Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

an effective study environment (time and location), seeking helpfrom peers and teachers and engagement in planning and monitoring activities, to name a few5.Because SRL is so complex, there is not a single SRL approach or strategy that students can betaught that will be applicable in all situations. In fact, situation, or context, dependence is one ofthe areas in need of further research so we can better understand the contextual factors thatimpact engagement in SRL6. Research in SRL has already suggested that contextual factors suchas degree of instructor scaffolding7, pedagogical approach used in the classroom8, genderbalance9, learner’s interpersonal relationships as well as school policy or structure10, impactengagement in self-regulated

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Adam R. Carberry, Arizona State University; Alison Cook-Davis, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wendy M. Barnard, Arizona State University; Megan O'Donnell, Arizona State University; Wilhelmina C. Savenye, Arizona State University

Tagged Divisions

Educational Research and Methods

factor loading issues. One item,“incorporating feedback,” cross-loaded on both factors.Table 2. Factor structure and factor loadings for skill sets Item Communication Research Skills Skills Oral presentation 0.793 Writing technical reports, conference proceedings, or journal 0.788 publications Creating visual displays such as posters or prototypes 0.714 Networking with industry 0.442 Networking with my peers

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Nathan Mentzer, Utah State University; Jodi Cullum, Utah State University

Tagged Divisions

Educational Research and Methods

. Page 14.668.2NCETE Teacher Professional Development Positioning of the teacher as developer of lessons facilitates coherence with otherlearning activities occurring in each teacher’s classroom. Specifically, teachers can situate theengineering design concepts into their curriculum by crafting a lesson rather than attempting tofit a pre-packaged generic lesson into an existing and, perhaps, rigidly structured curriculum.The lesson development opportunities provide teachers with an active learning experience,wherein they first experience exemplary engineering design challenges as participants and thencreate design challenges. Formative feedback was provided by peer teachers and professionaldevelopers as the teachers developed the lessons

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Educational Research and Methods

scales) and categorical responses (e.g., structured or fixed responsequestions). In addition to these closed-ended formats, researchers also use open-ended questions.Open-ended questions can be added onto existing fixed-choice questions (e.g., including an“other” option that allows respondents to specify an answer excluded from the choices), or usedas a standalone question (i.e., where respondents are not provided any answer optionswhatsoever and must write or type in their response). For example, a researcher could use aclosed-ended question to ask for a respondent’s level of education and offer choices rangingfrom “high school” to a “doctoral degree” while providing the “Other” option or simply ask,“What is your highest level of education

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Lei Xie, Texas A&M University; Michael Beyerlein, Texas A&M University; Rodney Boehm, Texas A&M University; Jill Zarestky, Colorado State University

Tagged Divisions

Educational Research and Methods

assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and optimizing global supply chains on the financial health of a company. She has published her research in Journal of Business Logistics, International Jour- nal of Physical Distribution and Logistics Management and peer-reviewed proceedings of the American Society for Engineering Education.Lei Xie, Texas A&M University Lei Xie is a doctoral student at Texas A&M University. He is currently majoring in Human Resource Development in the Department of Educational Administration & Human Resource Development. His research interests include conflict

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

. His current research topics include (1) writable/rewritable quantum structures by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Keith Holbert, Arizona State University

Tagged Divisions

Educational Research and Methods

and Bowers (1997) of studentsstudying physics found that reading is, in fact, more important than hearing.IntroductionHaving been challenged by a member of the public—specifically a K-12 school teacher—toprovide authoritative source(s) of the STATEMENT, what was envisioned as a simple search andproof would ultimately reveal a lack of evidence for the cited statistics. The STATEMENT beingreferred to here is that people (or students) learn (or recall/remember): • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they hear and see • 70% of what they say (and write) • 90% of what they say as they do a thingThere are various forms and permutations of the STATEMENT found in published

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

Paper ID #11687A thematic analysis comparing critical thinking in engineering and humani-ties undergraduatesMs. Amy Elizabeth Bumbaco, University of Florida Amy Bumbaco is a PhD candidate in the Materials Science and Engineering Department at University of Florida, USA. She is working on engineering education research as her focus. Her current research interests include first year engineering education, critical thinking, qualitative methodologies, and peer review. She received her BS in Materials Science and Engineering at Virginia Tech. She founded an ASEE student chapter at University of Florida and is

