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Student Lifelong Learning Outcomes for Different Learning Environments

Conference Session: They're Not "Soft" Skills!
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering
Tagged Divisions: Educational Research and Methods

Engineering project investigating persistence of women in engineering undergraduate programs. Dr. Lord’s industrial experience includes AT&T Bell Laboratories, General Motors Laboratories, NASA Goddard Space Flight Center, and SPAWAR Systems Center. She served as the President of the IEEE Education Society in 2009 and 2010.Candice Stefanou, Bucknell University Candice is an Associate Professor of Education at Bucknell University. Her teaching interests are in applied measurement and assessment and educational psychology. Her research interests are in motivation and classroom environments.Dr. Michael J. Prince, Bucknell UniversityJohn Chen, California Polytechnic State University John Chen is an Associate Professor

Relevance Score: 0.019650757

Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs

Conference Session: Novel Pedagogies 1
Collection: 2013 ASEE Annual Conference & Exposition
Authors: M. Razi Nalim P.E., Indiana University Purdue University, Indianapolis; Manikanda K Rajagopal, Indiana University - Purdue University Indianapolis; Robert J Helfenbein, Indiana University-IUPUI, School of Education
Tagged Divisions: Educational Research and Methods

Research Laboratory, Indiana University - Purdue University Indianapolis, USA. His research interests includes Combustion, Propulsion, Gas dynamics, CFD and Engineering education.Dr. Robert J Helfenbein, Indiana University-IUPUI, School of Education Rob Helfenbein is Associate Professor of Curriculum Studies at Indiana University-IUPUI and Director of the Center for Urban and Multicultural Education (CUME). He earned his Ph.D. and B.A. from the University of North Carolina at Chapel Hill. Dr. Helfenbein offers courses in Teaching Secondary Social Studies and graduate level courses in curriculum theory, qualitative research methods, social foundations, and urban education. Dr. Helfenbein has published and edited numerous

Relevance Score: 0.01955424

Design Science in Engineering Education Research

Conference Session: Research Methods and Studies on Engineering Education Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Johanna Naukkarinen, Lappeenranta-Lahti University of Technology; Marja Talikka, Lappeenranta-Lahti University of Technology
Tagged Divisions: Educational Research and Methods

, vol. 44, no. 1-2, pp. 196-221.Minichiello, A., Armijo, D., Mukherjee, S., Caldwell, L., Kulyukin, V., Truscott, T., Elliott,J. & Bhouraskar, A. 2020, "Developing a mobile application-based particle imagevelocimetry tool for enhanced teaching and learning in fluid mechanics: A design-basedresearch approach", Computer Applications in Engineering Education, .Naukkarinen, J. & Sainio, T. 2018, "Supporting student learning of chemical reactionengineering using a socially scaffolded virtual laboratory concept", Education for ChemicalEngineers, vol. 22, pp. 61-68.Newstetter, W.C. 2005, "Designing cognitive apprenticeships for biomedical engineering",Journal of Engineering Education, vol. 94, no. 2, pp. 207-213.Ng, O.-L. & Chan, T. 2019

Relevance Score: 0.019520879

What Should Teachers Do? Visibility of Faculty and TA Support Across Remote and Traditional Learning

Conference Session: Studies of Shifting In-person Courses to Online and Students' Online Behavior
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Morgan Elizabeth Anderson, University of Washington; Denise Wilson, University of Washington; Ziyan Bai, University of Washington; Neha Kardam, University of Washington; Shruti Misra, University of Washington
Tagged Divisions: Educational Research and Methods

engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Ziyan Bai, University of Washington Ziyan Bai has a Ph.D. in educational leadership and policy studies with a focus on higher education. She has over six years of research and professional experience in the field of higher education. With a dedication to diversity, equity, and inclusion, she is committed to using qualitative and quantitive research to inform impact-driven decisions.Neha Kardam, University of Washington Neha Kardam is a Ph.D. student in Electrical

Relevance Score: 0.019490285

Changing High School Stem Teacher Beliefs And Expectations About Engineering Learning And Instruction

