associate Director at the Johns Hopkins Center for Educational Resources. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their distance education program. He earned an M.Ed. in

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; David Wormley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, Page 11.3.10Proceedings of the 1996 Frontiers in Education Conference, Salt Lake City, UT.15 Liz Kisenwether and Jack Matson, Launching An Undergraduate Engineering Entrepreneurship Program,Proceedings of the ASEE Annual Conference and Exposition, Montreal, Quebec. (2002)16 T.W.Simpson, D.J.Medeiros, S.Joshi, A.Lehtihet, R.A.Wysk, G.R.Pierce and T.A.Litzinger, IME Inc.- A NewCourse for Integrating Design, Manufacturing and Production into the Engineering Curriculum, InternationalJournal of Engineering Education, Vol. 20, No. 5, 2004, pp.17 Thomas Litzinger, Martin Trethewey, John Gardner, Integrated Design, Experimentation, Analysis and Life Skills(IDEALS) Courses, Proceedings of the ASEE Annual Conference and Exposition, Albuquerque, NM

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

aspects of becoming an experienced member” (p. 92). Shared repertoirerepresents a marker of community in which, over time, community members develop“coherence” in which “they belong to the practice of a community pursuing an enterprise” (p.82). When engineering students participate in different communities of practice on and offcampus, they engage in these three areas of experience, which help them develop their technicaland professional skills.Integrative Learning Integrative learning represents a desired learning outcome of postsecondary education. Itis defined as “an understanding and a disposition that a student builds across the curriculum andco-curriculum, from making simple connections among ideas and experiences to synthesizingand

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Science Foundation, 2.1–2.48.7 Hursh, B., P. Haas, & Moore, M. (1983). An interdisciplinary model to implement general education. Journal of Higher Education, 54, 42–49.8 Newell, W.H. (1990). Interdisciplinary curriculum development. Issues in Integrative Studies, 8, 69–86.9 Newell, W.H., & Green, W.J. (1982). Defining and teaching interdisciplinary studies. Improving College and University Teaching, 30, 23–30.10 National Academy of Engineering (2005).Educating the engineer of 2020: Adapting engineering education for the new century. Washington, D.C.: National Academies Press.11 Lattuca, L.R., L.J. Voigt & Fath, K.Q. (2004). Does interdisciplinarity promote learning? Theoretical support

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

Tagged Divisions

Educational Research and Methods

graduates (52%) considered theirwritten and oral communication skills to be strong [6]. In a parallel survey, only 9% of industryrepresentatives considered the communication skills of recent mechanical engineering graduatesto be strong. These results suggest that student and recent graduate perceptions ofcommunication on the job are not aligned with actual expectations.There are several strategies that programs have developed in an attempt to remedy thisdisconnect [7]. In many programs, there has been a push towards integration of communicationacross the curriculum, where communication skills are emphasized in a broader range ofengineering courses. Additionally, some engineering programs have developed partnerships withEnglish, communication or