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

writing, interview preparation, career fairs, etc.). 11. I regularly interacted with STEM students who planned to apply to and attend graduate school. 12. I regularly interacted with STEM students from different demographic groups (e.g., different races, genders, ages, etc.). 13. I received helpful information about STEM-related opportunities (e.g., research, academic, professional, etc.) from my student peers. 14. Overall, I was empowered by my professors' commitment to my academic success. 15. I had a STEM faculty member whom I considered as my mentor. 16. Overall, faculty members encouraged me to make connections with my classmates.Select-All-That-Apply and Multiple Choice Items: 17. Which of the

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

atintersections, including the combination of ideas from multiple contexts9. However, returnersrepresent a relatively small proportion of engineering PhD students and the limited researchabout their experiences suggests they may face particular challenges in their doctoral studiescompared to their direct-pathway peers (students who pursue a PhD shortly after theirundergraduate education). In an effort to learn more about returners’ perspectives, experiences,research, and approaches to engineering problem solving, our team designed and implementedwhat is, to our knowledge, the first large-scale mixed-methods study comparing returning anddirect-pathway engineering PhD students. We draw on Eccles’ expectancy-value theory (EVT),which describes achievement

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda Faber, The Friday Institute for Educational Innovation at North Carolina State University; Alana Unfried, North Carolina State University; Eric N. Wiebe, North Carolina State University; Jeni Corn, Friday Institute for Educational Innovation, NC State University; Latricia Walker Townsend; Tracey Louise Collins, North Carolina State University

Tagged Divisions

Educational Research and Methods

Page 23.1094.1 to stakeholders. In addition, she assists with annual report writing and conference presentations. She has been a member of the American Society of Engineering Educators since 2011. c American Society for Engineering Education, 2013 Student Attitudes toward STEM: The Development of Upper Elementary School and Middle/High School Student SurveysAbstractThe national economy is in need of more engineers and skilled workers in science, technology,and mathematics (STEM) fields who also possess competencies in critical-thinking,communication, and collaboration – also known as 21st century skills. In response to this need,educational organizations across the country are implementing

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Monica Cardella, Center for the Advancement of Scholarships on Engineering Education (CASEE); Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

Definition/DescriptionKnowledge Base Cognitive Resources: Mathematical Content KnowledgeProblem Solving Strategies Global or local strategies learned from mathematics coursesUse of Resources Social Resource: Peers, Experts Material Resources: textbooks, time, computers Use of Resources: metacognitive processes such as planning and monitoringBeliefs and Affects Beliefs about mathematics and one’s mathematical ability, Feelings towards mathematics, Emotions or feelings experiencedMathematical Practices Activities or actions that mathematicians engage in

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Educational Research and Methods

uncertainty and the hurdles along the way, but it did not stop him fromimplementing this innovative teaching method. He also acted as an opinion leader as hecommunicated with his peers about how he used hybrid learning in his teaching and convinced afew to adopt this method. John is a senior lecturer in the program that George leads, and he has been teachingapproximately for 12 years. He had been teaching a hybrid course for three semesters at the timeof this study. John can be categorized as an “early adopter” of hybrid learning in the department,as he was one of the first to follow George’s leadership in this initiative. As he indicated in hisinterview, he learned about hybrid learning from George. He stated, “He [George] started it. Hegot

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Christine Co, Oklahoma State University; Bear Turner, Oklahoma State University

Tagged Divisions

Educational Research and Methods

results in writing. • Basics of time and resource management.While each of these outcomes can be taught and, in some cases, measured separately, successfulteam-based design requires the integration of multiple outcomes or domains of knowledge.Being capable or testing well in individual domains does not necessarily mean multiple domainscan be integrated to confer design ability.To measure overall “design ability” we propose that the ability to formally communicateboth the process and details of design serves as a simple and valid proxy measure of overallability in engineering design. Survey data indicates that the majority of capstone programs useevaluation of communication as the primary method of assessing outcomes. Such assessmentstend to be

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tania K. Morimoto, University of California, San Diego; Nathan Delson, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego

Tagged Divisions

Educational Research and Methods

reading, listening, writing, and hearing about a concept, but also includes using these skills to tackle a challenging objective. As such, the course has both technical, as well as experiential learning objectives. The main technical objective included learning to apply engineering analysis and tools to the design and fabrication of working machines. Computer-Aided Design (CAD), basic shop tools, power and energy analysis, and free body diagrams were the main engineering tools focused on in the course. The experiential learning objectives included creativity, teamwork, persistence, and project management. It is important to achieve these learning objectives for all students regardless of their background, so inclusivity is also an

