Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

underrepresented students through expert teaching practices? For his efforts in examining science for the under-served, Dr. Yerrick has received numerous research and teaching awards including the Journal of Research in Science Teaching Outstanding Research Paper Award, Journal of Engineering Education ”Wickenden Best Paper Award” (Honorable Mention), the Most Outstanding College Science Teacher Award from the Science Teacher Association of New York State, the Teaching Innovation Award from The State University of New York, and The STAR Award for Outstanding Mentoring. He has held fellowships in several or- ganizations such as the National Partnership for Advanced Computational Infrastructure, the San Diego State Center for

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew T. Stimpson, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Educational Research and Methods

education literature science/engineering/STEM notebooks, asdistinct from other types of laboratory notebooks, have emerged as a potential approach toenhanced teaching with assessment possibilities. The idea of keeping science notebooks in K-12classrooms was energized with the publication of the El Centro data [7], which showed thatkeeping notebooks as a part of inquiry-based science instruction had a strong positive impact onstudents’ writing and language skills. More recent literature has looked at the impacts ofengineering notebooks on students’ discourse [9].Because of this emphasis on notebooks in the K-12 classroom and that notebooks are anembedded professional practice of both scientists and engineering, the Grand Challenges forEngineering

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

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrine Griffith, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Eleanor Byrnes, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

steps in the lab manual, and thereby gain both learning benefits (by cyclingfurther around Kolb’s learning cycle) and metacognitive benefits (by reflecting on the context ofthe laboratory task). This hypothesis was tested in a controlled experiment at Harvey-MuddCollege, a small, STEM-focused liberal arts college. The introductory engineering course at thecollege teaches discipline-agnostic, mathematical modeling of engineering systems using aflipped classroom with tightly coupled laboratory sessions. Approximately half of the studentsin the laboratory sections received treatment lab manuals with many interactive questions, whilethe other half received control lab manuals that contained fewer questions. The groups wereassessed in various ways

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Alexandre Probst, Colorado School of Mines; Aarthi Krishnaswamy, Colorado School of Mines; Vinita Singh, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Cyndi Rader, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

the internet but so do their teachers. Additionally, their teachers have years of experience teaching through a lecture format, reinforcing lectures as an established habit for instruction. Furthermore, many of the software programs currently available to support secondary instruction contain examples which are culturally irrelevant to Ugandan students. According to Hodson [12], efforts to make science education more learner-centered must build on knowledge and experiences of the learners, which requires an understanding of the impact of different perspectives and experiences of dissimilar cultural groups. The purpose of the project described here is to develop a simulated science laboratory experiment, as a pilot for future software

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Tingerthal P.E., Northern Arizona University

Tagged Divisions

Educational Research and Methods

practitioners areeducated for their new professions”4(p52). According to Shulman, signature pedagogies have threestructural dimensions – surface (operational acts of teaching and learning), deep (assumptionsabout how best to impart knowledge) and explicit (moral dimension that comprises a set ofbelieves about professional attitudes, values and dispositions). Signature pedagogies inprofessional disciplines also have three temporal patterns: an initial pedagogy that frames andprefigures professional preparation, capstone apprenticeships and a sequenced and balancedportfolio4. Engineering, with its mix of analysis courses, laboratories and design studios, ischaracterized by the latter. Shulman also notes that a signature pedagogy can also be illustratedby

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Morris Girgis, Central State University

Tagged Divisions

Educational Research and Methods

-solvingcompetencies has been developed. First, an engineering conceptual and procedural taxonomywill be presented. The taxonomy is organized into seven taxa and three cognitive levels.Further, an exercise of conceptual and problem-solving analysis will be performed on a spring-pulley problem. Using this analysis, a model of a CPI was developed. An assessmentinstrument was then constructed to aid in the placement of students at their appropriate levels ofthe taxonomy. A sample laboratory assignment will be presented to show how such hands-onexperiences could effectively complement the classroom teaching activity. Finally, preliminarytesting results and concluding remarks will be reported.II. Development of the Conceptual and Procedural TaxonomyA. The eed for

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Brian P. Self, California Polytechnic State University; Larry J. Shuman, University of Pittsburgh; John Anthony Christ, U.S. Air Force Academy; Ronald L. Miller, Colorado School of Mines; Tamara J. Moore, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

