Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #13454Welcome to the Maker Movement: Parallel Education Pathways of AdultMakersMs. Chrissy Hobson Foster, Arizona State University Chrissy Foster is a Ph.D. candidate in Engineering Education at the Mary Lou Fulton Teachers College of Arizona State University. Her dissertation study explores the approaches to technical innovation within Native American communities.Mr. Aubrey Wigner, Arizona State University Aubrey Wigner is a PhD student in Human and Social Dimensions of Science and Technology at Arizona State University. He has an undergraduate degree in Chemical and Biochemical Engineering and a Masters in

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, Purdue University, West Lafayette Junaid Siddiqui is a doctoral student at the School of Engineering Education, Purdue University. Before joining the doctoral program he worked for nine years at the faculty development office of King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. In this role he was involved in several faculty development activities, particularly working with the faculty members for exploring the use of web-based technologies in the support of classroom teaching. He received his MS in Civil Engineering from KFUPM while he has also earned an MPBL degree from Aalborg University, Denmark. His research focus during his doctoral studies is on institutional and faculty development in

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

-to-work transition can inform both undergraduate education and organizationalonboarding efforts. Such an understanding remains a goal and challenge for engineering educationresearchers as well as faculty and other stakeholders in student success.Nevertheless, exploring the school-to-work transition has proven to be especially challenging(Stevens & Vinson, 2016). Researchers have studied engineering practice through in-depthobservations and ethnographic methods (e.g., (Bucciarelli, 2001; Faulkner, 2007; Trevelyan, 2010),but these studies have primarily focused on experienced engineers. Recent engineering graduatesleave universities to work in geographically dispersed locations throughout the country and performa wide range of jobs

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Robin Adams, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; David P. Crismond, City College of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

education (especially in regards to the design of complex systems), student preparation for post-graduation careers, and innovations in research-to-practice.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, acting and being; design learning; and engineering education transformation.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; George K. Karway, Arizona State University; Mohammad Zaid Alrajhi, Arizona State University; King Saud University; Brian Carl Nelson, Arizona State University; Seungki Shin, Seoul National University of Education

Tagged Divisions

Educational Research and Methods

case studies that outlines or highlights key features and ideas that relevantand should be considered when designing an engineering curriculum to meet the 21st century. Inthe case study by Garvey & Foley [30], it is emphasized that a curriculum should be more inclusive,not exclusive, because every person in this world deserves a chance to participate in developingand sustaining the future of humanity. Problems cannot be solved from one scenario or angle. Wewill always need other eyes to explore other ways of solving challenges. The most importantqualities of having an inclusive curriculum are to consider flexibility and clarity when designing ordeveloping the curriculum.Another article [31] talks about a case study of redesigning the

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2011-850: GENDER AND ENGINEERING: USING PHOTO ELICITA-TION AS A METHOD OF INQUIRYKatherine M. Morley Katherine is an undergraduate student in Aeronautical Engineering at Purdue University. As a member of the Society of Women in Engineering, and a participant in the Women in Engineering Program at Purdue University, she took interest in feminist engineering research. She is particularly interested to learn how engineering is conceptualized and gendered.Alice L. Pawley, Purdue University, West Lafayette Dr. Alice L. Pawley is an assistant professor in the School of Engineering Education and an affiliate faculty member in the Women’s Studies Program at Purdue University. She has a B.Eng. in Chemical Engineering

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

ABET Evaluators Team site visit in 2013. EEET received excellent comments for the display materials presented by Dr. Subal Sarkar ABET team chair which was managed to completion by Wajid. He is Digital Integrated Quality Management Systems Expert for Automated Academic Student Outcomes based Assessments Methodology He has taught several courses on electronics, microprocessors, electric circuits, digital electronics and instrumentation. He has conducted several workshops at the IU campus and eslewhere on Outcomes Assessment best practices, OBE, EvalTools R 6 for faculty, E learning with EvalTools R 6 for students, ABET accreditation process. He is a member of SAP Community, ISO 9001, Senior Member IEEE, IEEE

