Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

learnthe ropes by giving them feedback on the effectiveness of reviews of their work.Keywords: peer review, peer assessment, peer feedback, formative feedback, rubric1. IntroductionPeer assessment is an educational technique that is finding increasing use at all levels ofeducation. It has been shown to improve student learning in disciplines all across thecurriculum [1]. Whether in lab sciences, computer science, or engineering courses, aswell as other areas of the curriculum, peer review has led to measurable learning gains.Peer assessment is grounded in the constructivist theory of learning [2]. The basicpremise of constructivism is that students “build” their own knowledge and skills [3].As assessors, it forces students to step back think about

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gilbert C. Brunnhoeffer III, Roger Williams University

Tagged Divisions

New Engineering Educators

paradigm that is different from what the students are used toso the sooner you start, the more success you will have. This process also allows the instructor topublish grades weekly to keep the students continuously informed about their progress. Hour Hour Final % of Quizzes Exam I Exam II Exam Course Week #01 1% Week #02 1% Week #03 1% Week #04 1% Week #05 2% 20% 26% Week #06 2% Week #07 2% Week #08 2% Week #09 2% Week #10 2% Week #11 2% 25% 63% Week #12 2% Week #13 2% Week #14 3% Final

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Edward Schmidt, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Samuel J. Dickerson, University of Pittsburgh

Tagged Divisions

New Engineering Educators

intheir fields of study.IntroductionHomework is essential to undergraduate student development. Out-of-class learning activitiesreinforce topics presented in lecture and serve to expand student comprehension. Thedevelopment of educational techniques to improve upon the efficacy of homework is an activeresearch area [1-4]. While educators agree upon the positive impact of homework, the form-factor and delivery method continues to be a topic of discussion [5-7]. Additionally, studentattitudes towards homework are also changing to reflect access to digital online modalities.While students often prefer an online presentation of homework, a recent study has shown thatperforming homework online does not significantly impact final grade performance as

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee

Tagged Divisions

New Engineering Educators

tangible recognition of the quality and significance of his or herwork. Receiving tenure validates the quality of the faculty member’s work. While restrictionson tenure or elimination of tenure have been suggested in recent years,1-4 tenure is likely toremain a key element of a faculty member’s life for the foreseeable future.At most institutions, tenure is granted following a satisfactory review of a faculty member’searly career work as it relates to teaching, research, and service. Based on AAUPrecommendations,5 most probationary faculty will be evaluated for tenure in their 6th year ofemployment, with some being evaluated sooner if they believe that they have met theexpectations for tenure early and others receiving tenure in a 7th year of

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Kate Bierman, The Citadel; Timothy Aaron Wood Ph.D., The Citadel; Jeffery M Plumblee II, The Citadel

Tagged Divisions

New Engineering Educators

each homeworkassignment is similar between the two courses. The number of homework’s assigned in bothclasses is the same. Syllabus excerpts regarding the homework policy for MECH 310 and MECH311 are in Table 1 and 2.Table 1. MECH 310 Syllabus ExcerptHomework is a practice in applying new course concepts. Effort is more important thancorrectness. Working in groups is allowed and encouraged. Any late homework will automaticallyget 50% of the points reduced unless the instructor is notified the day before the homework is due.Document aid of any kind received on all homework, e.g. Jane Doe helped with part (b)or referred to solution on the internet for this problem. You do not need to document aidreceived from the instructor. You must turn in all

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

whatstudents seek in good teachers, and also provides insight into which behavioral benefits of highteacher efficacy are most salient to undergraduate students in engineering.IntroductionTeaching Assistants (TAs) play significant roles in undergraduate instruction in the United States[1], [2]. In STEM undergraduate settings, TAs are often responsible for teaching labs, recitationsand quiz sections (hereafter referred to as recitations) which complement large, introductory-level lecture courses [3]. Students in these courses often have more frequent direct contact withtheir TA than with their professor [3]–[5].Despite their prominent role in undergraduate education, many TAs receive ambiguous messagesabout the importance of their teaching assignments

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College

Tagged Divisions

New Engineering Educators

in new contexts, and receivefeedback as to whether they are applying them correctly[1], [2]. Although it can be quite time-consuming for the student, engineering homework is among the most critical factors indetermining whether students effectively meet course learning outcomes[2], precisely because itrequires students to practice applying principles on their own, rather than simply observingsomeone else doing so. In this sense, it is not unlike practicing an athletic or artistic skill.It is crucial for instructors to provide their students with a framework for practice while alsoproviding a means of feedback – practicing a skill incorrectly can be worse than not practicing itat all. However, homework policies vary widely, depending on the

