Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

‘messing with the world’” (p. 11). Yet the editors of Journalof Engineering Education acknowledge there is still little known about the “engineering teachingculture.”To address this growing area of interest and importance, we set out to examine already-practicing teachers’ beliefs and expectations about engineering instruction and student learningas it occurs at the high school level, and document how these views change as teachers becomenewly trained to use an engineering education curriculum. We examined teachers’ changingbeliefs in the context of their initial experiences teaching courses from the Project Lead the Way(PLTW) program. Although some selection bias is inherent in a study of this nature (we are notcurrently at liberty to assign who

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

Tagged Divisions

Educational Research and Methods

-world problems from a system-level perspective, developing an appreciation for the inter-connectedness of engineering principles and concepts, in which project requirements must beoptimized to reach desired system performances and functions [1-5]. On the other hand, there aregrowing expectations and needs for sustainability, guiding the balance between projecteconomics, societal and environmental factors, all of which influence system design specificsand characteristics. For students to explore this paradigm, it is imperative that project-basedlearning experiences be integrated throughout their undergraduate education. Senior designcourses fill a critically important role in the engineering curriculum, forming a bridge betweenacademia and

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

David Meyer, Purdue University

Tagged Divisions

Educational Research and Methods

wide variety of peripherals integrated into a contemporary microcontroller (j,k).Subsequent curriculum changes (specifically, increased emphasis on embedded system design)prompted revision of the course learning outcomes as follows: 1. an ability to write programs for a computer in assembly language (e,k); 2. an ability to interface a microprocessor to various devices (a,c,e,k); 3. an ability to effectively utilize the wide variety of peripherals integrated into a contemporary microcontroller (j,k); and 4. an ability to design and implement a microcontroller-based system (a,c,e,j,k).Currently, in-lab “practical exams” are used to assess outcomes 1-3, while an embedded systemdesign “mini-project” (implementation of a turn-key

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

critical in Historically BlackColleges/Universities (HBCUs). Based at an HBCU-designated school with extensive support from the National ScienceFoundation (NSF), we have studied the phenomenon of the gap between our expectations andstudent performance in the mathematical competencies and preparation for advanced coursework[57-59]. As observed, such weaknesses connect to the level of student academic engagement –both inside and outside of the classroom. This study, attempting to address student weaknesses byaddressing low academic engagement levels, led to the design and exploration of the Knowledgeand Curriculum Integration Ecosystem” (KACIE), in which a framework that organizes research-based principles from the learning sciences and from

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darren L. Linvill Ph.D., Clemson University; Meghnaa Tallapragada, Clemson University; Nigel Berkeley Kaye, Clemson University

Tagged Divisions

Educational Research and Methods

seamlessly as possible within existing curriculum at the study institution. At this institutionstudents are required to complete an oral communication general education requirement. To meetthis requirement, the institution teaches a large number of traditionally taught public speakingclasses. These classes follow what could be considered a typical public speaking coursetemplate; the classes are standardized around a single text book, meet in person three hours aweek, and include introduction, ceremonial, informative, and persuasive speeches as well as agroup project (and at least one speech of the instructor’s choice). The integrated class wascreated to meet that same general education requirement, but specifically for engineeringstudents. The

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Nadia N. Kellam, Arizona State University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Donna M. Riley, Virginia Polytechnic Institute and State University; Diane T. Rover, Iowa State University; Noah Salzman, Boise State University; James D. Sweeney, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

advocates for change in their future careers. Hatchery Units are onecredit courses that are designed to address gaps in students’ technical knowledge identified bylocal industry, infuse ethics and social justice in the undergraduate computer science curriculum,and build communities of practice while providing a more streamlined integration experience fortransfer students to the program. Guided by Rawl’s [33] theory of social justice, the team willwork with students and faculty to create an environment that is welcoming and supportive for allundergraduate CS students and encourage graduates of the program to work to promote thesevalues as future computer science professionals. The development of these values will bepromoted by building communities

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University

Tagged Divisions

Educational Research and Methods

writing was the motivation for such an action. A programwas initiated to support English programs at K-12 levels in the state, but not at higher educationinstitutions. An engineering Initiative program was also established by the state to aid andstrengthen STEM programs in schools and colleges. Therefore, in 2017 UVU decided toestablish an internal task force to investigate the reading and writing across the curriculum issue.A Writing-Enriched (WE) Committee was formed to examine various methods to implement acommunication requirement for all programs across campus. After one year of brain storming, itwas decided to ask each program to develop and designate two Writing-Enriched (WE) courses.The form of writing and communication exercises were

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe C. Guarino, Boise State University; James R Ferguson P.E., Boise State University; V Krishna C Pakala, Boise State University