Conference Session: ERM Potpourri
Collection: 2010 Annual Conference & Exposition
Authors: Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison
Tagged Divisions: Educational Research and Methods

AC 2010-1109: CHANGING HIGH SCHOOL STEM TEACHER BELIEFS ANDEXPECTATIONS ABOUT ENGINEERING LEARNING AND INSTRUCTIONMitchell Nathan, University of Wisconsin, Madison Professor Mitchell Nathan, PhD and BSEE, is currently Chair of the Learning Sciences program at the University of Wisconsin-Madison, and a founding officer of the International Society of the Learning Sciences (ISLS). Dr. Nathan studies the cognitive, embodied, and social processes involved in learning and teaching mathematics, science and engineering in classrooms and the laboratory, using analysis of discourse, survey and assessment instruments, and experimental design. Dr. Nathan examines teacher beliefs about student

Relevance Score: 0.019479915

Assessing the Data Analysis Training of Engineering Undergraduates

Conference Session: ERM Technical Session 19: Thinking about the Engineering Curriculum
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Eunhye Kim, Purdue University, West Lafayette; Nathan M. Hicks, Purdue University, West Lafayette; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

qualitative strand was executed first, through content analysis of all coursedescriptions in the undergraduate catalogs of the institution under study. This process followed acoding framework based on two elements: a) the different data analysis skills described byABET’s Criterion 3.b, and b) the cognitive levels articulated by each description.Coding Scheme. In order to limit the space of exploration in the varied engineering curricula,the data analysis skills described by Criterion 3.b were tied to either 1) Laboratory courses or 2)Statistics courses. The first were expected to cover the design and execution of experiments,while the latter were expected to cover skills to analyze and interpret data. While it isacknowledged that these abilities are

Relevance Score: 0.019409565

Identifying Signature Pedagogies in a Multidisciplinary Engineering Program

Conference Session: Medley of Undergraduate Programming and Pedagogies
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #34949Identifying Signature Pedagogies in a Multidisciplinary EngineeringProgramDr. Kimia Moozeh, University of Toronto Kimia Moozeh has a PhD in Engineering Education from University of Toronto. She received her Hon. B.Sc. in 2013, and her Master’s degree in Chemistry in 2014. Her dissertation explored improving the learning outcomes of undergraduate engineering laboratories by bridging the learning from a larger context to the underlying fundamentals, using digital learning objects.Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching Stream and Associate Chair, Curriculum

Relevance Score: 0.01924316

An Analysis of Students’ Brain Activity when Participating in Different Learning Activities

Conference Session: Understanding Student Behavior and Experiences
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Xinyue (Crystal) Liu, University of Toronto; Yasaman Delaviz, York University; Scott D. Ramsay, University of Toronto
Tagged Divisions: Educational Research and Methods

Development Specialist in the Faculty of Health at York University. She earned her PhD in Biomedical Engineering from the University of Toronto. Yasaman has extensive knowledge of curriculum design, development, and delivery and has taught numerous undergraduate-level courses at the University of Toronto and OCAD University.Dr. Scott D Ramsay, University of Toronto Scott Ramsay is an Associate Professor, Teaching Stream in the department of Materials Science and Engineering at the University of Toronto, in Toronto, Canada, and a registered professional engineer in Ontario. Scott earned his PhD in Materials Science and Engineering from the University of Toronto. Scott’s current primary academic interests are in improving

Relevance Score: 0.019158177

A Quantitative Study of Collaboration Patterns of Engineering Education Researchers

Conference Session: Research in Engineering Education I
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

teaching 23 retention disciplinary academic concepts 24 computer instructional retention faculty 25 mentoring academic manufacturing skills 26 manufacturing modules degree manufacturing 27 industrial retention engineers school 28 nue scholars concepts college 29 technology degree skills physics 30 academic teaching learning engineers 31 engineers laboratory teachers activities 32 k-12 concepts

