Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

but when I talk with other engineering students it’s cool to be on the same level. [To be] able to have engineering discussions with them. I fit in, in that aspect… If there’s some new technology out there and we’re like, “Oh they, they did this, they built that.” We’re like, “Oh wow! That’s, I wonder how they did that.”… Or if it was a non-engineer they’d be like, “Oh, Okay?” – Henry. Yes, definitely [I feel I belong in engineering]… Because I don't fit into the other careers or majors. Often times if I'm speaking to an arts or a biology or anything like that, there's a disconnect. Just the way they see the world, and they don't seem very interested in [the world around them]... They almost

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pryce Davis, University of Nottingham; Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

Tagged Divisions

Educational Research and Methods

, San Diego. Her research interests include professional education in medicine and STEM fields.Prof. Reed Stevens, Northwestern University Reed Stevens is a Professor of Learning Sciences at Northwestern University. He holds a B.A. in Mathe- matics from Pomona College and PhD in Cognition and Development from the University of California, Berkeley. Professor Stevens began his professional career as a mathematics teacher. For the past two decades, he has studied STEM learning both in and out of school. His research seeks to understand how and when learning environments are productive for people and to translate those findings into practical use in the design and resdesign of learning environments. In recent years and in

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

understand issues of diversity and inclusion in engineering. Specifically, she investigates how language influences who engages in the technical fields. She was recently awarded the Stanford DARE fellowship. Globally, she is part of the Galapagos research-practice partnership that seeks to improve the teaching of science for underserved communities through education for sustainability. Before coming to Stanford, she was a bilingual educator at Plano ISD. In Plano, she served in the Gifted and Talented Advisory Committee and the Elementary Curriculum Design team. Prior to starting her career in education, Greses was a project manager for engineering programs funded by the European nonprofits in the Caribbean. She holds a

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Divisions

Educational Research and Methods

individuals attach meanings to social and cultural roles, and that “anindividual has as many selves or identities as he or she has groups of people with which he or sheinteracts” [42]. Engineering students negotiate the various roles (identities) that they play withinthe different contexts of their lives; some of these roles may add or detract from their ability toidentify as engineers. Godwin’s initial study in this area focused on the development of aninstrument to measure the engineering identity of introductory-level undergraduates. Thebackground for the study included previous literature on a quantitative measure of physicsidentity used to understand STEM career choices, and on an expanded version to measure mathand science identities. These

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

transfer of learning from school into professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Aaron W. Johnson, University of Michigan; Timothy G. Chambers, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Divisions

Educational Research and Methods

typically required to take at least 10 engineering science courses. Therefore, we can estimatea typical engineering student spends 720 hours working on these type of problem sets duringtheir undergraduate career. Yet, there is little research about how students are learning whileworking on these problem sets. The first author of this paper has addressed this in her prior work,and this study of open-ended modeling problems is derived from her findings [1]. Examiningstudents working on homework in control systems and fluid mechanics courses, she foundstudents are mostly engaged in conversations to get their homework done instead ofconversations to build knowledge about disciplinary concepts. We as a research team areinterested in designing and

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

role of emotion in student learning, and synergistic learning. A recent research project uncovers the narratives of exemplar engineering faculty that have successfully transitioned to student-centered teaching strategies. She co-designed the environmental engineering synthesis and design studios and the design spine for the mechanical engineering program at UGA. She is engaged in mentoring early career faculty at her univer- sity and within the PEER National Collaborative. In 2013 she was selected to be a National Academy of Engineering Frontiers of Engineering Education Faculty Member.Karen Sweeney Gerow, University of Georgia Karen Sweeney Gerow is pursuing her PhD in the Lamar Dodd School of Art at the University

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Jamie Gomez, University of New Mexico Jamie Gomez