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huma Shoaib, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

outcomes given we are in the technological era. However, there is limited researchsynthesis available on how Computational Thinking enhances learning and what kind ofpedagogies are suitable for incorporating Computational Thinking in science and engineeringclassrooms. We perform a literature review of the available research related to ComputationThinking to answer the following research questions: 1) What does the literature inform us aboutlearning or transfer through Computational Thinking in science and engineering disciplines? 2)How can Computational Thinking based learning be facilitated through pedagogy? We alsoexamine which components of Computational thinking are difficult to learn and why so? in-orderto address our first research question

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel

Tagged Divisions

New Engineering Educators

where the instructor could addresscommon problems. As time has gone on, this approach has been further undermined by the wide-spread availability of solution manuals and crowd-sourced homework resources on the Internet[1]. Engineering instructors have been actively attempting to address these various issues. Aliterature review of ASEE publications will show the development of the authors’ dual-submission-with-reflection homework methodology as an attempt to optimize the effectivenessof homework. The methodology, as detailed in the course syllabus, has resulted in positivefeedback from a range of instructors and students in the The Citadel School of Engineering.Homework ChallengesHomework can be a source of frustration and anxiety for both

Conference Session

New Engineering Educators 4: Tips and Tools

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

New Engineering Educators

, and Charter. c American Society for Engineering Education, 2020 Deploying Intelligent Tutoring Systems (ITS) in the Engineering ClassroomAbstractThe volume and complexity of student analysis practice required to effectively navigateengineering courses drives the need for Intelligent Tutoring Systems (ITS) deployment to bestmanage the time of both students and instructors. This study will explore student feedback andinstructor observation of a recent classroom deployment of the Physics Education Technology(PhET) online simulation tool [1] and two specialized web-based ITS tools, Mechanix andSketchtivity. These three tools provide personalized and immediate feedback

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, San Jose State University; John R. Haughery, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

-long learning28. Most engineering educators would agree thateducating future engineers in a strong knowledge of fundamentals is no trivial goal; and the taskbecomes more profound when educating students in large lectures31,59. Due to budget pressures and the attractive possibility for cost reduction, numerouscommuter schools in general, including SJSU, have chosen the route of teaching fundamentalclasses in large lectures10,42,27,54. As in any debatable topic, the discussion of large lectures hasbirthed two schools of thoughts. Christopher’s12 study found the following:1. The proponents of large lectures argue that large lecture classes generate the numbers, which provide other faculty the opportunity to teach special topic

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hani Serhal Saad, Eastern Washington University

Tagged Divisions

New Engineering Educators

had a positiveimpact on the technical writing level of the students.Introduction:A successful engineer has to be able to gather and analyze the data obtained and communicatethe results effectively to engineers and non-engineers alike. Research has shown that anengineer’s performance in the workplace depends greatly on his or her ability to communicateeffectively[1],[2]. This important and crucial skill is rather challenging to teach and even harderto master. Engineering students are by nature reluctant to recognize the importance of propercommunication and as a result do not give it the time and effort it requires. Research has alsoshown that many recent graduates have less than average level of technical writing [3]. Manyinstitutions have

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kaela Martin, Embry-Riddle Aeronautical University, Prescott; Jonathan Mark Gallimore, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

New Engineering Educators

a popular technique within higher education. This papercompares students’ performance in an upper-level space mechanics flipped classroom to a moretraditional classroom. Among three sections of the flipped classroom, the average final grade ofstudents in the flipped classroom was 4.66, 8.82, and 9.93 percentage points higher than studentsin the traditional classroom.IntroductionSuccessful educators relentlessly seek the best method to teach students. Often the “best” methoddepends on the course material, the students, the learning outcomes, and the instructor. Activelearning and memory research suggest a learner-centered teaching (LCT) approach where theinstructor becomes a facilitator.1 LCT strives to create an environment that maximizes

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Matthew Walker, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

traditional grading schemes to effectively assess student competency andachievement has been called into question by Sadler [1], among others. Guskey notes five keyobstacles to grading reform. He notes that grading has long been viewed as a means ofdifferentiation between students rather than a tool by which to assess a student’s competency andcommunicate that assessment to relevant stakeholders. [2] Recently, however, educationalresearchers and practitioners have begun to question the efficacy of such a perspective.Standards-, criteria-, or objectives-based course design has emerged as a possible path forwardfor the grading reform efforts. The central premise of such systems is the alignment of courseassessments with clearly delineated course

