Displaying results 61 - 90 of 232 in total
- Conference Session
- Graduate Education Expectations, Preparation, and Pathways
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
many ofthe themes may be the same.Graduate level engineering education research promotes that graduate socialization into theexpectations and norms of academic engineering are complex and overlap. Berdanier,Whitehair, Kirn, and Satterfield [21] recently studied how students discuss the overlapsbetween these factors, understanding that no one factor likely pushes a student to changesignificant career goals such as pursuing a PhD. They presented a new model for graduateattrition, called the GrAD model, to explore the dynamic nature of the decision to leave.Other scholars have delved into the importance of research group dynamics and role modelsto students forming academic engineering identities and developing competencies in graduateschool. For
- Conference Session
- Design Thinking and Creativity
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
there are actionablesteps that faculty members and graduate teaching assistants can take to positively influencecareer interest in computer science for undergraduates. Results also underscore steps that facultycan take to design educational approaches within their classrooms that would sustain interest in acomputer science degree among both males and females.Keywords: career interest, interactionalist theory, personal factorsIntroductionRecent trends point to increased interest in computer science as a career as colleges nationallyare experiencing an increased number of enrollments in computer science courses and programs[1]. Institutions are not able to match the demands in student enrollment with increased facultyhires or even appropriate
- Conference Session
- Qualitative Methodologies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #11535A Series of Singular Testimonies: A New Way to Explore Unearned Advan-tages and Unearned DisadvantagesDr. Julie P Martin, Clemson University Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the
- Conference Session
- Educational Research and Methods Potpourri I
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- 2011 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, Pennsylvania State University
- Tagged Divisions
- Educational Research and Methods
skills (e.g., leadership, communication, and teamwork skills)influences graduate school plans as well as the. In addition, while previous studies haveexamined engineering and science students’ plans for engineering graduate school, they have not Page 22.1167.4determined whether those considering engineering graduate study are planning for academic orprofessional careers. I examined the impact of students’ self-assessed abilities on graduate schoolplans leading to a career as an engineering faculty member; as preparation for work in theengineering profession; and for work outside engineering (business, medicine, law, etc.).Specifically, the
- 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
goal was to have these faculty participants agree to distributing the survey to theirstudents, the researchers saw a fruitful opportunity to engage faculty input beyond just sendingtheir students a link to the survey. Consequently, an adoption study was designed to explore themotivation of faculty members and their perception of the CSCE survey.Since previous research suggests that simply developing materials and demonstrating theireffectiveness will not result in widespread adoption [7], a subset of the research team wasdedicated to engage faculty to go beyond the passive role of dissemination and participate in theactive role of propagation. To serve as a guide for engagement with faculty, the sensemakingframework was used. Sensemaking is
- Conference Session
- Faculty Development II: Building Community Among STEM Educators
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington
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- Diversity
- Tagged Divisions
- Educational Research and Methods
, advancing work inthe community. Similarly, Percy Pierre described how, as director of the Sloan EngineeringProgram, he supported pre-college engineering education efforts for minority students. Althoughthese pioneers helped fund different kinds of engineering education work (research, teaching,and learning), they all described their influence more in terms of legitimacy for engineeringeducation than in monetary terms.Kemnitzer’s account focused on supporting early-career faculty through an NSF program thatwas the precursor to the current CAREER program. She recalled how the first award of this kindto a faculty member engaged in engineering education work was a significant step toward thefield gaining legitimacy at the national scale. She described
- Conference Session
- Faculty and Student Perspective on Instructional Strategies
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University
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- Diversity
- Tagged Divisions
- Educational Research and Methods
