Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jae-Eun Russell, University of Iowa; Mark S. Andersland, University of Iowa

Tagged Divisions

Educational Research and Methods

. 719-726, Sept. 2011.[6] P. Chiu, and S.H. Cheng, “Effects of active learning classrooms on student learning: a two- year empirical investigation on student perceptions and academic performance,” Higher Education Research & Development, vol. 36, no. 2, pp. 269-279, 2017.[7] J. Russell, M. Andersland, S. Van Horne, J. Gikonyo, and L. Sloan, “Large lecture transformation: Improving student engagement and performance through in-class practice in an electrical circuits course,” Advances in Engineering Education, vol. 6, no. 2, Oct. 2017. [Online]. Available: https://advances.asee.org/2017/10/. [Accessed Apr. 27, 2019].[8] F. Durham, J. Russell, S. Van Horne, “Assessing student engagement: A collaborative

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Computing in Engineering is a course required for all 200 engineering students ata research university in Massachusetts. In the last few years, the course underwent a transitionfrom a large, lecture-based course taught by one professor to several smaller sections taught bydifferent professors, each using their own instructional technique. In the spring of 2019, fourprofessors taught the Introduction to Computing Course using three different instructionalmethods. All courses had the same syllabus goals, outlined in Table 1 below. Table 1. Course Goals (as defined in the 2019 syllabi) Overall Goal Key ComponentsFluency in a Master basic Know common Use good code Plan

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

. His research focus is on biology education including the use of inquiry and tech- nology in the teaching introductory biology lecture and laboratories. He has published articles on the impact of teaching in reformed courses on graduate students.YoonJung Cho, Oklahoma State University Assistant professor in the School of Applied Health and Educational Psychology at Oklahoma State Uni- versity. Her research is focused on students’ achievement motivation and self-regulated learning process as well as teachers’ motivation and its impact on instructional practices, both in traditional classroom setting and online instruction. She published articles on graduate teaching assistants’ professional devel- opment as well as

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

aneffective implementation of active learning produced a long-term effect on this faculty member, andmotivated them not only to enhance their teaching skills through active learning but also to developinterest in engineering education research.Figure 2. Level of knowledge and use of active learning strategiesParticipants were also asked if they had received any training on teaching. Out of the 43 respondents,81% indicated that they received training on teaching which included department level workshops (49%),college level workshops (37%), university level workshops and learning communities (97%), workshopsoffered through professional societies such as (60%), courses on teaching during graduate education(31%), and online training such as webinars

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

need assistance in reviewing their basic and essentialmathematical skills before they can successfully engage in their classes. To address these issues, aninstructional delivery framework titled “Tailored Instructions and Engineered Delivery UsingPROTOCOLs” (TIED-UP) has been designed and explored, where mandatory brain-based learningprocedures were used along with a media rich online delivery strategy. This paper summarizes the effortscurrently undertaken to develop this framework based on brain-based learning theories to address some ofthese issues. In this framework, each course concept is broken down to interconnected sub-concepts.Short conceptual videos that use a number of mandatory instructional protocols were developed for

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Educational Research and Methods

management strategies and how they deviated from the program expectations.StudyParticipantsAll 600 engineering junior and senior students were asked to participate in the survey via emailrequests. The participation was anonymous and approximately 31% of the clinic studentsenrolled in the Fall of 2019. Participants in the study were 185 engineering students from ME,ExEEd, ECE, CEE, BME, and ChE departments.MeasuresIn the current study, a 16 question online survey was conducted on project management and teamculture. Team management strategies are referred to as team culture, to differentiate from projectmanagement. The project management questions were developed using Rowan University’sbusiness course content as a resource to identify the core

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

high external value through the form of a patent,publication, or peer-reviewed poster presentation. Future work includes collecting data fromfuture iterations of the course, expanding data collection to other universities that will beimplementing this system, and utilizing educational data mining techniques to explore patterns insuccessful/unsuccessful learning objectives. Although more work needs to be done to understandthe best ways to support students while also giving them academic freedom, this work is a step inthe right direction to empower students to innovate and grow as engineers.References [1] ABET, “Criteria for accrediting engineering programs.” [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

and Self-management Relaxation exercise Learning misconceptions Teaching Practice Small Group Activity Course Learning Teaching Practice Individual Reflection Outcomes followed by review Bloom’s Taxonomy Teaching Practice Small Group Activity Effective Teaching Teaching Practice -- Course Design -Syllabus Course Planning -- Course Design – Session Course Planning Individual Reflection Plans, Good Questions followed by review Instructional Design Learning Theory -- Framework Active Learning Methods Active Learning Activity design in small

