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Combining Strategies for Leadership Development of Engineering Students

Conference Session: Experiences of Underrepresented Students in Engineering
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

possible scenarios,practicing cooperative learning elements and using vocabulary according to context. The role ofthe PLTL coordinator is to observe the group interaction while allowing students to generatetheir own knowledge on how to teach the concepts and will intervene only when needed.After each training session, peer leaders were asked to write a two-page reflection on whatworked and did not work in their groups, in planned activities, and logistics. There was no timelimit for the reflection. According to Mezirow [15], reflective thinking is considered a learningtool that promotes higher thinking skills and deep learning among adults. Prompt questions werethe following: 1) How was the process to create the session? What worked and what did

Relevance Score: 0.052747555

Increased Performance via Supplemental Instruction and Technology in Technical Computing

Conference Session: Teaching Assistants, Supplemental Instruction, and Classroom Support
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nathan L. Anderson, California State University, Chico
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, providing practice for the student, is essential for successful learning andretention of programming. Feedback time during these sessions becomes more limited as thenumber of students increases, hence supplemental instruction (SI) can be utilized to increasefeedback and student interactions. Here, we demonstrate how the implementation of SI, asdeveloped by UMKC, in combination with tablet based demonstrations and hand-written/program-specific examples are effectively used to improve student grades and courseevaluations. Weekly SI sessions were developed to reiterate key concepts from the lab for thatweek and also provided students with a peer-friendly environment where they could engage inquestions/discussion without the presence of the course

Relevance Score: 0.03182492

Feedback-seeking Behaviors

Conference Session: Understanding Student Behavior and Experiences
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jeannine E. Turner, Florida State University; Min Tang; Shayne Kelly McConomy, Florida A&M University/Florida State University; Mostafa Papi; Jerris Hooker, Florida A&M University/Florida State University
Tagged Divisions: Educational Research and Methods

their instructor (e.g., I sought feedback from my instructor about potential errors inmy objective-statements; α = .87). Feedback-Seeking Peers. A total of 6 items assessed students’ direct feedback-seekingfrom their peers (e.g., I asked other students for suggestions on how I could improve my designcomponents; α = .87). Value of Feedback. A total of 5 items assessed students’ perceptions of the value ofobtaining feedback (e.g., Feedback on my technical writing can help me become a betterprofessional engineer; α = .83). Cost of Feedback. A total of 7 items assessed students’ students’ perceptions of the costof obtaining feedback (e.g., My colleagues would think poorly of me if I asked them for feedbackon my problem statement

Relevance Score: 0.029417766

Work in Progress: An Undergraduate Theory and Methods of Research Class for Honors Students

Conference Session: Student Experiences with Undergraduate Research
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Joseph H. Holles, University of Wyoming
Tagged Divisions: Educational Research and Methods

subsequent undergraduate research. The Research Methods course will be broadly focused by providing a general approach toresearch and graduate school preparation appropriate for all majors in the Engineering College.Alternative approaches from the literature that are used to teach students how to conduct researchwill be compared and contrasted. Course topics will include: finding a research mentor,literature search skills, using the scientific method for approaching a research problem,developing a research methodology, writing a funding proposal, delivering a researchpresentation, and selecting and applying for graduate school. The motivation for this work,course details, learning objectives, course schedule, and course assignments will be

Relevance Score: 0.029215029

Student-developed Learning Objectives: A Form of Assessment to Enable Professional Growth

Conference Session: Alternatives to Traditional Assessment
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University
Tagged Divisions: Educational Research and Methods

value. Each of the three components are discussed in depth. Successfulstudents using this model have produced peer-reviewed publications, conference presentations,awards, new businesses, and grant funding. To quantify what students are learning, what makessuccessful students, and how this type of learning can be supported, learning objective data from28 students were collected during a semester to explore the different pathways that studentschoose. This work defines the learning objective creation process, explains how it is used forassessment in a cardiovascular engineering course, and suggests how to implement thisassessment strategy in other courses. Example learning objectives from a variety of students arepresented and discussed, as well

Relevance Score: 0.028373528

Engineering Resilience through Research Mentorship: Manufacturing Pathways to Careers