. Besterfield-Sacre’s current research focuses on three distinct but highly correlated areas pf innovative design, entrepreneurship, and modeling. She is an Associate Editor for the AEE Journal.Dr. Brian P. Self, California Polytechnic State University Brian P. Self obtained his B.S. and M.S. degrees in engineering mechanics from Virginia Tech and his Ph.D. in bioengineering from the University of Utah. He worked in the Air Force Research Laboratories before teaching at the U.S. Air Force Academy for seven years. Self has taught in the Mechanical En- gineering Department at Cal Poly, San Luis Obispo, since 2006. During the 2011-2012 academic year, he participated in a professor exchange, teaching at the Munich University

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

improve technical writing instruction in laboratory courses, a multidisciplinary team ofprofessors in the departments of Writing and Engineering (1) developed a curricular frameworkthat integrates common practices of teaching technical writing in tandem with existing engineeringlaboratory courses and (2) trained a set of students to be Engineering Writing Fellows (EWF),undergraduate engineering students who tutored peers in their technical writing assignments. Thispaper will share the student and instructor opinions of these initiatives employed in the LinearCircuits Analysis Laboratory course. Analysis of the initiatives was conducted via student surveyand comparison of student writing pre and post EWF tutoring. Results show students

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Charles Ira Abramson, Oklahoma State University

Tagged Divisions

Educational Research and Methods

. This maker space provides additive manufacturing support for design courses, laboratory courses, and entrepreneur initiatives. This facility houses several differ- ent technology 3D printers that capable of printing parts from polymers, fibers, composites, and metals as well as 3D scanning and subtractive manufacturing equipment. His research focuses on machining and manufacturing with a specific concentration on the use of additive manufacturing processes for ad- vanced materials. He emphasis on design for additive manufacturing (DfAM), topology optimization, lightweight applications, and finite element analysis in additive manufacturing processes. Dr. Vora exten- sively teaches the additive manufacturing

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University

Tagged Divisions

Educational Research and Methods

, reviews assessment data for eachelement, and offers recommendations to engineering schools wishing to establish their ownprograms for new and future faculty members.I. IntroductionThe default preparation for a faculty career is none at all. Graduate students may get sometraining on tutoring, grading papers, the importance of laboratory safety, and the undesirability ofsexual harassment, and new faculty members may hear about their benefit options, theimportance of laboratory safety, and the undesirability of sexual harassment, but that’s about itfor academic career preparation at most universities. This is an unhealthy state of affairs. Being a college professor requires doing a numberof things that graduate school does not teach you to do

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Lourdes Gazca, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Juan Manuel Garibay, Universidad de las Americas, Puebla

Tagged Divisions

Educational Research and Methods

. Page 14.305.2IntroductionUniversidad de las Américas Puebla (UDLAP) is a Mexican private institution of higherlearning committed to first-class teaching, public service, research and learning in a wide rangeof academic disciplines including business administration, the physical and social sciences,engineering, humanities, and the arts. The studied course, Introduction to Engineering Design(EI-100) is a first-semester 3 credit required course for almost every engineering program ofUDLAP since spring of 2001. Course content and classroom activities are divided into three,two-hour sections (Modeling, Concepts, and Laboratory) per week. Students have six differentEI-100 facilitators (an instructor and teaching assistant for each section). EI-100

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

incorporated problem-based learning into her lectures, lab- oratories, and outreach activities to engage students and the community in the STEM education process.Dr. Morris M. Girgis, Central State University Morris Girgis is a professor at Central State University. He teaches undergraduate courses in manufactur- ing engineering. He received his Ph.D. in mechanical engineering from Hannover University, Germany. His current research in engineering education focuses on developing and implementing new educational tools and approaches to enhance teaching, learning and assessment at the course and curriculum levels. c American Society for Engineering Education, 2017 Application of

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

student studying Public Policy at Oregon State University. She also holds an M.S. in Environmental Engineering and a B.S. in Mechanical Engineering from Oregon State Univer- sity. Her research in engineering education is focused on student teams engaged in the Virtual Bioreactor (VBioR) Laboratory project. She is specifically interested in understanding the student-instructor interac- tions and feedback that occur during this project and how these factors influence student learning.Dr. Debra M. Gilbuena, Oregon State University Debra Gilbuena is a postdoctoral scholar in the School of Chemical, Biological, and Environmental Engi- neering at Oregon State University. Debra has an M.BA, an M.S, and four years of industrial