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Gregory Litster, University of Waterloo; Christopher Rennick, University of Waterloo

Tagged Divisions

Educational Research and Methods

early in the activity necessary for later deliverables? 12. For each day: What was/were the checkpoint(s) or deliverable(s) that day? ✓ 13. For each Deliverable: Was feedback provided to students that could be used ✓ during the event? 14. Who was available to assist students during the activity? ✓ 15. How were the students evaluated? ✓ Extrinsic motivation 16. Does the activity appear in at least one course syllabus in the term? ✓ 17. Approximately

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sourajeet Roy, Colorado State University; Branislav M. Notaros, Colorado State University; Ali Pezeshki, Colorado State University; Tom Chen, Colorado State University; Thomas J. Siller, Colorado State University; Anthony A. Maciejewski, Colorado State University; Laura B. Sample McMeeking, Colorado State University

Tagged Divisions

Educational Research and Methods

Electromagnetic Fields I. In the spring semester, they are required to take thefollow-on courses: Electronic Principles II, Linear System Analysis II, and ElectromagneticFields II. In each of these courses, the syllabus was broken down into the basic concepts by thevery instructors who have been teaching these courses for many years. In so doing, concepts thatmay be important but not fundamental to a course was packaged into other appropriate courses.The concepts that remained behind were considered to be the very fundamental concepts, alsoreferred to as the anchoring concepts. Typically, each course has five designated anchoringconcepts. The content material relevant to each anchoring concept was cast into a learning studiomodule (LSM). Thus, there are

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Zuniga-Robles, Universidad Andres Bello; María Elena Truyol, Universidad Andres Bello

Tagged Divisions

Educational Research and Methods

an Applied Geophysics course, for a Geology major from a privateuniversity in Chile.Innovation ProposalFigure 1 shows the main stages of the innovation proposal known as “FC + P” (FlippedClassroom + Podcasts). Each of the boxes seen in the figure are associated with podcastplanning, production and distribution, including any prior asynchronous activities associatedwith said podcast, while the design and execution of the synchronous class itself is alsoconsidered.At the Planning stage, and following indications by Quintanal [17], when designing podcasts foreducational purposes, both setting the learning objectives and the means to achieve them must betaken into account. Thus, for the Applied Geophysics course, the syllabus was carefully

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in this course section could beconsidered at high-risk of dropping out of the major, having received grades of D, F, or W fromeither ENGR 101 or 190 previously. A minority of students were joining the major late in theirfirst year and had missed the fall calculus class or were non-engineering majors. The syllabus contained a consent statement, notifying students of the study and offeringthem an opportunity to opt out of having their course materials used for research purposes.Students were included for analysis if they completed both a pre- and post-survey and earned afinal grade in the class (N = 18). Completion of the survey was voluntary; no rewards or credittowards grades were offered as incentives. Of the original 35 students

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia; Edward Pan, University of Virginia; Amy Orange, University of Houston-Clear Lake; Walter Fredrick Heinecke, University of Virginia

Tagged Divisions

Educational Research and Methods

schools conduct student course evaluations as web-based online surveys, use web-basedstudent information management systems, and manage student registration and enrollment viaweb-based systems. Many courses make use of a course web site from which students canobtain the syllabus, assignments, resources, and track their course progress.Schools, however, are historically slow at adopting technological innovations. This is certainlythe case, as schools have adopted web-based technology after it has matured in wider general use.This delay is warranted, however, as it is necessary for schools to assess and predict the impactof technology on education. Given the mission of educating students, schools must also finduses for new technology that promote

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

endemic, students simply did not feel comfortable publiclyconfronting teammates with poor ratings in the report, worrying about hard feelings andretribution from slighted teammates. Another drawback was the considerable effort required toproduce the report, coming precisely at the crux of team effort, where teams were struggling tofinish up projects at term’s end.3.2 Version 2: Anonymous Evaluation, Individual ReportsIn the next iteration of our system, the peer evaluations were made anonymous, and restricted tothe one-page questionnaire of ratings and comments; no Teamwork Report was required.Students were explicitly promised anonymity of peer evaluations in the course syllabus, and peerevaluations were emailed directly to the instructor by