Conference Session: Student Experiences with Undergraduate Research
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lara Cristina Perez-Felkner, Florida State University; Chelsea D. Shore, Florida State University; Tarik J. Dickens, Florida A&M University; Mingchia Dawn Yang, Florida A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

fit, drawing on best practices and published research [22,23]. After a presentation and facilitated discussion, the eleven summer REU students were askedto “write a paragraph about how you are uniquely well-suited for success in materials science. Itcan be about your skills, interest, experience, perspective, values, or anything else.” Individualinterviews followed the subsequent week, between the developmental, research preparation andconceptualization period and the latter half of the summer, focused on execution. From weeks five through ten, students were tasked with executing their projects, underthe hierarchical mentoring teams of their graduate student and faculty mentor teams, which attimes included postdocs and additional, peer

Relevance Score: 0.02470686

Individual Resilience as a Competency for Aviation Professionals: A Review of the Literature

Conference Session: Student Motivation, Identity, and Resilience
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University
Tagged Divisions: Educational Research and Methods

; visualizing and assessingproblems and synthesizing decision strategies); (3) Self-directed/learning autonomy; (4) Changemanagement and innovation, and (5) Social connectivity (peer relationships). The paperconcludes with suggestions for next steps toward a practical teaching and learning resiliencemodel for educators.IntroductionGraduates must be prepared to enter the workforce with technical capabilities, but also withhigher level competencies. Writing on lean engineering education and the role of competencymastery, Flumerfelt et.al, refer to engineering problems learners face in the industry as “multi-disciplinary” requiring competencies like systems-thinking, innovation and adaptivecompetencies [1]. They emphasize the need for “the engineering

Relevance Score: 0.024104837

Work in Progress: Motivations and Outcomes of an Undergraduate Teaching Assistantship Program

Conference Session: Teaching Assistants, Supplemental Instruction, and Classroom Support
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Barukh Ben Rohde, University of Florida; Elliot P. Douglas, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

undergraduate teaching assistantships in the flipped classroom, anenvironment in which TAs take on a more important role than in a traditional classroom. Flippedlearning builds upon active learning, a constructivist approach to learning that emphasizeslearning by doing [18-20]. Active learning is based on the principles that students are activelyresponsible for their own learning within a collaborative process with peers and tutors [21].Flipped learning takes this further by moving the passive and individual-focused parts of STEMlearning – the first introduction to the material – out of the classroom entirely. This frees classtime to be devoted to interactive activities, such as problem-based learning, that reinforce coursematerial without sacrificing

Relevance Score: 0.02363101

Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course

Conference Session: Collaboration and Communication in Problem-based Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nicole Barclay, University of North Carolina at Charlotte
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

and communication with technical and non-technical peers. Students worked in teamsof three and four to solve ill-defined problems presented by the instructor. Topics coveredConstruction Waste, Energy Efficiency in Buildings, Recycling Education, PublicTransportation, and Campus Transit. Deliverables, including a technical report, an oralpresentation, and an analytical reflection, were used as data for this project. Students weresurveyed to assess their perceptions of problem-based learning. There were seventy-twoparticipants over three semesters. One preliminary result from both the survey and qualitativedata is that students felt confident about working with others from different disciplines. Studentsmostly commented positively about their

Relevance Score: 0.023329588

Scaffolding a Team-based Active Learning Course to Engage Students: A Multidimensional Approach

Conference Session: Collaboration and Communication in Problem-based Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte
Tagged Divisions: Educational Research and Methods

quizzes. Activereadings serve as pre-work, as mentioned in section 3, to prepare students for completing in-classactivities by enhancing their foundational knowledge, especially the remembering andunderstanding levels of Bloom’s Taxonomy (BT) [34, 35] for relevant concepts. Next, we have arange of in-class activities where students follow guided instructions and discuss with peers intheir small groups. During each of these in-class activities, students perform at least one of thefollowing tasks: code completion, code snippet debugging, answering multiple-choice questions,writing pseudocode, and drawing flowcharts. Each of these tasks falls under different BT’scategories, demands the use of different skills, and requires students to pay attention

Relevance Score: 0.02306479

Nonacademic Career Pathways for Engineering Doctoral Students: An Evaluation of an NSF Research Traineeship Program

Conference Session: Graduate Education Expectations, Preparation, and Pathways
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University
Tagged Divisions: Educational Research and Methods

involving large datasets Writing First year • Receive writing feedback from peers and Community consultants • Develop writing skillsParticipants We conducted interviews with participants who were in the 2017 or 2018 cohorts duringsummer 2019, i.e., participants who recently completed two-year D3EM program trainingrequirements. All students in the 2017 and 2018 cohorts were invited to participate in aninterview. Three cohorts of students have completed at least one year in the program. Studentsmay still participate in D3EM activities after the two-year training. All participants werecurrently in their 3rd or 4th year in

