Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

is no exception (Quinn, Amer, Lonie, Blackmore, Thompson &Pettigrove, 20126; Shambhavi & Babu, 20157).An opportunity for faculty to develop skill and expertise in teaching both placed-based andonline, education developers at KTH Royal Institute of Technology created a course entitledTeaching Strategies and Design for Online and Blended Learning (see Appendix A for a copy ofthe course syllabus). The course is equivalent to two weeks of full-time studies. KTH, and mosthigher education institutions in Sweden, require at least ten weeks of full-time studies in the fieldof teaching and learning in order to be tenured.In order to assess the value participants found in the experience of learning in an online and

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

Although class attendance is not the only ingredientfor academic success, class attendance is important for the success of most students. Goldingwrites that some professors are worried about including a class attendance policy, because it mayaffect a professor’s course evaluation.19 Macfarlance states that an attendance policy affectsstudents’ academic freedom and choices; however, an attendance policy may aide with preparingstudents for professional employment.20 A professor must also decide what constitutes anexcused absence with regard to university policy. With consideration for virtual schools, theimpact of online mandatory attendance still needs to be researched.In this paper, the authors capture and present the perceptions of students and

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

like projects, lab courses, online homework, recitation, quizzes, andsupporting resources, this “good fairy” interested (interessed) the faculty and administrators ofthe course. Now that these curricular additions have been implemented in the curriculum foryears and enshrined in the syllabus as small contributors to the final course grade, they havebecome enrolled as part of the course, durably incorporated into the system. The mobilizationhere is the ongoing efforts of students, faculty, and graduate student TAs to keep the “wholemachine” running, and the wealth of resources like classrooms, worksheets, graders, websites,software packages, salaries, textbooks, etc. that are playing important parts in keeping the courserunning smoothly.The

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning.CASCADE utilizes design exercises and experiences along with cascaded peer-mentoring. TheCASCADE objectives include infusion of the design process for freshman through senior; anincrease of retention of engineering undergraduate students; and an increase in the 6-yearengineering undergraduate graduation rate. Strategies to achieve these objectives includeincorporation of design experience into targeted engineering courses at all levels; creation of aninnovative cascaded mentoring program; and linkage to the TAMUK Javelina InnovationLaboratory (JIL). This paper provides demographic data, retention and graduation rates.Preliminary numbers showing growth in retention and graduation rates are provided. The resultsdemonstrated that the design

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

, E. (2003, June). Teaching reflective skills in an engineering course. In Proceedings of 2003 ASEE Conference.38. Svarovsky, G. N. (2011). Exploring Complex Engineering Learning Over Time with Epistemic Network Analysis. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 4.39. Turns, J. (1997). Learning essays and the reflective learner: supporting assessment in engineering design education. In Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings. (Vol. 2, pp. 681-688). IEEE.40. Wiebe, E. N., Branoff, T. J., & Shreve, M. A. (2011). Online resource utilization in a hybrid course in engineering graphics. Advances in Engineering Education, 2

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

from engineering; it also attracted others from across campusencompassing such diverse disciplines as education, library science, chemistry, biology, andatmospheric science. The group’s intended purpose was to lower the activation barrier to helpinterested faculty try flipping, by sharing group knowledge and experiences. Accordingly, thelearning community was planned as a “working” community where members would learn fromeach other as they redesigned and flipped their respective course(s) and created online material.The specific goals of this learning community were to: 1) Explore pedagogy of a flippedclassroom. What do students do within and outside of a flipped class? 2) Explore technologiesavailable to support flipping a course. 3) Flip

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

his work in Michigan, Taylor completed his Baccalaureate at the University of California, Irvine. As a teaching post-doctoral fellow, Taylor is heavily involved in education-based re- search efforts in the chemistry department while also serving as an instructor for the Introductory Organic Chemistry course. Page 26.1092.1 c American Society for Engineering Education, 2015 Leveraging Reflection to Deepen Engineering Graduate Student Instructor Professional Development1. IntroductionPreparing graduate student instructors (GSI) to teach engineering students