Displaying all 4 results
- Conference Session
- Engineering Management Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Princy L. D. Johnson, Liverpool John Moores University; Kathryn W. Jablokow, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Management
capture any change in their most 18 minutes Belbin test preferred/manageable/least preferred roles after the learning sessions and the activity Coursework: N/A Reflective Final course assessment: To capture their 15 days Self-reflection writing (up to leadership journey through the course. 15 pages) Post-coursework 2 6 Peer review: to capture peer feedback and 10 minutes peer feedback the ability to give constructive feedback. Post-coursework N/A
- Conference Session
- Engineering Management Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Peilin Fu, National University
- Tagged Divisions
- Engineering Management
learning. 5 4.75 I can apply what I learned in this course beyond the classroom. 4.25 4.25 I can apply what I learned in this course to my job or career goals. 5 4.5 Student Perception of Learning Mean 4.79 4.47 Figure 4: Student Assessment on LearningThe end-of-course survey reveals the Trifecta of Engagement framework greatly facilitatedstudents' engagement with course contents, peers and instructor. Students took a more active partin their learning process. They gained significant knowledge about the subject and their ability tothink critically, to do research, to write and speak has
- Conference Session
- Engineering Management Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel
- Tagged Divisions
- Engineering Management
to teach a lessonduring the semester. This method is equally beneficial for those students who are being taughtand the peer teachers [14, 15]. Peer teachers can reinforce their own learning by instructingothers and students feel more comfortable when interacting with a peer [14, 15]. Daily quizzeson assigned reading were administered at the beginning of class. These quizzes were given toincrease students’ attendance, preparation, participation, study habits and to improve examscores. Short YouTube videos were shown daily to facilitate and stimulate some introductorydiscussions on each day’s topic. One-Minute papers [16] were used to monitor student learningand address students’ misconceptions and preconceptions. Students were typically asked
- Conference Session
- Engineering Management Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Luna Magpili, Washington State University; Alice F. Squires, Washington State University; Kim Bullington Sibson, Old Dominion University; Linda Vahala, Old Dominion University; Aysen K. Taylor, Old Dominion University
- Tagged Divisions
- Engineering Management
Virtual education Distance education Internationalization “abroad” or “at home” Offshore or overseas education Source: Knight [13]A broad literature search using common academic search engines was used namely,ScienceDirect (http://www.sciencedirect.com/) and Google Scholar (http://scholar.google.com/).A targeted literature search was also performed using search filters for the Journal ofEngineering Education, Engineering Management Journal, American Society of EngineeringEducation conference proceedings (ASEE PEER), American Society for EngineeringManagement (ASEM) proceedings, the ASEM Journal, and Journal of Studies in InternationalEducation.Searches that used the term “global” or “international education