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Geoffrey Recktenwald, Michigan State University; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Anant Sahai, University of California, Berkeley; Matthew West, University of Illinois, Urbana-Champaign

Tagged Divisions

New Engineering Educators

multiple choice test creates issues in providing timely andrich feedback in larger classes. We illustrate the relationship between rich feedback and classsize in Figure 1.Figure 1 illustrates the decline in the richness of feedback as the number of students increases.At the extremes, a small class (family business) can provide very rich feedback, but can onlyserve a small number of students. At the other extreme, a MOOC (massive open online course)might be available to thousands of students, but very little feedback is provided. The key goalsof educational scaling are the creation of paradigms that can serve a n increasing number ofstudents as well as the refinement of those paradigms to increase the richness of the feedbackprovided to students

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven S Holland, Milwaukee School of Engineering; Jennifer L Bonniwell, Milwaukee School of Engineering; Joshua David Carl, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

than six years and joined academia with several years of industry experience. This work shares their experiences and observations on the advantages and disadvantages of electronic note- books learned through implementation in their courses. Though this paper is primarily focused on electronic notebook usage in the electrical engineering program, the gen- eral observations are applicable to a broad range of engineering disciplines.1 IntroductionCreating engineering documentation through an engineering logbook is a critical skill for engi-neering students. It provides a systematic way of cataloging their work and it encourages them toreflect on what they have learned and articulate it in a professional manner. It also

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, San Jose State University; John T. Solomon, Tuskegee University

Tagged Divisions

New Engineering Educators

theconcepts and eventually to a disconnect from the course material.The TIED UP framework aims to address this concern through careful planning in creating the coursecontent. This follows nine protocols while developing course materials. These protocols are: (1)connecting the new concept to the necessary pre-requisite materials, (2) creation of a neural network, (3)integrating an active learning element, (4) repeating the use of neurons, (5) making use of the zone ofproximal development (ZPD), (6) Adding an emotional component to the course content, (7) generatingpatterns of meaning, (8) providing an element of choice, and (9) generation of cognitive maps. A detaileddescription of these protocols is available elsewhere25. This paper focuses on how

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Northwest

Tagged Divisions

New Engineering Educators

model, visualization, whole brain thinking.IntroductionIn the 2015 movie “The Martian,” the main movie character (Matt Damon), stranded on the planetMars, spoke about how problem solving enabled him to survive and get rescued [1]. In the movie,the actor stated, “you begin by solving one problem, then the next problem and if you solve enoughproblems you get to go home.” For movie-goers, The Martian movie helped to illustrate theimportance of problem solving. However, for most people in general, the importance of problemsolving goes beyond outer space. For people to be successful in their careers, relationships andlives, they must be effective problem solvers [2]. For students to achieve both personal and careersuccess, they need to develop their

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Allen Hayden Ph.D., Indiana State University; Randell W. Peters, Indiana State University

Tagged Divisions

New Engineering Educators

Engineering Technology Educator Curriculum and Instruction Basics for the Engineering Technology Educator New engineering faculty members can be overwhelmed with transitioning frompractitioner to teacher [1]. There is more to teaching than presenting what one knows, e.g.,teaching also includes curriculum development, evaluating student learning, and advising [2].There is more to being a faculty member than teaching, scholarship and service are also required.The new faculty member must learn about and engage in accreditation, outcomes assessment,community engagement and many other professional and institutional concerns [3]. Even withthe benefit of a possessing a PhD in higher education, no one can perfectly accomplish everyfaculty

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

evaluation of student work that is valid, fair, and trustworthy, motivate and focus students’actions to learn, and promote data-driven student and instructor reflection [1]. For theseinstructors, grading is not about selecting talent - meaning the issuing of grades is primarilyintended to differentiate students, but rather, grading is about developing the talent of all studentsthrough feedback. The notion that grading is feedback, and “feedback is teaching” [2] resonateswith them.Riley is the instructor of a small class and sole grader of student work. He quickly gets to knowthe students in his class. He is aware of their individual and collective performance throughpersonal interactions in the classroom and office hours and the grading of their

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Mohammad Moshirpour, University of Calgary; Emily Ann Marasco, University of Calgary; Sepideh Afkhami Goli, University of Calgary; Ehsan Mohammadi, University of Calgary; Fatemeh Sharifi, University of Calgary