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University

Tagged Divisions

Educational Research and Methods

Page 11.69.12quantitative educational research data.Data from the pre-survey also suggested that the 2004-2005 Scholars did not perceive theirdepartments or Universities as particularly supportive of education or research on education. Incontrast, these Scholars did feel that their participation in the Institute fit with their career goals;100% of Scholars agreed or strongly agreed with the following statement “The educationresearch that I do as an Institute Scholar will be well-integrated into my career goals.” As across-validation, a common theme from the focus group sessions was that Scholars had a passionfor education and an interest in improving their own teaching. The word “passion” showed uprepeatedly in discussions as to why they chose

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

. Page 23.240.1 c American Society for Engineering Education, 2013 Bazinga! You’re an engineer…you’re___! A Qualitative Study on the Media and Perceptions of Engineers While a significant amount of television air time is dedicated to dramatizing careers,engineering careers seem somewhat vacant from the prime time line up. Many studies have beenconducted to look at the impact of popular television shows on how people view careerprofessionals but little has been done to look at the impact of popular media on people’s views ofengineers. This pilot study looked at the impact of viewing popular media articles that focus onengineering characters on a person’s perception of an engineer. The

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Educational Research and Methods

(Why did you join your team?) that are aligned with the protocol questions informed bythe factor categories. Subsequent micro-coding teased apart the broader themes and providedresearchers with discrete data (friends/ peers, team success, type of technology, enhance career,etc.) for analysis.Data for this paper consist primarily of the responses by our student participants. In someinstances, we have included the actual question posed by the interviewer. That text is precededby the letter “I”. Student responses are generally preceded by a member designation assigned tothat participant. Due to the number of participants and because this analysis does not pivotaround questions of sex or race and ethnicity, we do not include student

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

- ter for Advanced Computing, Information Technology at Purdue University where he led the education and the educational technology effort for the NSF-funded Network for Computational Nanotechnology (NCN). His work focuses on how semantic grid-based technologies and tools can co-exist with students’ lifestyles, learning patterns, and technology choices. Dr. Madhavan was the Chair of the IEEE/ACM Supercomputing Education Program 2006 and was the curriculum director for the Supercomputing Ed- ucation Program 2005. In 2008, he was awarded the NSF CAREER award for work on learner-centric, adaptive cyber-tools and cyber-environments. He was one of 49 faculty members selected as the nation’s top engineering educators and

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

, and in what ways.The publication of the report Rising Above the Gathering Storm by the National Academy ofSciences (NAS) (Augustine, 2005), highlighted political and popular concerns in the UnitedStates that the globalization of knowledge and increased use of low-cost labor had led to theerosion of the US as a leader in science, technology, and engineering. The report also arguedthat the federal government needed to act to ensure the country’s continued success in thisarea. As with the Sputnik ‘crisis’ nearly a half century earlier, these concerns were manifestas a call to increase the number of American-born students entering science, technology, andengineering careers. In 2006-7, I responded to a call for proposals from the National

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, “Why do so many women who study engineering leave the field,” Harvard Business Review, pp. 1–2, 2016. [4] D. Brown, “The role of work and cultural values in occupational choice, satisfaction, and success: A theoretical statement,” Journal of counseling & development, vol. 80, no. 1, pp. 48–56, 2002. [5] A.-L. Dicke, N. Safavian, and J. S. Eccles, “Traditional gender role beliefs and career attainment in stem: A gendered story?” Frontiers in psychology, vol. 10, p. 1053, 2019. [6] J. S. Eccles and M.-T. Wang, “What motivates females and males to pursue careers in mathematics and science?” International Journal of Behavioral Development, vol. 40, no. 2, pp. 100–106, 2016. [7] E. S. Weisgram, R. S. Bigler, and L. S. Liben

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

Karen C. Davis, Miami University

Tagged Divisions

Educational Research and Methods

to learn from failures or setbacks is avaluable practice for preparing future software engineers for their careers. Exam wrappers canprovide an opportunity in an academic setting to improve grades, but also to learn to adjustbehavior in ways that may have long term impact.The related work is summarized in Table 1. The number of students participating in the examwrapper study is given in the second column; if multiple terms were studied (with and withoutexam wrappers), the number is the number of students who completed the exam wrapper portionof the study. The course title, level, and majors are given; if the level or type of major is notmentioned but can be reasonably inferred it is given in the table in italics with a question mark.The