Relevance Score: 0.023046687

Impacting Students from Economically Disadvantaged Groups in an Engineering Career Pathway

Conference Session: Experiences of Underrepresented Students in Engineering
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, faculty mentoring, extra-curricular activities, peer group support interactions, and research/work experiences.A pilot group of 92 students from ten different engineering programs and four different entrylevels, joined the project. At the end of the first year indicators shows encouraging preliminaryresults. 97.9% students in the study group performed above the college-wide average. Freshmensuccess indicators in terms of academic performance, retention, and sense of belonging were upand career goal planning and actions began to show.BackgroundSuccess in higher education institutions by itself is a subjective concept that depends on themetrics defining it. Factors such as retention, quality, completion, and attainment are typicallyaddressed by

Relevance Score: 0.021995347

Whose Grade is it Anyway?: Transitioning Engineering Courses to an Evidence-based Specifications Grading System

Conference Session: Alternatives to Traditional Assessment
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology
Tagged Divisions: Educational Research and Methods

might be all but one. In this method,students can also choose to work towards the grade they want in order to spend their timeelsewhere (Nilson, 2015). Another instructor might use a mix of traditional grading and pass/failgrading. For example, to earn an A in a course, a student may have to receive an average examscore of 80%. The instructor can also set bars for specific grade levels such as a C resulting fromfailing a peer evaluation. In all of these systems, missing one element on the overall gradechecklist results in a lower grade.As all elements become pass or fail, the specifications for an assignment must be made veryclear. Writing good specifications is a lot like writing good requirements for a project. Just likerequirements in

Relevance Score: 0.021331575

Participatory Action Research (PAR) as Formative Assessment of a STEM Summer Bridge Program

Conference Session: K-12 and Bridge Experiences in Engineering Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

the 2019 RAMP program, and how wepropose to continue this iterative process in the 2020 RAMP program. As we write this, RAMPin 2020 is expected to be fully online, a virtual program, as we shelter from the Covid-19 virus.Finally, we suggest why the PAR approach may be especially helpful for creating moresupportive and beneficial environments for women in engineering majors.In Section 2.0 RAMP student recruitment and demographics are discussed. The design andimplantation of PAR focus groups and online survey methods are presented in Section 3.0.Section 4.0 shows the results of data analysis and Section 5.0 summarizes the contributions andoutlines future work.2.0 RAMP Student Recruitment and DemographicsThe RAMP program is advertised to all

Relevance Score: 0.020918377

Integrating Evidence-based Learning in Engineering and Computer Science Gateway Courses

Conference Session: Collaboration and Communication in Problem-based Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

knowledgestudents have assimilated through various courses in their major for professional success. ProjBLpedagogy has been adopted and implemented in ME425. This engaged pedagogy aims to helpstudents enhance their cognitive, non-cognitive and critical thinking skills through engineeringdesign tasks.CMG250 has been identified as one of the most critical courses in the Construction Managementmajor. ProjBL has been adopted and implemented for CMG250 course. In this course anindependent project is assigned to each student to calculate the estimation of a building project.The students work on the project with their peers with necessary guidance from the instructor.The project aims to improve students’ study habits, and enhance their abilities for

Relevance Score: 0.020677134

Four Complications in Designing a Validated Survey to Gather Information on Student Reactions to Reflection Activities

Conference Session: Approaches to Assessment and Student Reflection
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kenya Mejia, University of Washington; Jennifer A. Turns, University of Washington; Wendy Roldan, University of Washington
Tagged Divisions: Educational Research and Methods

activity, I spent time looking ahead and/or making plansPreference ● This activity required me to write ● This activity allowed me to present my thinking in more than just a written format ● This activity caused me to go out of my comfort zone ● This activity was completed in small groups ● This activity required me to work individually ● This reflection felt pretty structured ● This activity required me to use skills that I do not normally use ● This activity allowed me to express my reflection using my personal strengths in communicationPrivacy ● I had to share my experiences with educators for this reflection activity ● I had to share my experiences with peers for this reflection activity ● I had to share

Relevance Score: 0.019094951

Exploring the Early Career Pathways of Degree Holders from Biomedical, Environmental, and Interdisciplinary/Multidisciplinary Engineering

