Asee peer logo
Displaying results 1591 - 1599 of 1599 in total
Conference Session
Faculty Development II: Building Community Among STEM Educators
Collection
2016 ASEE Annual Conference & Exposition
Authors
Toni Ivey, Oklahoma State University; Nicole M. Colston, Oklahoma State University; Julie Thomas, University of Nebraska, Lincoln; Juliana Utley, Oklahoma State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
and perceptions regarding engineering.Additionally, changes in teachers’ self-efficacy of teaching engineering and students’ attitudesabout science and engineering were measured. This article discusses the value of elementaryengineering education in rural communities.Keywords: Engineering education; professional development; elementary; rural schoolsIntroduction Science education in elementary (K-6) curriculum is often lacking and leads towidespread lack of preparation and misconceptions about fundamental science ideas in middleand high school students.1 Researchers have documented that elementary classroom scienceinstruction is typically limited and of low quality.2,3,4,5 Further, results from a 2013 nationalsurvey indicated that
Conference Session
Works in Progress: Classroom Practice
Collection
2016 ASEE Annual Conference & Exposition
Authors
Natasa S. Vidic, University of Pittsburgh; Renee M. Clark, University of Pittsburgh
Tagged Divisions
Educational Research and Methods
survey, which we distributed to the students nearthe end of the semester. We also compared the results to those of other flipped classrooms in ourschool of engineering, which have been implemented as part of our school-wide initiative to flipengineering courses.1. Introduction and Literature ReviewOngoing research in engineering education suggests that teachers who aim to achieve increasedstudent learning should adopt active learning approaches. Students who are taught in the “activelearning” environment are likely to demonstrate higher academic achievement, better high-levelreasoning and critical thinking skills, deeper understanding of learned material, greatermotivation to learn and achieve, more positive and supportive relationships with
Conference Session
Identity and Engineering: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Renata A Revelo, University of Illinois, Urbana-Champaign
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
. References  [1] Beam, T. K., Pierrakos, O., Constantz, J., Johri, A., & Anderson, R. (2009). Preliminary findings on freshmen engineering students' professional identity: Implications for recruitment and retention. Proceedings of the[2] Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: engineering persisters vs. engineering switchers. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571[3] Matusovich, H. M., Barry, B. E., Meyers, K., & Louis, R. (2011). A multi-institution comparison of students’ development of an identity as an engineer. Proceedings of the 118th ASEE Annual
Conference Session
Discussions on Research Methodology: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
engineering education:A Mediated Discourse Analysis of student presentations in a first year projects course Page 26.880.3 Ideologies of depoliticization in engineering education: A Mediated Discourse Analysis of student presentations in a first year projects course1. IntroductionThis paper works toward two goals. The first is to build on our previous work on“becoming an engineer”,1 in which we have attempted to understand engineering learningwithin a broader framework that focuses not only on the development of knowledge orcognitive capacities, but also on additional dimensions, including the development ofidentities within social
Conference Session
Broadening Participation in Engineering
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jacquelyn F. Sullivan Ph.D., University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado Boulder ; Frederick A. Peck; Tanya D Ennis, University of Colorado, Boulder; Nick A. Stites, Integrated Teaching and Learning Program, College of Engineering and Applied Science, University of Colorado at Boulder; Beverly Louie, University of Colorado, Boulder; Julie Cafarella, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
college in the fall semester–found the flipped classroom too disarming, and too unfamiliar based upon their prior knowledgeand experience. So we backed off, and lectured a bit more. By the last one-third of the 15-weekcourse, students reported that the new pedagogy, which included 15 to 30 minutes of traditionallecture per week, worked well.Gains in Content Knowledge Do Count: Quantitative results from our fall 2013 offering wereremarkable. Student scores on the FMCE, a well-respected standardized physics test, were by farthe highest (average 31.4 out of a possible 47) of all five cohorts to date, and the gains from thepre- to post-test were also, by far, the highest ever, as shown in Table 1. Without a doubt,students’ physics preparation was
Conference Session
Faculty Development II
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University
Tagged Divisions
Educational Research and Methods
In-Class Problems iClicker Questions Hands-on Activities Flipped Classroom 1Table 1: Pedagogical Innovations Adopted by Study ParticipantsThe innovations selected by the faculty who responded to the survey can be grouped into threegeneral types: muddy point/feedback cards, interactive questions/activities, and flippedclassrooms, as summarized in Table 1. Within the general area of interactive questions/activitieswere group conceptual questions, student response system (iClickers), and hands-on or data-driven problems. In the following, participant survey responses are used to frame each of thesetypes of strategies within the characteristics of
Conference Session
ERM Potpourri
Collection
2015 ASEE Annual Conference & Exposition
Authors
Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida
Tagged Divisions
Educational Research and Methods
. New York Garland Pub. (Inc, 1992).8. Willingham, D. T. Critical Thinking: Why Is It So Hard to Teach? Arts Educ. Policy Rev. 109, 21–32 (2008).9. Facione, P. A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. (1990).10. Facione, P. A. Critical thinking: What it is and why it counts. Millbrae CA Calif. Acad. Press Retrieved April 1, 2004 (2011).11. Norris, S. P. Synthesis of research on critical thinking. Educ. Leadersh. 42, 40–45 (1985).12. Norris, S. P. The generalizability of critical thinking: Multiple perspectives on an educational ideal. (Teachers College Press, 1992).13. Yinger, R. J. Can we really teach
Conference Session
Faculty Development I
Collection
2015 ASEE Annual Conference & Exposition
Authors
Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University
Tagged Divisions
Educational Research and Methods
get responses immediately in class. The instructors he observed were asking 1-2questions for feedback during each class. He thought this might be a way to engage the studentsmore in the lectures and help them learn more effectively. Given his concerns for increasing theirengagement in class and shifting away from just conveying the content, he began to plan how hewould incorporate more in-class exercises in his class sessions.    While still participating in the teaching development group, he began using more problems inclass. In the implementation phase, he would lecture for a little bit and then ask a question or twofor students to think about what had been taught. Then, he repeated this cycle over and overduring the class session. A
Conference Session
Studying Engineering Education Research & Institutions
Collection
2015 ASEE Annual Conference & Exposition
Authors
Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods, Liberal Education/Engineering & Society
1: List of B.Eng. Degree Programs Offered by Aarhus implement these changes, Aarhus University resorted to University (Formerly IHA) reorganization. The original merger in 2007 simply allowed the former IHA and the new School of Architectural Engineering Engineering at Aarhus to operate as separate entities. Bioprocess Engineering However, the precise articulation agreement necessary Chemistry Engineering to produce a coherent education required more closeCivil and Structural Engineering coordination. As carried out as part of a broader, Electrical Power Engineering university-wide reorganization, the faculty