Relevance Score: 0.019107312

Student Autonomy: Implications of Design-based Informal Learning Experiences in Engineering

Conference Session: Student Learning, Problem Solving, & Critical Thinking 1
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University
Tagged Divisions: Educational Research and Methods

). Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. International Journal of Science Education, 18(7), 775-790.27. Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences (pp. 115- 116). Boulder, CO: Westview Press.28. Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD.29. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.30. Mayer, R. E. (2004). Should there be a three

Relevance Score: 0.019107312

Co-Designed Research Agenda to Foster Educational Innovation Efforts Within Undergraduate Engineering at HSIs

Conference Session: ERM Technical Session 11: Leadership and Collaborations in Engineering
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Columbia University and the Cooper Union in New York City. She received her PhD from Columbia University in 2006, where her research focused on the mechanical and frictional properties of articular cartilage. Dr. Basalo ’s teaching experience includes Thermodynamics, Computer Graphics, Materials Science and laboratory courses. Since 2015 she has been actively involved in the University of Miami College of Engineering’s ”Redefining Engineering Education” strategic plan on educational innovation. As part of this plan, Dr. Basalo worked with 2 other faculty members to organize inaugural Senior Design Expo in May 2017, an exposition where over 200 senior students showcased their Capstone projects to the University of Miami

Relevance Score: 0.019059628

The Development of a Coding Scheme Analyzing Formative Assessment in Undergraduate Engineering Science Courses

Conference Session: ERM Technical Session 5: Assessment
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Divisions: Educational Research and Methods

explanations [9]. However, thefield of engineering has not yet established a clear idea of what “disciplinary engagement”means.Engineering at its core is about creating solutions to problems using mathematics, science, andcreativity through a design process. The engineering curriculum reflects this by containingdifferent types of courses that teach the mathematical models of natural phenomena (i.e.engineering science courses, or technical core courses), laboratory and experimental techniquesand processes (i.e. lab courses), and fundamentals of engineering design (i.e. design courses).These courses all ask students to engage disciplinarily in different ways, all in support of theoverall practice of engineering to create new solutions. Prior research

Relevance Score: 0.019047422

Using Inquiry Based Activities To Promote Understanding Of Critical Engineering Concepts

Conference Session: Student Misconceptions and Problem Solving Abiltiy
Collection: 2006 Annual Conference & Exposition
Authors: Michael Prince, Bucknell University; Margot Vigeant, Bucknell University
Tagged Divisions: Educational Research and Methods

forStudents to Master in Thermal and Transport Science. In American Society of Engineering Education. 2003.Nashville, TN.25. Grant, A., and D. Latimer. Bromination and Debromination of Cholesterol: An Inquiry-Based Lab InvolvingStructure Elucidation, Reaction Mechanism, and (Sup)1H Nmr. Journal of Chemistry Education, 2003. 80. 670.26. Londraville, R., P. Niewiarowski, R. Laipply, and Owens, K. Inquiry Based Laboratories for IntroductoryBiology. Integrative and Comparative Biology, 2002. 42. 1267.27. Tretter, T., and M. Jones. Relationships Between Inquiry-Based Teaching and Physical Science StandardizedTest Scores. School Science and Mathematics, 2003. 103. 345.28. Heflich, D., J. Dixon, and K. Davis. Taking it to the Field: The Authentic

Relevance Score: 0.018936116

Work in Progress: A Transferable Model to Improve Retention and Student Success in STEM through Undergraduate Research (NSF LEARN Consortium)

Conference Session: ERM Technical Session 9: Persistence and Retention
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #25131Work in Progress: A Transferable Model to Improve Retention and StudentSuccess in STEM through Undergraduate Research (NSF LEARN Consor-tium)Dr. Daniel Meeroff, Florida Atlantic University Daniel Meeroff is Professor and Associate Chair at Florida Atlantic University’s Department of Civil, En- vironmental & Geomatics Engineering. His area of specialization is Environmental Engineering, specifi- cally water and wastewater engineering, water quality, solid and hazardous waste management, and pollu- tion prevention. Dr. Meeroff is the founder and director of the Laboratories for Engineered Environmental