prompts students to experience new and different perspectives asthey build knowledge together [13]. When engineering and education students develop lessonplans collaboratively, they share expertise from their respective disciplines with each other. Theyalso bring personal experiences as students of a particular gender and background, withparticular interests. These perspectives inform their decision making as they collaborativelydesign lessons to engage their fifth/sixth grade partners. This practice integrating multipleperspectives is essential for engineers tackling complex interdisciplinary problems and futureteachers addressing the needs of an increasingly diverse student population.This study aims to answer the following research questions
- Conference Session
- Survey and Assessment Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University
- Tagged Divisions
- Educational Research and Methods
courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Jana Bouwma-Gearhart, Oregon State University Jana L. Bouwma-Gearhart is an associate professor of STEM education at Oregon State University. Her research widely concerns improving education at research universities. Her earlier research explored en- hancements to faculty motivation to improve undergraduate education. Her more recent research concerns organizational change towards postsecondary STEM education improvement at research universities, in- cluding the interactions of levers (people
- 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
onschedule, encourages consistent communication amongst students and professors. For mostprojects, the amount of work is so large that one person alone cannot handle it [9]. That is why ateam is required. A team’s success is also strongly dependent on team culture. A strong teamculture relies on effective communication, vision, and trust [10]. While educators recognize theimportance of project management and team culture, simply relying on the capstone experiencefor students to naturally develop, practice, and master this skill set may not be prudent. Studentteams regularly fail to meet faculty members’ expectations in terms of project management andstruggle to develop a productive team culture. This deficit can be addressed in many ways butfirst
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University
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- Diversity
- Tagged Divisions
- Educational Research and Methods
as nonevidence.In terms of direct evidence, Trent provided one example. Specifically, he used his own personalexperience as being a person of color as an analogy to what women might experience inengineering (see 3 in Table 2): “You know, leveraging lived experience, if I sit here long enough, I can identify points of discrimination inequity. Looking for another word...bias...ironically, effectively along each point of my professional journey.”Because Trent used his personal experience to draw an analogy between the experiences ofwomen and people of color, we categorized this piece of evidence as direct evidence.6.1.2. FlynnOur second participant, Flynn, is a white male engineering faculty member. In the interview
- Conference Session
- Engineering Education Research Practices and Community
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University
- Tagged Divisions
- Educational Research and Methods
Paper ID #30380Understanding how Novice Indian Faculty Engage in Engineering EducationResearchMr. Javeed Kittur, Arizona State University Javeed Kittur is currently a doctoral student (Engineering Education Systems & Design) at Arizona State University, USA. He received a Bachelor’s degree in Electrical and Electronics Engineering and a Mas- ter’s degree in power systems from India in 2011 and 2014 respectively. He has worked with Tata Con- sultancy Services as Assistant Systems Engineer from 2011-2012, India. He has worked as an Assistant Professor (2014 to 2018) in the department of Electrical and Electronics
- Conference Session
- Choice and Persistence in Engineering Education and Careers
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Brianna L. Dorie, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Meagan C. Pollock, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette
- Tagged Divisions
- Educational Research and Methods
. Mason Jr., J. P. Tarris, Members, ASCE, and E. Zaki, 1995. Choosing a civil engineering career: Some market research findings. Journal of Professional Issues in Engineering Education and Practice 121 (3): 170-176.17. Jawitz, J. and J. Case. 1998. Exploring the reasons South African students give for studying engineering. International Journal of Engineering Education 14 (4): 235-240.18. Bloom, Benjamin S. 1976. Human Characteristics and School Learning. New York: McGraw Hill.19. Lam, P., D. Doverspike, J. Zhao, J. Zhe, and C. Menzemer. 2008. An evaluation of a STEM program for middle school students on learning disability related IEPs. Journal of STEM Education 9 (1&2): 21-29.20. Budny, D. D., and C. A. Paul
- 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
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- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #17925First Generation Students’ Engineering BelongingnessMr. Hank Boone, University of Nevada, Reno Hank Boone is an Academic Success Coach at Nevada State College and a recent graduate from the University of Nevada, Reno. His research focuses on First Generation engineering college students’ engineering identity, belongingness, and how they perceive their college experience. He also worked under his advisor on a project looking at non-normative engineering students and how they may have differing paths to success. His education includes a B.S. and M.S. in Mechanical Engineering from University of Nevada