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

further extended to an integrated teaching approachinvolving lectures, testing, laboratory projects, and case studies.In this paper, a comprehensive project for developing mathematical, conceptual, and problem- Page 22.159.2solving competencies has been developed. Two engineering mechanics problems consisting ofsprings, pulleys and/or a beam will be presented. One problem was chosen for implementation ina Strength of Materials course project. The features of the spring-pulley-beam system will bediscussed and specific domain concepts will be presented. A conceptual analysis was performedto develop sub-problems of the main project problem to

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

Page 26.1092.2pedagogical workshops, attending a theater performance focusing on inclusive teachingstrategies, and presenting a short lesson to a small group of their peers. The GSIs choose theworkshops based on their teaching responsibilities with topics including: teaching discussionsand laboratory sections, managing office hours, grading, and teaching problem solving skills.The theater performance allows GSIs to observe a novice instructor in a STEM classroom,identify strategies to improve the overall class environment, and reflect on how their suggestedstrategies improve the overall class environment upon a second performance of the sketch.10During the practice teaching or microteaching session, GSIs develop a short 5-min lesson,present it

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Mel Sabella, Chicago State University; Stephanie Barr, Chicago State University

Tagged Divisions

Educational Research and Methods

, “Assessing student learning of Newton's Laws: The Force and MotionConceptual Evaluation of Active Learning Laboratory and Lecture Curricula”, Am. J. Phys., 66 (4), 338-352,(1998).17 See M.S. Sabella and G.L. Cochran, "Evidence of Intuitive and Formal Schemas in Student Responses: Examplesfrom the Context of Dynamics,", PERC Proceedings 2003 (AIP Publishing, MD, 2004.).18 F. M. Goldberg, and J. H. Anderson, “Student Difficulties with Graphical Representations of Negative Values ofVelocity,” The Phys. Teach. 27 (4), 254-260, (1989).19 A. Van Heuvelen, ALPS Kit: Active Learning Problem Sheets, Mechanics; Electricity and Magnetism (Hayden-McNeil, Plymouth, MI, 1990).20 A. Van Heuvelen and X. Zou, “Multiple Representations of Work-Energy

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy A. Bibelnieks Ph.D., University of Minnesota Duluth; Kristen S. Gorman, University of Minnesota; Brian D. Gute, University of Minnesota Duluth; Joshua W. Hamilton, University of Minnesota Duluth; Elizabeth M. Hill, University of Minnesota Duluth; Alison B. Hoxie, University of Minnesota Duluth; David A. Saftner, University of Minnesota Duluth; Andrea J. Schokker, University of Minnesota Duluth; Pete Willemsen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

University of Minnesota Duluth faculty, he spent four years at the Natural Resources Research Institute as a Research Fellow in the Center for Water and the Environment engaged in computational toxicology research. His current research interests include inquiry-based laboratory activities and the flipped classroom.Dr. Joshua W. Hamilton, University of Minnesota DuluthProf. Elizabeth M. Hill, University of Minnesota Duluth Dr. Hill is focused on active learning teaching methods and research for engineering education. After receiving her Ph.D. from the Georgia Institute of Technology, Dr. Hill spent several years working on polymer processing research and advanced materials manufacturing. She has an extensive background in

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, University of Miami; Ann F. McKenna, Arizona State University, Polytechnic campus; Russell Pimmel, National Science Foundation

Tagged Divisions

Educational Research and Methods

expertise in design and innovation, the impact and diffusion of education innovations, and teaching approaches of engineering faculty. Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. from the University of California at Berkeley.Russell Pimmel, National Science Foundation Russell Pimmel is the lead Program Director for the Course, Curriculum and Laboratory Improvement (CCLI) Program and also is involved in the Advanced Technology Education (ATE) Program, and the Science, Technology, Engineering, and Mathematics Talent Expansion (STEP) Program. He also works on the Stem Talent Enhancement Program (STEP) and the Advanced Technology (ATE) Program. He joined NSF

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16477Implementing a Challenge-Inspired Undergraduate ExperienceDr. Marcia Pool, University of Illinois, Urbana-Champaign Dr. Marcia Pool is a Lecturer in bioengineering at the University of Illinois at Urbana-Champaign. In her career, Marcia has been active in improving undergraduate education through developing problem-based laboratories to enhance experimental design skills; developing a preliminary design course focused on problem identification and market space (based on an industry partner’s protocol); and mentoring and guiding student teams through the senior design capstone course and a translational