Tagged Divisions

Educational Research and Methods

of Mechanical and Biomedical Engineering at Boise State University created aprocess which integrates metrics from the FE results with other metrics in our loop for outcomesassessment and continuous improvement. Our process prevents us from taking inappropriateaction based upon isolated negative results from the FE exam. We have used our process tomake a demonstrable improvement in our curriculum. Two examples of faculty action taken dueto unsatisfactory and questionable results from the FE metric before our last ABET visit arepresented and discussed.IntroductionThe Fundamentals of Engineering (FE) exam is a common metric used to assess outcomes ofengineering programs. The FE exam is an eight-hour, multiple choice exam administered in thefall

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Pierre Lafleur, Ecole Polytechnique de Montreal; Yves Boudreault, Ecole Polytechnique de Montreal; Richard Prégent, École Polytechnique de Montréal

Tagged Divisions

Educational Research and Methods

project includes: • the list of courses which will be set up jointly with other programs; • the list of courses which will be delegated to the departments of support; • the sequence of the courses; • the process of integration of the courses which will be privileged; • strategies to include an internship in the program; • strategies to include an international aspect in the curriculum; • strategies to facilitate access to the graduate levels; • the supervision process which will be set up; • various methods of assessment which will be adopted; • various methods of teaching and learning which will be used.The development of the curriculum is based on the principles exposed in the framework of thiseducational

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

ExpectationsAbstractThis work-in-progress paper presents an ongoing evidence-based practice implementingintegrative professional communication activities derived from an investigation of professionalcommunication expectations of industry co-curricular partners. Contemporary pedagogicalapproaches, such as problem-based learning and entrepreneurially minded learning, have as acentral focus the desire to expose students to authentic experiences which integrate technicalknowledge with workplace skills connected to professionalism, communication, collaboration,and leadership. This approach can conflict with traditional engineering curricula where theinstruction of technical skills are frequently separated or deemed more important than “softskills” instruction in

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; John Duffy, University of Massachusetts Lowell; Alan Melchior, Brandeis University; Eric Morgan, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

presenters and community partners to discussobjectives, techniques, problems, solutions with improving the S-L projects in our courses.Other goals of the SLICE program with regard to faculty are to:• study the art and science of service-learning and form a community of practice ,• create a formal program to connect faculty to community groups (local and international) ,• develop appropriate projects/experiments for integration of S-L into at least forty core courses in the undergraduate engineering curriculum at UML ,• develop assessment tools to gauge the impact of this integration on students, faculty, institution, and community ,• become an engaged college—engaged with the students, each other as faculty across departments, and with the

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Barbara Brizuela, Tufts University

Tagged Divisions

Educational Research and Methods

knowledge. Similar studies have beenconducted that have looked at mathematics and science teaching; however, little research hasbeen done regarding what educators learn and do when teaching engineering in middle schools.The study reported in this paper investigated three in-service, middle-school teachers with littleengineering background, explored the knowledge they used and developed to teach anengineering curriculum, and asked the following research question: What mathematics, science, and engineering subject matter knowledge do middle-school mathematics and science teachers draw upon and incorporate as they teach an engineering instructional unit on robotics?Engineering in the Middle School ClassroomEngineering education in

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Lisa McNair, Virginia Tech; Tamara Knott, Virginia Tech; Mary Leigh Wolfe, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

full range of academic goals that include assessment, advising, careerplanning, core-curriculum integration, and student-directed learning. In addition, while theprofessional skills outlined by ABET are intended specifically for engineering programs, theissues identified by ABET in fact apply to most, if not all, disciplines at the university. Page 11.390.2Assessment of student outcomes involves two key components—the definition of concrete,measurable outcomes and the development of methods and tools for assessing those outcomes.The first part of this paper describes a theoretical framework used to develop measurableoutcomes, illustrated with

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

about a student’s engineering identity as an element of student development in theundergraduate years?Learning Environment: How would you characterize the learning environment on your campus?Is there an atmosphere of students in competition with each other? Do students feel overloadedby a demanding curriculum? Do all students feel that your institution would like them tosucceed? Do your students develop confidence in their abilities as engineers? Are your studentsexcited when they graduate, or do they seem to be just sticking it out to the end?Example #2: Learning about Engineering over Four Years13, 18, 19, 20 - Engineering students’ knowledge does grow over the four years, but many seniors did not report gaining knowledge of

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Charles Henderson, Western Michigan University; Jean Layne, Texas A&M University; Andrea Beach, Western Michigan University; Noah Finkelstein, University of Colorado; R. Sam Larson, Kaiser Permanente Colorado