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

theRED teams discussed both the importance of ownership and strategies for getting facultymembers at different stages of their careers involved in the project. For example, one teammember noted, “We started with the department retreat to get buy-in and we got them tocontribute to the ideas so there was a sense of ownership.” Another individual spoke to appealsfocused on career stage, advising, “At lunch, talk with your junior faculty about how they canplug into the grant. We can help move it along. Give them a short RED spiel they can put intotheir proposal.” During the monthly RED conference calls, individuals stressed the importance ofnot only building buy-in by appealing to the concerns of faculty members, but also of beingupfront with

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University; Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Joshua Alexander Ellis, Florida International University

Tagged Divisions

Educational Research and Methods

. Wieselmann is a Ph.D. Candidate in Curriculum and Instruction and National Science Foun- dation Graduate Research Fellow at the University of Minnesota. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. She is interested in integrated STEM curriculum development and teacher professional de- velopment to support gender-equitable teaching practices.Dr. Emily Anna Dare, Florida International University Dr. Emily Dare is an Assistant Professor of Science Education at Florida International University. Pre- viously, she taught at Michigan Technological University from 2015-2018, where she is still an affiliated faculty member in

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Sarah Appelhans, University at Albany ; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University

Tagged Divisions

Educational Research and Methods

private, with an over-sample of minorityserving institutions. Interviews were conducted using a semi-structured approach with questionsfocusing on elucidating the structure of governance at each institution. Interview subjects wereselected by occupying a range of organizational levels at each institution—provost, dean,department chair, faculty member, staff member—determined by availability at the time of thevisit.To address the first research question a set of codes is being developed to identify symbols orinteractions related to educational change processes and a second set for references to, orsymbols of, EER. Codes are tagged as either direct and indirect references where directreferences include reference to specific documents or events, or

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12048The Power and Politics of STEM Research Design: Saving the ”Small N”Prof. Amy E. Slaton, Drexel University (Eng. & Eng. Tech.) Amy E. Slaton is a Professor of History at Drexel University. She write on issues of identity in STEM education and labor, and is the author of Race, Rigor and Selectivity in U.S. Engineering: The History of an Occupational Color Line .Prof. Alice L. Pawley, Purdue University, West Lafayette Alice Pawley is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University

Tagged Divisions

Educational Research and Methods

Stanford (d.school), an initiative lead by Professor David Kelley (co-Founder of IDEO Product Development). He has published in the areas of diagnostic electro-physiology, functional assessment of voluntary movement, human operator information processing, rehabilitation© American Society for Engineering Education, 2006 robotics, design team protocol analysis, design knowledge management, and concurrent engineering. A member of the Stanford faculty since 1976, he taught product design, created the smart product design (mechatronics) curriculum at Stanford, and most recently teaches a graduate course in "Team-Based Design Innovation with Corporate Partners"; a Design Theory and

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

motivated to improve their communicationskills.Figure 1 % represents respondents’ degree of agreementThe Dark Side of Graduate Student’s Perceptions of Improvement PossibilitiesDespite widespread recognition (by faculty and students alike) that problems in communicatingrepresent a significant hurdle to career success, actually taking steps to build these skills appearsto be another hurdle. While faculty interviews overwhelmingly acknowledged the criticality oftheir students having adequate communication abilities to function and excel in their field, worrywas expressed that time devoted to writing and speaking courses threatened displacement of timefor primary work. The time-crunch argument poses a dilemma for students who recognize

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

3preparedness. As such, the primary research question guiding this paper is: How can wemeasure the global preparedness of graduate and undergraduate engineering students? In designing my instrument I used the same subscales of the teacher instrument andaltered individual survey items within the subscales to reflect specific engineering foci asrecommended by the National Academy of Engineering. This paper presents the pilot researchresults from implementation of the global preparedness index that I designed for engineeringstudents. The following seven subscales were utilized in creation of this global preparednessindex. Ethic of Responsibility: Deep personal and care concern for people in all parts of the world; sees moral

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Laura Hahn, University of Illinois, Urbana-Champaign; Alan Hansen, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

results of this project arehelpful for understanding student learning and for program development, our experiences alsopoint to areas for further work. These include:• Further refinement of student reflection paper prompts that elicit the kinds of observations that are relevant for analyzing how and what engineers learn in this context.• Further exploration of the roles of social capital and cross-cultural communication in projects abroad.• Investigations of cooperating faculty members’ experiences in developing and mentoring students in this context.References























