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou, University of Michigan

Tagged Divisions

Educational Research and Methods

., vol. 518, 1984.[11] J. C. Weidman, “Undergraduate socialization: A conceptual approach,” High. Educ. Handb. theory Res., no. Volume 5, pp. 289–322, 1989.[12] J. C. Weidman, L. Deangelo, and K. A. Bethea, “Understanding Student Identity From a Socialization Perspective,” in New Directions for Higher Education, no. 166, Wiley Periodical Inc., 2014, pp. 43–51.[13] D. Williams, “On and Off the ’Net: Scales for Social Capital in an Online Era,” J. Comput. Commun., vol. 11, no. 2, pp. 593–628, 2006.[14] M. M. Nauta, “Assessing college students’ Satisfaction with their academic majors,” J. Career Assess., 2007.[15] A. Godwin, “The development of a measure of engineering identity,” ASEE Annu. Conf. Expo. Conf. Proc., vol

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dawn Laux, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

commitment to your academic career based on the followingstatements: (Range: Strongly Agree to Strongly Disagree) 1. I would be happy to spend the rest of my academic career at this institution. 2. I feel that my academic institution's problems are my own. 3. I feel like "part of the family" at my academic institution. 4. I feel emotionally attached to my academic institution. 5. Taking classes at my academic institution has a great deal of personal meaning for me. 6. I feel a strong sense of belonging to my academic institution.Turnover Intention ScalePlease indicate your level of agreement for each of the following statements as they pertain toyour institution: (Range: Strongly Agree to Strongly Disagree) 1. I am

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Michelle Camacho, University of San Diego; Christina Aneshansley, University of San Diego

Tagged Divisions

Educational Research and Methods

AC 2008-1348: APPLYING "CULTURAL CONSENSUS ANALYSIS" TO ASUBGROUP OF ENGINEERING EDUCATORSSusan Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Professor and Coordinator of Electrical Engineering at the University of San Diego. Her teaching and research interests include electronics, optoelectronics, materials science, first year engineering courses, as well as feminist and liberative pedagogies. Dr. Lord served as General Co-Chair of the 2006 Frontiers in Education Conference. She has been awarded an NSF CAREER and ILI grants. She is currently working on a collaborative NSF-funded Gender in

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

volume of data required was judged to be impractical. Instead,existing data sources that could be adapted for the purposes of this analysis were sought.Extensive research has been performed about students’ educational experiences in high schooland college so several sources were considered. Among them were a series of longitudinalstudies conducted by the Department of Education’s National Center for Education Statistics(NCES) collecting information about students as they progress through secondary education andcollege. The most recent of these studies to be completed is the National Education LongitudinalStudy of 1988 (NELS:88)11 which collected extensive demographic, experiential, attitudinal,educational, and career data from students at set

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

data, qualitative data were also collected. Thesedata were obtained through short questionnaires throughout the course as well as follow-upinterviews with students two months after the conclusion of the course. These interviews helpedto enrich the quantitative data by providing explanations of students’ experiences in the class inmore detail and investigating how well the course content relates to their career. The two-monthfollow-up interviews with students also provided insight on the transportability of the coursecontent into the employees’ job tasks after completion of the course. The goal of this research isto determine if the teaching of PLM theories and high-end CAD skills can effectively be taughtin a blended learning

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Shanna Daly, University of Michigan

Tagged Divisions

Educational Research and Methods

continue to presentdefinitions of design, it is more interesting to point out that none of these definitions thatcould be presented come from professionals who design on a regular basis as a part oftheir careers. The lack of understanding design from this perspective prompted theresearch study presented in this paper. My search to find a research approach to addressthis question of how professional designers understood what it means to design lead toinvestigations on an approach called phenomenography. This approach yielded resultsthat contributed to understanding the broad picture of what it means to design. Theintention of this paper is to emphasize the design and outcomes of phenomenography as aresearch approach. Presenting the research design