Tagged Divisions

Educational Research and Methods

. After the introduction, the paper will be organized in thefollowing sections: (1) goals for change, (2) barriers to change, (3) foci for change, and (4)strategies for change.Intr oductionAs an engineering faculty member, you may be in the midst of working on a curricularinnovation or contemplating making a curricular innovation. In either case, you may be thinkingthat the curricular innovation on which you are working (or hope to be working) will eventuallybe broadly adopted across your department, college, or institution. However, issues that you facewhen developing your curricular innovation are almost entirely different from issues that youface when contemplating broader adoption of your curriculum. Curriculum developmentintegrates subject

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

William E. Lee III P.E., University of South Florida

Tagged Divisions

Educational Research and Methods

undergraduate curriculum. While overall students saw some value in developingvisual-spatial skills, civil and mechanical students rated the importance higher. Studentsgenerally did not indicate that body-kinesthetic, musical, interpersonal, or intrapersonal werebeing addressed within the curriculum. Furthermore, they did not think that body-kinesthetic ormusical should be addressed within the curriculum. However, they saw some value inaddressing interpersonal and intrapersonal skills. Figure 2: Student assessment of the extent to which an MI is currently addressed within the curriculum and the extent to which it should be addressed.We did not observe any significant gender differences with one exception: females self-evaluatedtheir

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

courses Group 11 frontier research fundings and applicationsGroup 3 no answer Group 12 no answer Problems and context from prerequisits courses propagate into current course for open-ended problems created in the current course. They don't jut take a **Curriculum change for the classes - we courese and then don't see/ use it again (verticle need more classes focusing problemGroup 4 integration). Also consider longitudal integration Group 13 solving topics/ reasoning topics. 1) More coordination among courses

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

TK Beam, James Madison University; Olga Pierrakos, James Madison University; Jamie Constantz, James Madison University; Aditya Johri, Virginia Tech; Robin Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

Engineering Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, understanding engineering students through the lens of identity theory, advancing problem based learning methodologies, assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education. This latter project is funded through her recent NSF CAREER award. Her other research interests lie in cardiovascular fluid mechanics and K-12 engineering education.Jamie Constantz, James Madison University JAMIE CONSTANTZ is a

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

James Jones, Purdue University; Peter Meckl, Purdue University; Michael Harris, Purdue University; Monica Cox, Purdue University; Osman Cekic, Purdue University; Martin Okos, Purdue University; Osvaldo Campanella, Purdue University; Neal Houze, Purdue University; James Litster, Purdue University; Nathan Mosier; Bernard Tao, Purdue University; Daniel Delaurentis, Purdue University; David Radcliffe, Purdue University; Kathleen Howell, Purdue University; Masataka Okutsu, Purdue University; Sean Brophy, Purdue University; Amy Penner, Purdue University; Alice Wilson, Purdue University; Leah Jamieson, Purdue University

Tagged Divisions

Educational Research and Methods

renamed the Engineer of2020 committee. That committee has been charged with developing mechanisms to achievecurriculum innovations that enhance these attributes among engineering students. Two primarymechanisms are currently in place: the Engineer of 2020 Annual Workshop, and the Engineer of2020 Seed Grant Program.The College of Engineering has hosted an annual Engineer of 2020 workshop since fall of 2007.The first workshop was held on Aug. 28, 2007, and focused on three of the target attributes:innovation, multi-disciplinarity, and continuous learning. Outside experts from industry andacademia were invited to present their thoughts on the importance of each of these attributes andon suggestions for how best to include it in the curriculum

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Administration from Harvard University. One of his major research interests has been the impact of gender on science careers. This research has resulted in two books (both authored with the assistance of Gerald Holton): Who Succeeds in Science? The Gender Dimension and Gender Differences in Science Careers: The Project Access Study.Dr. Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics Philip Sadler holds a B.S. in Physics from MIT and an Ed.D. from Harvard. He co-authored the first integrated computer and laboratory introductory calculus course in 1975. He has taught middle school mathematics, engineering, and science and both undergraduate science and graduate teaching courses at Harvard. His research

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata Engel, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

study the academic development of students enrolled inundergraduate engineering programs.Mathematical Test Items: Examples M1 and M2 The use of mathematics in solving and communicating engineering analysis can be an obstacle forsome students. In describing the use of mathematics in engineering, we have distinguishedbetween two different constructs, listed above as: (M1) compare and contrast mathematical applications relevant to solving varied problems in Page 15.313.3 engineering; (M2) understand how the engineering quantities (e.g. force, work, power, and flow rate) are described by the mathematical representations (e.g. integration

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

from Georgia Institute of Technology, and a MBA from Indiana University. She has taught at Wentworth Insti- tute of Technology as an Adjunct Professor for College Physics I. She has also worked in industry at Pratt & Whitney for several years and served in roles such as Integrated Product Team Leader and Affordability and Risk Manager for the F135 Engine Program. Page 22.1038.1 c American Society for Engineering Education, 2011 Making Sense of Nanoscale Phenomena: A Proposed Model of Knowledge and ThinkingAbstractNew curricula are needed to meet the