- Conference Session
- Persistence and Retention
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
services?This paper reports on an evidence-based practice in a mid-sized engineering school within alarge East Coast public, four-year university. This partnership responds to students who needdifferent kinds of support and expertise as they confront both personal and academic challengesduring the engineering studies. The initiative is composed of a unique collaboration betweenacademic personnel [mainly the Associate Dean for Undergraduate Programs (ADUP), but alsoincluding rank and file faculty] and an Engineering Associate Dean of Students (EADoS)holding a PhD in Higher Education. The EADoS was embedded in the engineering school,physically collocated with the engineering undergraduate office, and served only engineeringstudents (as compared to
- Conference Session
- Student Engagement and Motivation
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Senay Purzer
- Tagged Divisions
- Educational Research and Methods
individuals with an interest in technicalactivities have high self-efficacy in a variety of engineering subfields 6,7 .When Lent, Brown & Larkin 8 compared self-efficacy to other theories of career choice such asHolland’s 9 theory of fit between interests and occupational environment and Janis andMann’s 10 theory of decision making (considering consequences of alternatives) they found thatself-efficacy was a better predictor. Neither the theory of fit nor the theory of decision makingpredicted academic achievement or career perseverance. Bandura 1 summarized the role of self-efficacy and career choice as follows. “…efficacy is a robust contributor to career development.It predicts the scope of career options seriously considered, occupational
- 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
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- Educational Research and Methods
factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Di- vision Apprentice Faculty Grant. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Ed- ucation Symposium and 2016 New Faculty
- Conference Session
- Student Diversity: attracting and retaining a diverse population of students
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- 2007 Annual Conference & Exposition
- Authors
- Kelly Crittenden, Louisiana Tech University; Galen Turner, Louisiana Tech University; Alicia Boudreaux, Louisiana Tech University; James Nelson, Louisiana Tech University
- Tagged Divisions
- Educational Research and Methods
will be sending my application to Tech within the next couple of days. I am very interested in becoming a Civil Engineer. -Seth Bond, Airline High School Senior (TechSTEP pilot participant 2005-06)LaTechSTEP targets students who have shown an aptitude for math and science but needadditional encouragement to consider a STEM discipline as a career choice. Participatingteachers select these students based on their personal experiences with them. “Allowing the high school teachers to select a few students from their classes gives us the ability to identify the students best suited for this program, the ones
- Conference Session
- Fostering Student Learning
- Collection
- 2011 ASEE Annual Conference & Exposition
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- Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia
- Tagged Divisions
- Educational Research and Methods
AC 2011-772: THE EFFECT OF PREVIOUS TEAM EXPERIENCES ONSTUDENTS’ PERCEPTIONS OF INTERDISCIPLINARY ENGINEERINGPROBLEMSAlexandra Emelina Coso, Georgia Institute of Technology Alexandra Coso is a graduate student in the Cognitive Engineering Center at Georgia Tech, where she is pursuing a Ph.D. in Aerospace Engineering. She received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include interdisciplinary engineering education, mixed method research, and cognitive engineering.Reid Bailey, University of Virginia Reid Bailey is an Assistant Professor in the Department of Systems and Information Engineering at the University of Virginia
- Conference Session
- Student Attitudes and Perceptions
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University
- Tagged Divisions
- Educational Research and Methods
Head in the Drexel University Electrical and Computer Engineering Department, and an Associate Dean of the College of Engineering, Co-Director of the A. J. Drexel Nanotechnology Institute, an affiliated member of the Materials Engineering Department, a member of the Center for Educational Research, and his research focuses on the area of nanophotonics. He is the recipient of a NASA New Investigator Award, the Drexel Graduate Student Association Outstanding Mentor Award, the Drexel University ECE Outstanding Research Achievement Award and the International Liquid Crystal Society Multimedia Prize. In 2003, he received a NASA/ASEE Summer Faculty Fellowship to research NEMS/MEMS adaptive optics in
- Conference Session
- Student Diversity: attracting and retaining a diverse population of students