1Astin, A., Banta, T., Cross, P., El-Khawas, E., Ewell, P., Hutchings, Pl, Marchese, T., MeClenney, K.,Mentkowski, M., Moran

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; Kacey Beddoes; Rachel Miriam Vriend Croninger, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

3 2 6 Associate professor 0 2 2 Professor 0 0 2 Non-tenure track faculty member 2 2 1 Postdoctoral Research Associate 2 0 0 Graduate Student 3 0 1 Non-academic Positions 2 2 2Data collectionData collection consisted of in-depth, semi-structured interviews conducted in the Fall of 2018by a trained doctoral student in educational psychology

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Stephen Krause, Arizona State University

Tagged Divisions

Educational Research and Methods

Excellence award in graduate research from the Mary Lou Fulton School of Education. Her creative research focuses on team learning and the role of self-efficacy on student achievement.Dale Baker, Arizona State University Dale R. Baker is a Professor of Science Education in the Department of Curriculum and Instruction at Arizona State University and was the Co-Editor of The Journal of Research in Science Teaching. She teaches courses in science curricula, teaching and learning, and assessment courses with an emphasis on constructivist theory and issues of equity. Her research focuses on issues of gender, science, and science teaching. She has won two awards for her research in these areas

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

degree-holders is a process that depends upon the students, educators, and themeans by which students are educated. The students are a vital portion of the raw materials tothis process and issues that affect their quantity and quality also affect the resulting number ofdegree-holders. Studying this process in order to identify significant factors that affect theproduction of degree-holders could provide a guide towards improving the process. Amethodology to test the effect of these factors could aid in designing an intervention program toencourage and assist more students in pursuing a college degree in STEM.Developing such a methodology starts with examining the work of education researchers whohave explored the motivations of students and the

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Divisions

Educational Research and Methods

Boulder. He co-directs Project EPIC, an NSF-funded project since 2009 that investigates how members of the public make use of social media during times of mass emergency. Professor Anderson leads the design and implementation of a large-scale data collection and analysis system for that project. Prof. Anderson was a participant in the first cohort of the NCWIT Pacesetters program, a program de- signed to recruit more women to the field of computer science and encourage them to pursue their careers in technology. As part of his Pacesetters efforts, Prof. Anderson led the charge to create a new BA in CS degree at CU that allows students in Arts and Sciences to earn a degree in computer science. This new degree

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

, dispositions, and worldviews. His dissertation focuses on conceptualizations, the importance of, and methods to teach empathy to engineering students. He is currently the Education Di- rector for Engineers for a Sustainable World, an assistant editor for Engineering Studies, and a member of the ASEE Committee on Sustainability, Subcommittee on Formal Education.Ms. Sarah Aileen Brownell, Rochester Institute of Technology Sarah Brownell is a Lecturer in Design Development and Manufacturing for the Kate Gleason College of Engineering at the Rochester Institute of Technology. She works extensively with students in the mul- tidisciplinary engineering capstone design course and other project based elective courses, incorporating

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. She was awarded the 2020 WEPAN Founders Award

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Nathan McNeill, University of Florida

Tagged Divisions

Educational Research and Methods

epistemological stances are enacted in engineering education research. He has been involved in faculty development activities since 1998, through the ExCEEd Teaching Workshops of the American Society of Civil Engineers, the Essential Teaching Seminars of the American Society of Mechanical Engi- neers, and the U.S. National Science Foundation-sponsored SUCCEED Coalition. He has also been active in promoting qualitative research methods in engineering education through workshops presented as part of an NSF project. He has received several awards for his work, including the Presidential Early Career Award for Scientists and Engineers, the Ralph Teetor Education Award from the Society of Automotive Engineers, being named a

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

Educational Research and Methods

evaluation of learning outcomes / graduate attributes with reference to these objectives. • Statistical evidence had recently been presented to the Faculty that conclusively demonstrated that, when incoming Grade Point Equivalent scores were used as a measure of the relative strength of a degree cohort, engineering students were not achieving an appropriate proportion of A and B grades relative to those given to students from other degrees. Very capable incoming engineering students were not receiving the grades they might have achieved in another degree path. This was of particular disadvantage when engineering students applied for cross disciplinary scholarship and post graduate research awards