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

’ reflections, but due to the nature of course requirements,students were asked to read only a few of them. Further, feedback on reflection was a missingaspect. These studies used existing technology tools (which were not originally designed tocollect reflections) to capture student reflections. In a similar way, to promote teamwork and evaluate team members behaviors, varioustechnological tools were used, such as online or web-based tools [35]–[37], CAD-based systemsor digital media [38], [39], robotics [40], [41], simulations or virtual labs [42]–[45], and videogames [46]–[49]. These tools were reported to enhance students’ collaborations and decision-making processes. While prior teamwork studies have used various technology tools to

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Hillary Hart, University of Texas-Austin; Christy Moore, University of Texas-Austin

Tagged Divisions

Educational Research and Methods

Quick Start teaching options for each lesson; instructors can choosethe option that best fits their schedule and syllabus. Quick Start enables instructors teachingdifferent courses to make use of any or all of the PRiME lesson materials quickly and easily. TheQuick Start teaching options give step-by-step lesson plans, ranging from having students workthrough the material on their own outside of class to engaging the students in various ways overmultiple days in and outside of class. In between those two extremes are other options for feweror more days in class and fewer or more assignments. Page 12.493.10Figure 9. Table of contents of the

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

uniquesupervisors from 22 distinct academic departments, and across theoretical, clinical, design andlaboratory settings, demonstrating a vast breadth of project scope. Outside of the student-supervisor relationship, students are provided with assignment guidelines, workshops, andrubrics to scaffold the documentation and communication of the research, which includes fourdeliverables: a proposal, an interim report, presentation and final research report. The statedlearning objectives, taken from the course syllabus, are as follows: • Write a strong research proposal, identifying and developing a gap in a science/engineering related field, and develop a plan/method for addressing that gap • Conduct and write a literature review, summarizing the state

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adaline M. Buerck, University of South Florida; Maya A. Trotz, University of South Florida; Estenia Ortiz Carabantes, University Of South Florida; Daniel Arnulfo Delgado Jr., University of South Florida

Tagged Divisions

Educational Research and Methods

Professors (AEESP) and in 2014 received an AEESP award for Outstanding Contribution to Environmental Engineering Science Educa- tion. Dr. Trotz served on the governing council of the Caribbean Science Foundation (CSF), receiving their Distinguished Service Award in 2013. She served as the CSF team leader on the Sagicor Visionaries Challenge for secondary school students designed to promote sustainability, innovation, & Science Tech- nology Engineering and Mathematics across 12 Caribbean countries and currently serves as an advisor of a Green Engineering Syllabus for the Caribbean Examinations Council, offered in 16 Caribbean countries.Estenia Ortiz Carabantes, University Of South Florida Estenia is a first year PhD

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

experiments and assignments. This sample and the teamingenvironment reflected several similarities to the first-year engineering programs for which thisinstrument was intended. An email introducing and containing a link to the online survey wassent to all students during the final days of the course. Response rates were extremely low (≈7%) due to the timing of the survey and lack of in-class announcements. However, the fewresults that were obtained demonstrated that students would identify others outside of their teamsand even their sections, through use of the free-response questions.The final version of the survey consisted of a cover letter describing the purpose of the researchand data collection, a prompt asking the students to indicate all

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

this case course redesign techniques, are the critical elements in the proposedredesign of Principles. Where they are available from the predecessor course to Principles, artifacts that explainthe content selections, give substance to actual and proposed assessment practices, or describe orillustrate actual or potential student learning activities are provided in appendices. The attachedappendices include: 1. The prior course syllabus revised for the new course design. Page 23.857.5 2. An example of a guest speaker biography ( used in the prior course for the Tuesday night 9:00 pm free pizza talk). 3

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Kejun Xu, University of Washington; Matt Eliot, University of Washington

Tagged Divisions

Educational Research and Methods

in general. As a result, theannotations need to make it clear what the reader is learning about the student. In the followingexample, a casual reader reading the first part of the second paragraph might jump to theconclusion that the point is going to be about the class. Fortunately, the student does bring theattention back to himself in the third sentence. MANUFACTURING PROCESSES When an engineer designs a product, he/she has to know how to manufacture the product economically. Many great inventions have been made, but they are not produced. Why? Because they are too expensive to build! That is why a great invention has to be relatively cheap to manufacture. The artifact below is a portion of the syllabus of the course

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Alexander Haubold, Columbia University; John R. Kender, Columbia University

Tagged Divisions

Educational Research and Methods

client and the class twice a semester: once during a preliminary designreview and once for the final project completion. Midterm and final presentations are video-taped by the instructional staff in a typical classroom environment. During the semester, teamsconduct frequent informal meetings to discuss their progress, and are required to meet with theirclient at least once. At subjectively selected times, students record these events as part of theirvideo journal. At the end of the semester, teams summarize their team and client interaction in anedited version of the footage.Our engineering design course is offered to more than 150 students per semester, who areassigned to teams of 5-6 students. Inarguably, the introduction of interactive video