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

social engagement is a critical component of an engineering students’ educationalexperience. Students who are more engaged with their university, social groups, courses, andother aspects of university life are more likely to succeed and perform higher than their lessengaged peers. As a result, it is critical that educators, administrators, and other key stakeholders,work to increase students’ engagement within engineering classrooms and the field ofengineering broadly. Though most engineering education researchers are in agreement regardingthe importance of student engagement for learning and success in school, articulating howengagement is manifested in observable, measurable ways within the classroom remains asignificant challenge within the

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

into a rubric forthe evaluation of critical thinking. Page 24.989.6Figure 2. The Paul-Elder ModelThe companion assessment, the International Critical Thinking Test (ICTT) is an essay-style test designed to provide an assessment of the fundamentals of critical thinking. TheICTT has two areas of focus. The first is to provide a reasonable way to measure CTS,while the second is to provide a test instrument that stimulates the faculty to teach theirdiscipline in a manner that fosters critical thinking in the students25. The ICTT is dividedinto two separate forms: an analysis of a writing prompt and an assessment of the writingprompt. In the analysis

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michele L. Strutz, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

acid plant engineering at Monsanto, and traffic engineering in the City of Cincinnati. Her positions in the high-tech field stemmed from her undergraduate degrees in civil engineering and mathematics from Vanderbilt University. Contact information: mstrutz@purdue.edu.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Associate Professor of engineering education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and col- laborative teaching methods has been supported by more than $11.6 million from the

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael N. Littrell, Tennessee Technological University; George Chitiyo, Tennessee Technological University; Lauren A. Michel, Tennessee Technological University ; Steven R. Anton, Tennessee Technological University

Tagged Divisions

Educational Research and Methods

discussed in class.The objective of the final board game project was for student groups to create a fully functioningboard game that would teach about climate change and civilization collapse. This final projectmade with the assistance of graphic design students from the College of Fine Arts, required thateach group turn in a completed game that was placed in a box with all of the required pieces.Each group had to write and submit a well-written rule book that could be used to teach someonehow to play the game. The final paper portion of the assignment was meant for students tocommunicate how they thought their board game accomplished the goal of educating their targetaudience about climate change. Also, it was asked that students write about what

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

assignments.In addition, we encourage students to write brief reflective journal entries to further solidify andreinforce their own understanding, and demonstrate that improved understanding for animproved quiz grade.UDLAP’s Chemical, Civil, Computer, Electrical, Environmental, Food, Industrial, Mechanical,and Mechatronic engineering students have in EI-100 a great opportunity for a multidisciplinarycollaborative experience. EI-100 is a team-taught course that uses active, collaborative andcooperative learning, which has been a major player in UDLAP’s efforts of engineeringeducation reform since 200131. The major goal of the project “High-Quality Environments forTeaching and Learning Engineering Design: Using Tablet PCs and Guidelines from Research

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

to evaluate students’ learning and facilitate their deeper understanding of the coursecontent.ReasoningThe typical technical written exam (in STEM courses) is the most common way to assess astudent’s learning when the class sizes are large, or the professor has multiple sections.However, it may not be the most accurate assessment technique in general and certainly is notreflective of how the students will be expected to perform once they become professionals.Never will a student be expected to create a report of analysis for a well-defined problem withoutexternal resources or help, without peer review, in an hour, only to wait for someone to reviewtheir report without any opportunity to further explain or defend their analyses. Not only

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of IntersectionalityKristen R. Moore, University at BuffaloWalter Hargrove, University at BuffaloNathan R. Johnson, University of South FloridaFernando Sánchez, University of St. ThomasAbstractUsing a citation network analysis, this project analyzes the 209 instances of the term“intersectionality” in the ASEE PEER repository to locate the central authors and texts thatinform the field’s use of the term. In this citational analysis, we suggest that the limited citationof Black women should be interrogated and redressed as a form of inequity. Framing this projectwithin the politics of citation and the current campaign to #CiteBlackWomen, we work toexplore how the term “intersectional” has been embraced, whose theories have been adopted,ignored

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Educational Research and Methods