Relevance Score: 0.018889751

A Framework for Measuring the Sustainability of Academic Programs in the Technical Fields: Initial Validity Study Findings

Conference Session: Examining "Big" Data
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

development as"development which meets the needs of the present without compromising the ability of futuregenerations to meet their own needs2". Barbier3 interpreted the definition of the WECD bydescribing sustainable development as indistinguishable from the total development of society.Other definitions of sustainable development include: “Sustainable means using methods,systems and materials that won't deplete resources or harm natural cycles4.” Teaching forsustainable development is usually referred to as Sustainability Education, Education forSustainability, or Education for Sustainable Development (ESD). The United Nations adopts theterm ESD5, 6

Relevance Score: 0.018826257

Making Learning Whole: Toward the Development of an Instrument Operationalizing Perkins' Model

Conference Session: Works in Progress: Faculty Perspectives and Training
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Jeremi S London, Arizona State University, Polytechnic campus; Joi-lynn Mondisa, University of Michigan; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Tamecia R. Jones, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

: 2009.9 Fila, N. D. & Wertz, R. E. H. Towards Evaluating the Content, Assessment, and Pedagogy in Instructional Laboratories. (2013).10 Smith, K. In Cooperative learning: Lessons and insights from thirty years of championing a research- based innovative practice, IEEE: 2011; pp T3E-1.11 Liljeström, A., Enkenberg, J. & Pöllänen, S. Making learning whole: an instructional approach for mediating the practices of authentic science inquiries. Cultural Studies of Science Education 8, 51-86 (2013).12 Hipkins, R.; Cowie, B.; Boyd, S.; Keown, P.; McGee, C., Curriculum implementation exploratory studies 2. Final report 2011.13 Cunningham, J. W. & Wall, L. K. Teaching good readers to comprehend better. Journal of

Relevance Score: 0.018803619

Impact of Class Size on Student Perception of Learning and Learning Outcomes in Project-Based Learning

Conference Session: Project-Based Learning
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Sudhir Kaul, Western Carolina University; Bill Yang, Western Carolina University; Robert Scott Pierce P.E., Western Carolina University; Wesley L. Stone, Western Carolina University
Tagged Divisions: Educational Research and Methods

Laboratories, Lucent Technology, Inc. as Member of Technical Staff and Ciena Corp. as Principal Engineer, doing research in photonic networks and optoelectronics. His teaching interest fo- cuses on the project-based learning (PBL) model of engineering education with self-directed learner as enhanced educational outcome. His research area focuses on optoelectronics, semiconductor lasers, and metamaterials.Dr. Robert Scott Pierce P.E., Western Carolina University Robert Scott Pierce is an Associate Professor of physics and engineering at Sweet Briar College in Sweet Briar, Va. He received his Ph.D. in mechanical engineering from Georgia Tech in 1993. Prior to his teaching career, he spent 13 years in industry designing

Relevance Score: 0.018771105

Impact of Prior Experiences on Future Participation in Active Learning

Conference Session: Maker Communities and Authentic Problem Solving
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #21940Impact of Prior Experiences on Future Participation in Active LearningMr. Robert Matthew DeMonbrun, University of Michigan Matt DeMonbrun is a Ph.D. Candidate at the Center for the Study of Higher and Postsecondary Education (CSHPE) in the School of Education at the University of Michigan. His research interests include college student development theory, intergroup interactions, and teaching and learning practices and how they relate to student learning outcomes in engineering education.Dr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Associate Professor of Electrical Engineering and

Relevance Score: 0.018662598

Evaluation Of The Impact Of Interactivity On Student Performance

Conference Session: Factors Affecting Student Performance
Collection: 2006 Annual Conference & Exposition
Authors: Daria Kotys-Schwartz, University of Colorado-Boulder; Lawrence Carlson, University of Colorado-Boulder; Derek Reamon, University of Colorado
Tagged Divisions: Educational Research and Methods