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

Tagged Divisions

Educational Research and Methods

; and faculty members must bequalified and demonstrate abilities to instruct and assess curriculum [4]. Of these broadrecommendations, Criterion 3 (Figure 1) directly addresses student outcomes: what students areexpected to know and be able to do by graduation. Criterion 3c in particular addressesengineering design abilities.(a) an ability to apply knowledge of (b) an ability to design and conductmathematics, science, and engineering experiments, as well as to analyze and interpret data(c) an ability to design a system, (d) an ability to function on multidisciplinarycomponent, or process to meet desired needs teams

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Divisions

Educational Research and Methods

finish ones association (e.g. to finish presenting aTV show), whereas an engineer accepts ultimate and on-going responsibility for a documentwhen “signing-off”.Typical engineering science curricula provide basic methods which engineers may use inpractice, but much of the content provides little that engineers can directly apply in practice.While engineers may learn the subtle mathematical foundations of finite element analysis, therelatively few graduates that will actually operate finite element software for analysis willnever need to perform the mathematical derivations they had to learn for examinations. Thelink between education and practice is, therefore, largely indirect. By inspiring students toembrace challenging mathematical and

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

thempursue their personal goals. Rather than learning only about how a computer works, this teamused the opportunity to develop many of the “soft skills” or nuances of engineering. Theydeveloped teamwork skills, explored the tradeoffs of different design methods, found ways touse their engineering skills to help their fellow students, and learned how to conduct backgroundresearch on a topic that they had never seen before. Learning Team 2 experienced mixed success. The team struggled to find an identity thatcaptured the imagination and motivations of the members, but many of the members discoveredthat success in education is achieved more by effort rather than by ability. The team pursuedharder challenges as the semester progressed, despite an

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of North Carolina at Chapel Hill

Tagged Divisions

Educational Research and Methods

, individual ability, and personal responsibilities are also a part ofthe intellectual strand. The institutional strand focuses on identity based on affiliation and rolewithin the university and field. There are also institutional structures, resources, andresponsibilities that have an important influence on the identity of an early academic. Thenetwork strand includes professional relationships, organizations, and collaborations thatcontribute to professional identity. The three strands allow for a rich analysis of the complexnature of identity and how it evolves through time.This framework was used in an engineering education doctoral dissertation9 to explore theexperience of graduate students in optics and photonics. The findings of the study

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assessment that measures ”legitimate peripheral participation” or learning-by-doing, which is the theoretical foundation to an apprenticeship model of learning.Prof. Michael S. Isaacson, University of California - Santa Cruz Michael Isaacson is the Narinder Singh Kapany Professor emeritus, professor of electrical engineering, Director of the Center for Sustainable Energy and Power Systems (CenSEPS) and a member of the Sus- tainable Engineering and Ecological Design Program at UCSC. He is recipient of numerous awards including a Sloan Foundation Faculty Fellowship, the Burton Medal from the Microscopy Society of America, an Alexander von Humboldt Senior Scientist Award, the Rank Prize in Optoelectronics and the

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Andrew Kean, California Polytechnic State University; Gillian Roehrig, University of Minnesota; Jack Patzer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

authors of this paper have piloted selected MEAs in theircourses. This paper will describe their experiences within the context of available studentlearning data. An MEA is designed to present student teams with a realistic, thought provokingscenario that requires the development of a generalized mathematical model. A well-designedMEA is built around a main concept that the instructor wants students either to discover and/orbetter understand. Data from these experiments can be used to determine the value added forstudents completing MEAs compared with other types of problem-solving activities includingproblem-based learning exercises. Using an MEA also causes documented, positive change inthe faculty members themselves.Introduction and

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Judith A. Sunderman, University of Illinois, Urbana-Champaign; Raymond L. Price, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

collaboratively bouncing ideas off one another in ways that support dialogue aboutteaching and learning. Incubated courses and programs are piloted and student outcomesdocumented on a small scale outside the official curriculum. The purpose of curriculum incubation is to create an environment free from situationalinfluences and organizational realities known to impede innovation and change. Within theincubator, faculty test and refine ideas over time in a cyclic research and development processstructured to minimize early resistance to change and demonstrate practices that work. Theincubator relies on voluntary participation at all levels. Faculty who wish to participate opt in tothe incubator by proposing to explore a novel approach to