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

14.907.2Background of Program For four years, Taylor University’s HARP program has been providing students withthe opportunity apply their technical science and math instruction to interesting and relevantproblems. The unique experience of a high-altitude balloon launch, including team-basedproblem solving, prototyping, construction and testing of experimentation, and the “hard”deadline of a launch, gives students a taste of real-world project experience, and has helpedTaylor students be competitive as they pursue education and career goals beyond theundergraduate level. A student participant in the HARP curriculum component of a 2006Introduction to Electronics class said, “Working on the balloon project was an excellentopportunity to put theory

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

Participation: A student can participate in an EPICS team for more than one semester and even their entire career. ≠ Variable Credit Hours: An EPICS student can earn one or two credits per semester. ≠ Multidisciplinary Teams: In the 2007-08 academic year, 30 different majors participated in EPICS. ≠ Start-to-Finish Design Experience: EPICS provides a start-to-finish design experience for students. Projects begin with problem identification done by the students and moves through delivery of the project. The long-term structure allows EPICS to provide support for fielded projects, an additional value to the community partners

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Marjorie B. Bequette, Science Museum of Minnesota; Lauren Causey, Science Museum of Minnesota

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

identify with – or even be aware of – theMaker Movement and the Maker Community as it currently exists (Vossoughi, Hooper, &Escude, 2013).Considering the promise of Making to enfranchise traditionally underrepresented audiences inengineering by providing accessible and relevant engagement with STEM content and practice,the perceived “homogeneity” of Making as being primarily defined as design activity related tothe computational, electronic, and 3D-printed hardware arenas becomes increasinglyproblematic. Indeed, if Making continues to be positioned as a prominent pathway to scienceand engineering careers, then it is essential for it not to become yet another context in which thepersistent underrepresentation of women and people of color tends

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Nicole P. Pitterson, Oregon State University; Shane A. Brown P.E., Oregon State University; Kathleen Quardokus Fisher, Florida International University; Sean Lyle Gestson, Oregon State University; Denise Rutledge Simmons P.E., Virginia Polytechnic Institute and State University; Olusola Adesope, Washington State University

Tagged Divisions

Educational Research and Methods

conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize prac- ticing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.Dr. Kathleen Quardokus Fisher, Florida International University Dr. Kathleen Quardokus Fisher is an assistant professor at Florida International University. Her research interests focus on understanding how organizational change occurs in higher education with respect to teaching and learning in STEM courses.Mr. Sean Lyle Gestson, Oregon State University Sean Gestson is a recent graduate from the University of Portland where he studied Civil Engineering

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, University of Queensland; Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

. His research interests include Humanitarian Engineering, social justice in engineering education, global engineering education, professional engineering practice, and curriculum design.Prof. Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering) Dr. Brent K. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collabora- tory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

Students Success Network, Engaging Adjunct Fac- ulty, and other funded initiatives as well as leading Achieving the Dream’s teaching and learning programs and network-engagement activities. Prior to joining Achieving the Dream, Cindy served for more than 20 years in community colleges as an associate vice president for instruction, a department chair, and a faculty member. Cindy began her career as a middle school and high school teacher.Mrs. Alexis K. Van Winkle, University of Central Arkansas c American Society for Engineering Education, 2019 Knowledge in the Making: What Engineering Students are Learning in MakerspacesIntroductionExtensive funding and resources

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Amber Gallup, University of New Mexico; Sung "Pil" Kang, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

/ Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program fo- cused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Amber Gallup, University of New MexicoDr. Sung ”Pil” Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(e.g., TexasA&M University, University of Georgia, and University of Florida). The overarching goal of forming STEM education focused programs across the UScampuses is to enhance the quality of the college students’ STEM learning experiences andattract diverse student populations to choose STEM as their careers. For this purpose, the STEMfaculty, who are the major actors in the students’ learning experiences, play a central role. It is critical to ensure that STEM education faculty in general and engineering educationfaculty in particular in the university levels are well informed about the evidence-basedpedagogies. Evidence-based pedagogies are often the ones that are student-centered and learner-oriented. An essay