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Deborah Kilgore, University of Washington; Debbie Chachra, Franklin W. Olin College of Engineering; Heidi Loshbaugh, Colorado School of Mines; Janice McCain, Howard University; Marcus Jones, Howard University; Ken Yasuhara, University of Washington
- Tagged Divisions
- Educational Research and Methods
education include the role of gender and immigration status on student progress in engineering education. Her scientific research interest focus on skeletal biology and mechanics, as well as biological and bioderived materials.Heidi Loshbaugh, Colorado School of Mines HEIDI G. LOSHBAUGH is an Assistant Research Professor in the Center for the Advancement of Engineering Education at Colorado School of Mines. She is also the Associate Director for CSM's Center for Engineering Education. Dr. Loshbaugh taught in CSM's EPICS program, for which she developed extensive course and faculty-support materials, and designed and implemented a leadership course and overseas summer field session. She
- Conference Session
- Experiences of Underrepresented Students in Engineering
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced
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- Diversity
- Tagged Divisions
- Educational Research and Methods
community facing engineering student-lead projects, and produced more than 200,000 community service hours. Butler brings faculty and industry partners together to mentor and support these student projects as students gain real-world experiences the necessary skills for future careers. American c Society for Engineering Education, 2020 STEM Energy Education in California San Joaquin ValleyBackgroundThere are significant educational equity gaps that exist in STEM fields for underrepresentedminority (URM) students who live in the San Joaquin Valley. URM students are defined as non-white and non-Asian, though it is recognized that there are subpopulations of URM
- Conference Session
- ERM Technical Session 18: Student Learning and Problem Solving
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- 2019 ASEE Annual Conference & Exposition
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- Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University
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- Diversity
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- Educational Research and Methods
Psychology, vol. 29, pp. 66-75, 1982.[7] H. Tsai, “Development of an inventory of problem-solving abilities of tertiary students majoring in engineering technology,” World Transactions on Engineering and Technology Education, vol. 8, no. 3, pp. 268 – 272, 2010.[8] P.P Heppner, T. E. Witty, and W. A. Dixon, “Problem-solving appraisal and human adjustment: A review of 20 years of research using the problem solving inventory,” Counseling Psychologist, vol. 32, pp. 344-428, 2004.[9] Y.P. Huang, and L. Y. Flores, “Exploring the validity of the Problem-Solving Inventory with Mexican American high-school students,” Journal of Career Assessment, vol. 19, no. 4, pp. 431-441, 2011.[10] N. Kourmousi, V. Xythali, M. Theologitou, and V. Koutras
- Conference Session
- Maker Communities and Authentic Problem Solving
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo
- Tagged Divisions
- Educational Research and Methods
time to develop, and results are best measuredupon graduation (by the formal accreditation processes in place in each Department), theresearch team focussed their evaluation efforts on the first two levels of the framework.Given the strong focus on real-world application, this study1 is informed by a pragmaticworldview. An explanatory sequential mixed methods approach was used to assess the first twolevels of Kirkpatrick’s framework. Initially, observations from members of the course teachingteam, and student survey data were collected. After reviewing this data, focus groups were heldwith small groups of students to gain a greater understanding of the impact of engineering days.The teaching team members surveyed included faculty
- Conference Session
- Revolutionizing Engineering Departments (RED)
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jennifer M. Bekki, Arizona State University, Polytechnic campus; Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus
- Tagged Divisions
- Educational Research and Methods
team are also members of the affinity groups, the success of the affinity group liessolely on the level of interest and participation of its members. It is expected that some groupswill be more functional than others, while some groups may fade away naturally. Outside ofinterest and participation, other factors that could play a role in the persistence of these groupsinclude personality differences among faculty members or philosophical differences in strategicapproaches. To help ensure the success of the affinity groups, a graduate student has beendesignated as a project manager to help ensure the groups are making progress on their goals,serve as a liaison between the affinity groups and the larger RED team, and assist withscheduling
- Conference Session
- Applied Frameworks
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University; Anastasia P. Samaras, George Mason University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