, we choose to focus more deeply on how these roles in a design teamimpact a student's sense of long-term access to the discipline.Positional Dynamics and AccessWithin this paper, we discuss students’ access to a discipline and access to practices within adiscipline. By access, we mean the students’ sense of whether they can participate in a disciplineor practices within a discipline, either in the moment (for example, if an individual feels shecould write a program as part of an immediate task) or at a future time (for example, if theindividual feels she can “learn” to program or see pursuing a discipline in future as a viable Page

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Educational Research and Methods

do not directly fit into the prescription of a well-researched method.Consequently, at times faculty must thoughtfully adapt these methods for their classes.However, in doing so there is no guarantee that deep interactions will ensue. Furthermore,faculty may also wish to diagnose whether their application of an active learning method isworking as planned.At Gonzaga University, we use active learning sessions in a Junior-level design class. Each ofthese sessions combine brief mini-lectures, a problem to solve situated in a case, and a set oftasks for the student team to complete. The aim of these sessions is to teach teamwork skills suchas group problem solving, team logistical planning, and giving peer feedback. During eachsession, the

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Malcolm Drewery, National Academy of Engineering; Stefani A. Bjorklund, Rankin & Associates Consulting

Tagged Divisions

Educational Research and Methods

Faculty Surveyof Student Engagement (FSSE). These engineering versions (E-NSSE and E-FSSE) assess theextent to which engineering students are being engaged by identified “best instructionalpractices” and are achieving certain learning outcomes desired of engineering graduates. Bothinstruments include sections on students’ college activities; reading, writing, and othereducational program characteristics; educational and personal growth; and opinions aboutschool. These surveys were first pilot-tested at six engineering programs across the UnitedStates. These institutions were selected to participate in the pilot administration of the surveybecause of their leadership and interest in the field of engineering education, their geographicdiversity

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

, including designing and starting up aresearch program and getting it funded, attracting and managing graduate students, finding andworking with appropriate faculty or industrial collaborators, planning courses and deliveringthem effectively, writing assignments and tests that are both rigorous and fair, dealing withclassroom management problems and cheating and students with a bewildering assortment ofacademic and personal problems, doing what it takes to learn about and integrate into the campusculture, and finding the time to do all that and still have a life. Figuring out how to do all these things is not trivial. Robert Boice studied the careerdevelopment of new faculty members and found that most of them take between four and fiveyears

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

communities audiences, including nontechnical audiences • Outreach and EducationMethodsThis research was conducted out of a larger study intended to study graduate engineeringstudents’ rhetorical academic engineering writing patterns, employing the National ScienceFoundation’s Graduate Research Fellowship Program (GRFP) as a platform for studying astandard and relatively short, yet authentic, writing experience. The NSF GRFP is an annualcompetition in which graduate students in their senior year of undergraduate or their first orsecond years of graduate school compete to win three

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

from highest to lowest. The factor loadings for the first factor rangefrom 0.51 to 0.85, the second factor from 0.64 to 0.87, and the third factor from 0.46 to 0.90. Thecoefficients of internal consistency reliability (Cronbach’s α) for the three factors ranged from 0.81to 0.88. Table 3 Final factor loadings for the EERSE item structureItem Category F1 F2 F3 General Research Tasks (Cronbach’s α =0.85) 1 Write a peer-reviewed paper for disseminating findings from a research study 0.85 2 Present my research findings to an audience at a conference 0.74 3 Select an appropriate theoretical framework for a research

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

a new Engineering Leadership Program to enable students to bridge the gap between traditional engineer- ing education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Latina/Latino students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.Dr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni- versity of Miami. Prior to joining the University of Miami in 2014, she worked as an adjunct professor at

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ying Cao, Oregon State University; Christina Smith, Brown University; Benjamin David Lutz, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

active learning environments and thus increase studentengagement and improve learning [2] - [4]. To realize and enhance active learning classes,undergraduate learning assistants (LAs) appear as catalysts. LAs are undergraduate students whohave typically completed the particular course and return to assist with its instruction. PracticingLAs increase interactive engagement of the students in active learning classes by providing near-peer help. The processes of facilitating student learning are also construed as a learningexperience of LAs themselves.The generalized LA program developed by the Learning Assistant Alliance has three coreelements [5]. First, LAs receive professional development in pedagogy during their firstacademic term as an LA