Conference Session: Postgraduate Pathways and Experiences
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

descriptive statistics to understand patterns in graduate programs, job titles, andindustry sectors. We found that even when positions did not include “engineer” in the job title,many alumni remained in engineering-related sectors or reported that their positions were relatedto engineering. We also leveraged Sankey diagrams to represent the “flow” of individuals acrossdifferent positions. These diagrams revealed the breadth of career pathways, with alumni movinginto and out of engineering positions. Second, we performed a content analysis on write-inresponses in which alumni expanded upon their survey answers. Within the interpretive limits ofthe data, we observed two general ways in which alumni framed their careers. In “positive”presentations

Relevance Score: 0.01884407

Expectations in Engineering Programs: Between Social Construction and Internalized Experience

Conference Session: Student Perceptions of Self-efficacy, Success, and Identity
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

contribute to students’ stress andanxiety, and have been shown to impact achievement and retention. This study uses ethnographicmethods to investigate how expectations are socially constructed in engineering programs andhow students’ come to internalize these expectations. Data was collected in ten focus groupswith a total of 38 participants at two universities with different institutional characteristics. Thequalitative analysis drew on constant comparative methods and proceeded from topic coding ofsources of expectations to interpretive coding of mechanisms in which students internalizedexperiences. More specifically, sources of expectations were identified as academics, superiors,peers, extra-curricular, and from outside the major. The rich

Relevance Score: 0.018077578

Streamlining the Process of Evaluating the Education and Diversity Impacts across Engineering Research Centers

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

Relevance Score: 0.017686587

Assess Experiential Learning Outcomes

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

Relevance Score: 0.017015878

Board Game Development as a Pedagogical Approach to Teaching Undergraduate Students in an Interdisciplinary Course that Addresses Contemporary Societal Issues

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

Relevance Score: 0.016895493

Examining Pathways into Graduate School through Stewardship Theory

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

Relevance Score: 0.01661489

Developing an Instrument to Measure Engineering Education Research Self-efficacy

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

Relevance Score: 0.016475784

Understanding how Novice Indian Faculty Engage in Engineering Education Research

Conference Session: Engineering Education Research Practices and Community
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University
Tagged Divisions: Educational Research and Methods

performance are shownbelow in Table 2 (this is directly taken from [8-9]). Referring to Table 1, it would be interesting touse the parameters from ‘measures of performance’ column as a measure to know what is the aimof the research that the faculty members are involved in. Knowing these measures, would behelpful in determining which type of scholarship is being associated with the research process. Table 1. Boyer’s model of scholarship [8-9] Type of Purpose Measures of PerformanceScholarshipDiscovery Build new knowledge - Publishing in peer-reviewed forums through traditional - Producing and/or performing creative work within established

Relevance Score: 0.01591246

The Conceptual Fluency Approach for Introductory Thermodynamics

Conference Session: Approaches to Assessment and Student Reflection
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Catherine Marie Hamel, University of Maryland; W. Ethan Eagle, University of Maryland
Tagged Divisions: Educational Research and Methods

questions • One-or-Two Level 3 questions. These assess Fluency, the application of multiple concepts in a new way. Following the language analogy, Level 3 shows fluency of the thermodynamics language, able to write and speak about complex topicsA defined grading rubric delivered via online Learning Management System (LMS)Conceptual Fluency moves away from generous and sometimes laborious partial credit andtowards a binary grading technique using a strictly-defined rubric. We award full credit for a fullyconceptually and numerically correct solution. For any answer with numeric or conceptual errors,we initially award no points. Defined partial-credit is discussed below.We also adopted a new LMS to help us quickly operationalize and

Relevance Score: 0.015066566

Work in Progress: STEM Energy Education in California's San Joaquin Valley

Conference Session: Experiences of Underrepresented Students in Engineering
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

shown that access to peer role models increases academicpersistence [1], [2]. It has also been shown that retention of URM and women is increasedthrough project-based learning or experiential learning pedagogies and techniques[3]-[10].Moreover, URM students often have a limited perspective of their contributions to improvingtechnology due to social issues such as a lack of exposure to engineering and science professionsand having personal role models in their local community who are scientists or engineers.Furthermore, when URM students enter STEM fields, many fail to see the connection betweentheir studies and real-world problems because gateway courses in current curricula fail to makethat connection explicit [10], [11