2006-1264: EVALUATION OF THE IMPACT OF INTERACTIVITY ON STUDENTPERFORMANCEDaria Kotys-Schwartz, University of Colorado-Boulder DARIA KOTYS-SCHWARTZ is a doctoral candidate and instructor in the Department of Mechanical Engineering at the University of Colorado at Boulder. She earned B.S. and M.S. degrees in mechanical engineering at The Ohio State University. Her research interests include polymer processing, development of student assessment measures, gender disparity in engineering and innovative instructional methodology.Lawrence Carlson, University of Colorado-Boulder LAWRENCE E. CARLSON is a founding co-director of the Integrated Teaching and Learning Laboratory and Program, as

Relevance Score: 0.018544804

Dissemination of Active Learning Tools for Software V&V Education and Their Pedagogical Assessment

Conference Session: Active Learning Methods in Action
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Priya A. Manohar, Robert Morris University; Sushil Acharya, Robert Morris University; Peter Y. Wu, Robert Morris University; Mary A. Hansen, Robert Morris University
Tagged Divisions: Educational Research and Methods

Provost for Research and Gradu- ate Studies. A Professor of Software Engineering, Dr. Acharya joined Robert Morris University in Spring 2005 after serving 15 years in the Software Industry. His teaching involvement and research interest are in the area of Software Engineering education, Software Verification & Validation, Software Security, Data Mining, Neural Networks, and Enterprise Resource Planning. He also has interest in Learning Objectives based Education Material Design and Development. Dr. Acharya is a co-author of ”Discrete Mathematics Applications for Information Systems Professionals” and ”Case Studies in Software Verification & Val- idation”. He is a member of Nepal Engineering Association and is

Relevance Score: 0.018544804

On Implementation Of Problem Based (Pbl) Pedagogy Approaches To Engineering Education: Multi–Variant Models And Epistemological Issues

Conference Session: New Learning Paradigms I
Collection: 2010 Annual Conference & Exposition
Authors: Waddah Akili, Iowa State University
Tagged Divisions: Educational Research and Methods

experiences and opportunities. In other words, thereal challenge in college teaching today is not covering the material for the students, but ratheruncovering the material with the students 2.There are several strands of pedagogies of engagement under the umbrella of active learningmethods that have received attention by engineering educators world-wide 2, 3. Thesemethods/approaches are known to increase students’ active engagement in learning and alsopromote cognitive elaboration, enhance critical thinking, and contribute toward social andemotional development. For many faculty, there remain questions about what “active learning” isand how it differs from traditional engineering education, since the latter involves activitiesthrough homework

Relevance Score: 0.01827899

On Implementation of Classroom-Based Pedagogies of Engagement: Relevant Measures and General Outcomes

Conference Session: Pedagogy and Learning 1
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Waddah Akili, Iowa State University
Tagged Divisions: Educational Research and Methods

retention of new knowledge and acquisition of desirable personal traits.Any such method that engages students in the learning process is labeled as: “active learning”method. In essence, active learning requires doing meaningful learning activities in groups underthe guidance of an informed and experienced teacher. As stated by Christensen et al (1), “To teachis to engage students in learning.” The main point is that engaging students in learning isprincipally the responsibility of the teacher, who becomes less an imparter of knowledge andmore a designer and a facilitator of learning experiences and opportunities. In other words, thereal challenge in college teaching today is not covering the material for the students, but ratheruncovering the

Relevance Score: 0.01827899

A Service-oriented Learning Approach for the Electrical Engineering Capstone Design Course

Conference Session: Perspectives and Evaluation of Engineering Design Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College
Tagged Divisions: Educational Research and Methods

engineering graduates relies not only ontraditional subject material, but increasingly on the development of skills for utilizing thisknowledge in a creative and innovative manner. A capstone design course requires senior-levelstudents to apply knowledge gained from previous engineering science, design and laboratorycoursework in accomplishing an extended design task. It is the hope of any engineeringinstructor that the capstone design sequence facilitates the student’s transition from an academicto an industrial environment. The capstone design course sequence also provides an opportunityto teach and allow students to apply some important topics not covered in traditional engineeringscience or laboratory courses, such as ethics, teaming, technical