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Halimat A. Ipesa-Balogun, Smith College; Yanning Yu, Northwestern University; Yezhezi Zhang, Smith College; Xi Jiang, Smith College

Tagged Divisions

Educational Research and Methods

and Social Policy. Her research interest lies in the design of curriculum and learning environments for STEM that support deep understanding, transfer, and collaborative learning. Before arriving at North- western, she graduated from Smith College with a B.A degree in Engineering and Learning Sciences. At Smith, she worked with Dr. Glen Ellis on knowledge building research as wells as design of instruc- tions and assessment for an engineering course. She received the highest honor in Engineering Art with her honor thesis titled ”Understanding Knowledge Building in Undergraduate Engineering Education” in which Dr. Glen Ellis was her advisor.Ms. Yezhezi Zhang, Smith College Yezhezi Zhang is a student at Smith College

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Villanueva is an Assistant Professor in the Engineering Education Department and an Adjunct Pro- fessor in the Bioengineering Department in Utah State University. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for un- derrepresented populations has aided her in the design and integration of educational and physiological technologies to research ’best practices’ for student professional development and training. In addition, she is developing methodologies around affective management of curriculum, instruction, and research for engineering students. c American Society for Engineering Education, 2017 The

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Kristi J. Shryock, Texas A&M University; Manisha Tripathy, Texas A & M University; Arun R Srinivasa, Texas A&M University; Rebecca C Simon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a Na- tional Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, cur- riculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof. Froyd is a

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University; Philip Harding, Oregon State University; Edith Gummer, Northwest Regional Educational Laboratory

Tagged Divisions

Educational Research and Methods

AC 2009-1286: COMPARISON OF STUDENT PERCEPTIONS OF VIRTUAL ANDPHYSICAL LABORATORIESMilo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.Christine Kelly, Oregon State University Christine Kelly

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

minority students as well8, 16.Factors such as cultural identification, commitment and Tinto’s8 model of social integration intothe institution of higher education suggest that Black students may be more likely to attend andgraduate from HBCUs. Controlling for pre-collegiate characteristics and the academicselectivity of the institutions, researchers have suggested that attending an HBCU is positivelyassociated with Black students remaining in college and earning a bachelor’s degree 6, 18.Additionally, Allen19 noted that the “fit” between Black students and higher education is morefavorable at HBCUs. Also, Wenglinsky17 found that Black students at Black institutions aremore likely to become professionals6.Just as Black students are more likely to

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Jiawei Zhang, Purdue University, West Lafayette (College of Engineering); Rebecca Kramer, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thetheorized utility of the experience for promoting student engineering self-efficacy andmotivation. Following an overview of theory behind the curriculum, we describe how theseprinciples align with the student experience while fabricating soft robots. Finally, we offerpreliminary reports on initial states and changes in student perceptions as they participated in thecurriculum.Girls in STEMAmong areas of concern for technology and engineering education, is the participation of adiverse body of students 1. For our field this includes female students, and a number of effortshave been made to understand factors related to this disparity 2, 3. In middle-school and high-school, as students are often first exposed to these elective courses, interest

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Kevin O'Connor, University of Rochester; Daniel Amos, University of Washington; Tori Bailey, Stanford University; Gary Lichtenstein, Stanford University; Lari Garrison, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Marcus Jones, Howard University; Derek Seward, University of Rochester; Lisa Perhamus, University of Rochester; Reed Stevens, University of Washington

Tagged Divisions

Educational Research and Methods

, University of Rochester Lisa Perhamus is a doctoral student in the department of Teaching and Curriculum at the University of Rochester's Warner Graduate School of Education and Human Development.Reed Stevens, University of Washington Reed Stevens is an Associate Professor in the College of Education at the University of Washington. He specializes in ethnographic and comparative approaches to studying how people learn, especially in disciplines related to mathematics, science, technology, and design. He is currently co-leading two NSF Centers working on issues related to how people learn, the LIFE Center and CAEE

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

education:administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher education, 58(6), 841-855.[18] Fee, S. B., & Holland-Minkley, A. M. (2010). Teaching computer science through problems, not solutions.Computer Science Education, 20(2), 129–144.[19] Qiu, M., & Chen, L. (2010). A problem-based learning approach to teaching an advanced software engineeringcourse. In Education Technology and Computer Science (ETCS), 2010 Second International Workshop on (Vol. 3,pp. 252-255). IEEE.[20] Case, J. M., & Light, G. (2011). Emerging methodologies in engineering education research. Journal ofEngineering Education, 100(1), 186–210.[21] Novak, G.M., Patterson, E.T., Gavrin, A.D., & Christian, W. (1999). Just-in-Time Teaching