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

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

Career Development.” The Academy of Management Journal 28.1:110-132.6. Driscoll, Lisa G. et al. (2009). “Navigating the Lonely Sea: Peer mentoring and collaboration among aspiring women scholars.” Mentoring & Tutoring: Partnership in Learning 17.1:5- 221.7. Files, Julia A. and Mayer, Anita. 2008. “Facilitated Peer Mentorship: A Pilot Program for Academic Advancement of Female Medical Faculty.” Journal of Women’s Health 17.6.8. Mavrinac, Mary Ann. 2005. “Transformational Leadership: Peer Mentoring as a Values- Based Learning Process.” Libraries and the Academy 5.3:391-404.9. Jackson, Vicki A; Palepu, Anita; Szalacha, Laura; Caswell, Cheryl; Carr, Phyllis L; Inui, Thomas. 2003. “Having the Right Chemistry”: A qualitative Study

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

students to write a summary of what has been covered in the lectureto asking them to collaboratively work on real-world problems and projects. The effectiveness of activelearning strategies compared to the traditional lecture approach, when implemented well, has beenempirically validated and documented in engineering education literature. The purpose of this mixed-methods study was to explore engineering faculty’s use of active learning strategies in their teaching in aMidwestern university’s college of engineering context. Data sources included a survey about the facultyknowledge and use of active learning strategies and follow-up semi-structured interviews that aimed togather an in-depth understanding of their implementation of active learning

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

faculty learning communities can thrive and sustain themselves with avariety of models: ones that mimic, adapt, or diverge from the tightly integrated model describedabove. Within the engineering education community alone there are numerous successful modelscurrently in use. Many require limited commitment, bottom-up organization and no incentivizingbeyond faculty’s value for the community learning experience. By taking a closer, comparativelook at the breadth of faculty learning communities that exist in practice, we may provide acomplement to the existing learning community literature that helps to make faculty ensemblelearning more accessible to local problem-solvers and large-scale program-builders alike.In this paper we examine five learning

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timeri K. Tolnay, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

. 2). Prince (2004) defines active learning as requiring“students to do meaningful learning activities and think about what they are doing.” Given thesediscrepancies, the Trefny Innovative Instruction Center at the Colorado School of Mines set outto help Mines develop a shared definition of active learning. We sought to develop a tool thatwould collect large-scale data about classroom practices at the Colorado School of Mines, and totrack these practices over time.The goal of the Trefny Innovative Instruction Center is to help faculty provide students with therichest learning experience possible, so we wanted a tool that would provide one data source thatwould capture the impact we were hoping to make on the campus over time, and that would

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana Jaleh Arya, University of California, Santa Barbara; Noreen Balos, University of California, Santa Barbara; Maria Teresa Napoli, University of California, Santa Barbara; Elizabeth Sciaky, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #18559The benefits of ethnographic research in exploring new intervention in STEMhigher education programsProf. Diana Jaleh Arya, University of California, Santa Barbara Diana Arya is an assistant professor in the Department of Education at the University of California, Santa Barbara. Arya’s research interests focus on science and engineering literacy practices within K-12 science classroom and professional communities.Ms. Noreen Balos, University of California, Santa Barbara Noreen Balos is a doctoral student in the Learning, Culture & Technology program at the University of California, Santa Barbara (UCSB

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

and Engineering Practice. (2004). at 117. Yadav, A., Shaver, G. M. & Meckl, P. Lessons learned: Implementing the case teaching method in a mechanical engineering course. J. Eng. Educ. 99, 55–69 (2010).118. High, K. & Damron, R. Are freshman engineering students able to think and write critically. in Asee Annu. Conf. Expo. Conf. Proc. 12p (2007).119. Catalano, G. D. Developing an Environmentally Friendly Engineering Ethic: A Course for Undergraduate Engineering Students. J. Eng. Educ. 82, 27–33 (1993).120. Hager, P., Sleet, R. & Kaye, M. The relation between critical thinking abilities and student study strategies. High. Educ. Res. Dev. 13, 179–188 (1994).121. Fleming, J., Garcia, N. & Morning, C. The

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

those involved with the educational problem at issue. In this paper, we take up the long-discussed problem of struggling students inundergraduate engineering programs. Responses to the problem of struggling students have beenvaried; the following is a coarse literature review of some responses in order to position ourwork. Traditional quantitative retention research has documented the magnitude of the problemand clarified large-scale inequities in access to higher education in STEM based on gender, race,socioeconomic status (for example, Ong et al. and Seymour and Hewitt)2,3. This research oftendraws on a metaphor of the “leaky pipeline” to justify institutional remediation, includingsupport programs for racial, gender, and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darryl A. Dickerson, Florida International University; Stephanie Masta, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

one sability to contribute to the level of their talent is an ethical and professional responsibility to thefield.This paper shares some early results from our broader NSF-funded project, titled Identif ingMarginalization and Allying Tendencies to Transform Engineering Relationships, or I-MATTER. The project s research questions are: 1. What does marginalization look like within engineering classrooms where teamwork is a primary feature? 2. How is marginalization legible (or not) to instructors at the classroom level? 3. What are the different ways that instructors respond to incidents of peer-to-peer marginalization? 4. How might the lessons of this work be implemented to systematically alert instructors when

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Beena Sukumaran, Rowan University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Anthony A. Maciejewski, Colorado State University; James D. Sweeney, Oregon State University; Thomas Martin, Virginia Tech; Joseph M. LeDoux, Georgia Institute of Technology; Jeremi S. London, Arizona State University, Polytechnic campus; Noah Salzman, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. In contrast, several REDCON memberteam belong to universities classified as doctoral universities/highest research. The lessons thesegroups learn about accomplishing change will help determine how important are factors such asfaculty reward systems, work-life balance, and student demographic contexts. Through theirsimilarities (e.g., common purpose of improving diversity and inclusion) and their differences(e.g., the pedagogical, organizational, and curricular approaches they employ), we will learnabout barriers and drivers of large scale change efforts. The information produced by the REDteams will serve higher education, and engineering education in particular, by creating a set ofmodels for change.REDPARNSF funded the collaborative effort

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

education conference-global engineering: knowledge without borders, opportunities without passports, 2007. FIE’07. 37th annual, 2007, p. T1E–8.[47] A. Knutas, J. Ikonen, D. Maggiorini, L. Ripamonti, and J. Porras, “Creating software engineering student interaction profiles for discovering gamification approaches to improve collaboration,” in Proceedings of the 15th International Conference on Computer Systems and Technologies, 2014, pp. 378–385.[48] M. J. Mayo, “Video games: A route to large-scale STEM education?,” Science (80-. )., vol. 323, no. 5910, pp. 79–82, 2009.[49] M. Nino and M. A. Evans, “Lessons learned using video games in the constructivist undergraduate engineering classroom,” in

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interests include the use of machine learning in general and deep learning in particular in support of the data-driven and self-driven management of large-scale deployments of IoT and smart city infrastruc- ture and services, Wireless Vehicular Networks (VANETs), cooperation and spectrum access etiquette in cognitive radio networks, and management and planning of software defined networks (SDN). He is an ABET Program Evaluator (PEV) with the Computing Accreditation Commission (CAC). He served on many academic program design, review and planning efforts. He serves on editorial boards of multiple journals including IEEE Communications Letter and IEEE Network Magazine. He also served as chair, co-chair, and technical