improve student engagementvia topic exploration. The goal of the partial classroom flipping was to engage students in activeproblem-solving. In addition, the design memo structure provided an opportunity to reflect onthe potential “pitfalls” if another faculty member were to implement the strategy. These were notnecessarily problems that the GL encountered, but guidelines to address potential problems. Forexample, the GL who implemented the mini-collaborative project suggested that the strategyshould be implemented in a class where a culture of collaboration has already been introduced.The GL who implemented the partially flipped classroom indicated that to avoid pitfalls facultyshould provide short problems that included all of the data tables
- Conference Session
- Student Motivation, Identity, and Resilience
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
inhigher education highlights the critical need for change agents—individuals within academia andoutside of it willing to enact a transformation in STEM education at the curricular, institutional,and national levels. A core piece of ensuring a change in educational systems is the ability of theseagents to exercise their agency (i.e., free will or choice to act). However, the dominant norms inhigher education can limit opportunities for students, faculty members, or higher educationadministrators to enact their agency [3], [4]. A deeper understanding of how agency is defined andused in this context for research and policy changes can provide useful ways of catalyzing changein engineering education.Agency is an emerging theory within engineering
- Conference Session
- ERM Technical Session 2: The Study of Identity in Engineering Education
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Meagan R. Kendall, University of Texas, El Paso; Luis Miguel Procter, University of Texas, El Paso; Anita Patrick, University of Texas, Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
involving students in curriculum development and teaching through Peer Designed Instruction.Mr. Luis Miguel Procter, University of Texas, El Paso Luis M. Procter is currently pursuing a B.S. degree in engineering leadership with the University of Texas at El Paso, where he is an undergraduate Research Assistant.Anita D. Patrick, University of Texas, Austin Anita Patrick is a STEM Education Doctoral Student in the Department of Curriculum and Instruction, and Graduate Research Assistant in the Department of Mechanical Engineering at The University of Texas at Austin. She received her BS in Bioengineering from Clemson University where she tutored undergraduate mathematics and science courses, and mentored undergraduate
- Conference Session
- Modeling Student Data
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Gisele Ragusa, University of Southern California
- Tagged Divisions
- Educational Research and Methods
attempted to measureglobal citizenry. This group developed an instrument to test the constructs associated with globalcitizenry for students preparing for diverse professions. Through review of this instrument, it wasposited that perhaps global preparedness was domain (or career trajectory) specific. Accordingly,this researcher set out to utilize some of the constructs associated with the generic globalcitizenry instrument that she had co-designed and tested, to design a domain specific globalpreparedness instrument. As previously described, two fields (domains), which often requiredglobal foci were of primary interest: engineering and business. Global preparedness in these twodomains or fields is compared in this paper. Accordingly, the primary
- Conference Session
- The Role of Peers in Promoting Learning and Persistence
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
, discussing the nature of concepts beinglearned, and connecting the present with past learning. The verbal and nonverbal responses ofgroup members provide valuable feedback to a student’s performance. Promotive interaction alsofacilitates the formation of personal connections between group members. In the originalframework [20], the authors emphasized face-to-face interactions as being the catalyst drivingpromotive interaction. Therefore, this is one aspect of cooperative learning that should beseverely affected by the pandemic.Interpersonal and social skills refer to various skills that a student needs to successfullycooperate in a group. Some of these skills include leadership, decision-making, trust-building,communication, and conflict management
- Conference Session
- Institutional Change
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Shannon Massie Chance, Dublin Institute of Technology ; Gavin Duffy, Dublin Institute of Technology
- Tagged Divisions
- Educational Research and Methods
?Although this learning group was not the only driver behind the transformation that occurred, itsmembers believed the formation and operation of the group epitomized and/or drove the changesthat unfolded. Because the learning group was central to a range of key decisions, the group’s roleand function seemed to merit exploration. We studied this example in detail hoping that learninggroups could be established and facilitated within other contexts where transformation is desired.The group provided an effective way of learning about and overcoming challenges associated withfacilitating and assessing students’ group work.Participating in a group allowed the teachers to experience group work themselves and begin toregard it as an effective and