Relevance Score: 0.018246705

Vertical Integration of the Liberal Arts in Engineering Education

Conference Session: Works in Progress: Curricula and Pathways
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Bingbing Li, California State University - Northridge; Robert G. Ryan, California State University - Northridge; Nancy Warter-Perez, California State University - Los Angeles; Yong Gan, Cal Poly Pomona; Hadil Mustafa, California State University - Chico; Helen Cox, Institute for Sustainability, California State University - Northridge; Li Ding, California State University - Northridge
Tagged Divisions: Educational Research and Methods

Paper ID #16380Vertical Integration of the Liberal Arts in Engineering EducationDr. Bingbing Li, California State University - Northridge Dr. Bingbing Li is an Assistant Professor in the Department of Manufacturing Systems Engineering & Management at California State University Northridge. He teaches undergraduate and graduate courses in Manufacturing Systems Engineering. His research includes additive manufacturing (laser additive manufacturing, 3D bioprinting, FDM & SLA for plastics), sustainable design and manufacturing, and sustainability analysis of nanotechnologies.Dr. Robert G. Ryan, California State

Relevance Score: 0.018204996

Moving Beyond "Does Active Learning Work?" with the Engineering Learning Observation Protocol (ELCOT)

Conference Session: Active Learning Methods in Action
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Megan Sanders, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh
Tagged Divisions: Educational Research and Methods

Paper ID #23433Moving Beyond ”Does Active Learning Work?” with the Engineering Learn-ing Observation Protocol (ELCOT)Dr. Megan Sanders, Colorado School of Mines Megan Sanders is the Senior Assessment Associate at the Trefny Innovative Instruction Center at the Colorado School of Mines. Before joining Mines, Megan worked at the Eberly Center for Teaching Ex- cellence and Instructional Innovation at Carnegie Mellon University, where her role focused on supporting instructors in conducting research about student outcomes in their courses. Megan’s disciplinary back- ground is in educational psychology. She earned her PhD from

Relevance Score: 0.018133994

Engineering Undergraduates’ Task Interpretation during Problem-Solving in Thermodynamics

Conference Session: Problem Solving, Adaptive Expertise, and Social Engagement
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Jacek Uziak, University of Botswana; Andreas Febrian, Utah State University
Tagged Divisions: Educational Research and Methods

engineering.Prof. Jacek Uziak, University of Botswana Jacek Uziak is a Professor in the Department of Mechanical Engineering of the University of Botswana. He received his MSc in Mechanical Engineering from the AGH University of Technology in Krakow, Poland and his PhD in Technical Sciences from the University of Life Sciences in Lublin, Poland. For the past 35 years he has been working at universities mainly in Poland and Botswana; his career includes teaching and research assignments also in Canada, Czech Republic, Norway, UK, Netherlands, France, Germany and USA. He specializes in engineering mechanics and teaches courses in this area. He has particular interest in engineering education.Mr. Andreas Febrian, Utah State

Relevance Score: 0.018111795

A Meta Analysis Of Studies Of Cognition In Engineering Education

Conference Session: Educational Research
Collection: 2010 Annual Conference & Exposition
Authors: Terry Brumback, University of Alabama; Randal Schumacker, The University of Alabama; Daniel Fonseca, The University of Alabama
Tagged Divisions: Educational Research and Methods

, and retention as the overall demand formoved from the defense needs of the cold war era to the explosive rise of global competition(National Research Council Board for Engineering Education, 1995). The need for change wasinitially recognized in three separate reports targeting engineering education (American Societyfor Engineering Education [ASEE], 1994); National Science Foundation [NSF], 1995; andNational Research Council Board for Engineering Education, 1995). Since those initial studies, Page 15.51.2other reports have called for more specific changes related to teaching and curriculum to supporta more diverse group of learners