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

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

undergraduate students feel more comfortable and atease approaching graduate students with questions or to ask for help19,20.Knowledge Gains Knowledge gains related to the students’ increased understanding of academia, careers,and research in the science and engineering fields. In Katarina’s interview there were 15 units ofdata (16%) placed in the theme related to knowledge gains and Estelle’s interview there were 39units of data (20%). Every technique Katarina was introduced to in the laboratory was new to her, so she hadto rely on the research group to teach her how to perform the techniques. Her graduate studentmentor expected her to write laboratory reports on each the laboratory techniques that shelearned. As challenging as the

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

worksheet. Major category First-order subcategoriesIntervention Teaching and learning Educational technology Communication and information technology Development of professional skills Student assessment Student retentionSubject/content area Engineering major Engineering fundamentals Design Laboratory & laboratory courses Basic sciences

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bill M. Diong, Kennesaw State University; Craig A. Chin, Kennesaw State University; Sandip Das, Kennesaw State University; Ayse Tekes, Kennesaw State University; Walter Thain, Kennesaw State University

Tagged Divisions

Educational Research and Methods

- search. His research and teaching interests include engineering education, power electronic systems, advanced power and energy systems, and dynamic systems and control.Dr. Craig A. Chin, Kennesaw State University Craig A. Chin is currently an Associate Professor in the electrical engineering department at Kennesaw State University. His research interests include applying digital signal processing and machine learn- ing techniques to biomedical signals/images, and investigating innovations in engineering education to enhance student learning.Dr. Sandip Das, Kennesaw State University Sandip Das is currently an Associate Professor in the Electrical Engineering Department at Kennesaw State University. Dr. Das received his

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

(Entrepreneur, etc.) 5 (50%) 44 (33%) Government (Politician, Science Policy Advocate, etc.) 3 (30%) 16 (12%) Industry (Engineer/Research Scientist) 10 (100%) 114 (84%) Research Laboratory (Engineer/Research Scientist) 7 (70%) 67 (50%) Other (please specify) 0 (0%) 3 (2%) *Responses obtained from a survey sent to the 272 GSIs in the College of Engineering in Fall 2009 (~50% response rate)Since EGSMs are advanced doctoral students (many of whom have reached candidacy), whoalso have in-depth training and experience related to effective college teaching, consulting

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to pro- mote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT). His extensive background in science education

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Wei Zhan P.E., Texas A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assistant with the Visualization, Analysis, and Imaging Laboratory (VAIL), the GeoResources Institute (GRI), Mississippi State University. He is currently an Associate Professor with the Department of Engineering Technology, Prairie View A&M University. His research interests include digital signal processing, image and video coding, and wavelets.Dr. Suxia Cui, Prairie View A&M University Suxia Cui is an associate professor in the Department of Electrical and Computer Engineering at Prairie View A&M University (PVAMU). She joined PVAMU right after she obtained her Ph.D. degree in Com- puter Engineering from Mississippi State University in 2003. Her research interests include image and video processing

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

thefaculty instructor as well as with the lab coordinator and with a teaching assistant. In thisenvironment “lab exercises are more interactive, group-oriented, and targeted toward problemsolving than the associated lecture. It is in the laboratory portion of the course that studentsacquire hand-on experience with the subject matter”28 (96).The same need for practical lab experience to solidify the learning of theoretical knowledgepertains to the communication course: students must have practical experience, in a dedicatedspace, implementing the rhetorical communication principles they are learning. Such experiencerequires that they use the principles in guided problem solving and then reflect on the outcomesof implementing the material they have

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Allen White, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; Don Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

styles in order to engage multiple learning styles in order toimprove student learning is firmly grounded in theory1, 2, and has caused us to consider carefullyhow we teach ES201 (“Conservation and Accounting Principles”), the foundational engineeringcourse at Rose-Hulman Institute of Technology. This course teaches a systems, modeling, andaccounting approach to engineering problem-solving, and so emphasizes both mathematicalskills and physical insight. Because the course has no hands-on laboratory component, wewondered if there were ways to help our students better gain the physical insights embedded inthe course learning objectives. We also wondered if we were adequately engaging the learningstyles of students who learn best by actively doing

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

. Then new teams, inwhich each team member had expertise regarding a different learning activity, were formed andcharged to rank the five activities from least- to best-aligned with formal cooperative learningprinciples. In a separate learning activity, student teams postulated the values and philosophy ofan engineering instructor who incorporates cooperative learning in his/her classes.Student teaching and research philosophies and their elevator speeches went through at least oneiteration cycle, with students receiving feedback from classmates, the course instructors, and, inthe case of the teaching philosophies, peers from the Laboratory for User-Centered EngineeringEducation (LUCEE8) at the University of Washington (LUCEE is devoted to