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

problem-solving, diagrammatic reasoning, and on the socio-cognitive aspects of the flipped and blended learning environments. c American Society for Engineering Education, 2019WIP: How students externalize epistemologies: Describing how students explain, ground, andconsciously construct their definitions of engineering and biomedical engineeringIntroductionIn this work in progress paper, we look at how biomedical engineering first-year students conceptualizeengineering and how their conceptualization changes over the course of a one-semester introduction tobiomedical engineering learning experience. The study is intended to engage in a deeper analysis of howstudents draw boundaries around what is and is not

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning.CASCADE utilizes design exercises and experiences along with cascaded peer-mentoring. TheCASCADE objectives include infusion of the design process for freshman through senior; anincrease of retention of engineering undergraduate students; and an increase in the 6-yearengineering undergraduate graduation rate. Strategies to achieve these objectives includeincorporation of design experience into targeted engineering courses at all levels; creation of aninnovative cascaded mentoring program; and linkage to the TAMUK Javelina InnovationLaboratory (JIL). This paper provides demographic data, retention and graduation rates.Preliminary numbers showing growth in retention and graduation rates are provided. The resultsdemonstrated that the design

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

activity. One weekprior to the start of the process, a topic was created and made available on Blackboard for studentsto study before the class. Likewise, the course syllabus was posted on Blackboard at the same time.An announcement was also created to prompt student’s attention about the activities posted onBlackboard and particularly, the grading policy for the course. In the grading policy, 50% of theentire semester grade was allocated to class project assessment, this includes; student presentation,discussion session, write-up, PowerPoint, and project defense. Through a weekly announcement,the professor provided pre-knowledge on what to be discussed in the sub-sequent classes on theBlackboard.Step II: Form the GroupStudents were given the

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

, E. (2003, June). Teaching reflective skills in an engineering course. In Proceedings of 2003 ASEE Conference.38. Svarovsky, G. N. (2011). Exploring Complex Engineering Learning Over Time with Epistemic Network Analysis. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 4.39. Turns, J. (1997). Learning essays and the reflective learner: supporting assessment in engineering design education. In Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings. (Vol. 2, pp. 681-688). IEEE.40. Wiebe, E. N., Branoff, T. J., & Shreve, M. A. (2011). Online resource utilization in a hybrid course in engineering graphics. Advances in Engineering Education, 2

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

his work in Michigan, Taylor completed his Baccalaureate at the University of California, Irvine. As a teaching post-doctoral fellow, Taylor is heavily involved in education-based re- search efforts in the chemistry department while also serving as an instructor for the Introductory Organic Chemistry course. Page 26.1092.1 c American Society for Engineering Education, 2015 Leveraging Reflection to Deepen Engineering Graduate Student Instructor Professional Development1. IntroductionPreparing graduate student instructors (GSI) to teach engineering students

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Matthew Holsapple, University of Michigan; Donald Carpenter, Lawrence Technological University; Janel Sutkus, Carnegie Mellon University; Cynthia Finelli, University of Michigan; Kelley Walczak, University of Michigan; Trevor Harding, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

International Journal of Engineering Education on applications of engineering education research.Kelley Walczak, University of Michigan Kelley Walczak is a doctoral student in the Center for the Study of Higher and Postsecondary Education at U-M. Her research interests include student development, campus culture, learning styles, and qualitative methodology. She is currently a member of the Association for the Study of Higher Education, American Educational Research Association, and ACPA-College Student Educators International.Trevor Harding, California Polytechnic State University Trevor Harding, Ph.D., is Professor and Chair of Materials Engineering at California Poly, where he teaches courses

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

Tagged Divisions

Educational Research and Methods

in Aero- nautics and Astronautics (space systems design, astrodynamics and propulsion), Electrical and Computer Engineering (artificial intelligence, fields and optics) and Engineering Education (design cognition and human communication inquiry) all from Purdue University. He also has an undergraduate degree in Me- chanical Engineering (design) from the University of Jordan, and an undergraduate degree in Aeronautics and Astronautics from Purdue. He taught courses in use-inspired design at ASU and in transforming ideas to innovations at Purdue. Prior to joining ASU, Hadi worked at the University of Jordan as a facilitator for curricular change and design content instructor at the Department of Mechatronics. He was