Tagged Divisions

New Engineering Educators

collaborationbrings value but can be challenging.Overall, the results from this qualitative collaborative ethnography provide insight into theexperience of four instructors team teaching using a flipped classroom model. These findings canbe useful to others who are looking at implementing flipped classrooms when there are multiplesections. Future research can further look into other perspectives, including bringing in studentperspective to the instructor experience.IntroductionBlended learning models and flipped classrooms offer opportunities for exploratory, hands-onapplication of technical material during instructor-led class time [1], [2]. While these modelshave been implemented in many engineering programs, large-scale enrollment courses

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devayan Debashis Bir, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology; Bora Cetin, Iowa State University; Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Iowa State University; Andrea E. Surovek, South Dakota School of Mines and Technology; Kristin Lerdal, South Dakota School of Mines and Technology; Mary Michelle Anton, Iowa State University; Kyle R. Thompson, Iowa State University

Tagged Divisions

New Engineering Educators

, qualitative inquiry can provideintricate details about why students drop out of the engineering field [1]. Qualitative methods inengineering education can be used as a primary or secondary method. It is becoming popular asdemonstrated by the increase in its use in past 15 years [2] and the push for its quality in theengineering education research [3]. Qualitative data usually involves the use of interviewtranscripts or open-ended questions which are analyzed by coders using a codebook. Coding canbe done by a single coder or a team of coders. A team-based approach to coding qualitative dataallows for processing of larger amounts of data. Qualitative analysis is a time-consuming processand heavily relies on inter-rater reliability for

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taryn Shalini Bipat, University of Washington; Jennifer A. Turns, University of Washington; Mitchell Fajardo; Yuliana Flores, University of Washington

Tagged Divisions

New Engineering Educators

theirteaching knowledge, each educator engaged in personal reflection. As a team, we reviewed anddiscussed the personal reflection and collectively decided what to include in this paper. The firstauthor was responsible for crafting text that offers a synthesis, while each of the other authorsworked on first person accounts that bring their experiences directly into the manuscript. Thefirst person accounts are formatted using italics in order to help the reader navigate the paper.Results 1 - ActivitiesIn this study, a total of 30 micro-reflection activities were used. These activities included:turning questions into snowballs, comparing before-and-after understandings on index cards

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Efficient) Teaching (Work in Progress)IntroductionThe paper is the result of a Faculty Learning Community (FLC) [1] within the college ofengineering at the University of Delaware. The FLC was initiated, with the help of a $4k grantfrom the University’s Center for Teaching and Learning, to create a series of short guides oneffective teaching practices that distill the literature on various topics into actionable steps anyfaculty member (particularly new faculty) can implement. The FLC consisted of members fromall departments within the college of engineering and a single colleague from the college ofeducation with expertise in professional development (7 members total). All

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

perceptions and motivations simply remained the same.Second, other perceptions and motivations transformed, but not necessarily in a way that pointedto a transformation in the participants themselves. Finally, there was a group of perceptions andmotivations that showed clear transitions towards self-authorship as a way to think abouttransferring workshop learning back to participants’ home institutions. We present thesefindings in the following tables with discussion.Table 1. Perceptions and motivations that remained the same Workshop start Workshop mid-point I worry about being overwhelmed and My worries have played out; we are time-crunched. overwhelmed and time-crunched, we’re

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Royce Woodrow Floyd P.E., The University of Oklahoma; Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

New Engineering Educators

% of residential construction and 11% ofnonresidential structures in the United States [1], yet studies have shown that only just more than50% of civil engineering programs offer a course in wood design [2]. Design of wood residentialstructures to withstand major wind events, such as hurricanes and tornados has been discussedmore frequently in recent years [e.g. 3, 4] and cross-laminated timber has great potential forlarger structures in the future [5]. Engineers with a strong background in wood design are avaluable asset to the wood construction industry. Structural behavior of wood can be a difficulttopic for students to grasp due to its anisotropic material behavior. This behavior contrasts withthe relatively simple descriptions of steel

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

, aligning learning outcomes to assessments and teachingactivities, methods for active learning, and strategies for effective classroom presentation. Theworkshop curriculum was centered around the following goals: 1) promoting broader awarenessof alternative teaching strategies for STEM classrooms, 2) increasing faculty comfort level inusing alternative teaching strategies, 3) increasing adoption of active learning and otherevidence-based pedagogies, 4) building a campus community dedicated to improving teaching,and 5) increasing multi-disciplinary collaborations amongst faculty attendees. The purpose ofthis paper is to provide an example of a model workshop designed to help new faculty engagestudents in STEM disciplines, and includes the planning

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Arjun Singh, Gradescope

Tagged Divisions

New Engineering Educators

the feedback on student work is prompt [1],trustworthy/equitable [2], explanatory [3], and aimed at identifying and resolving the gapbetween current and desired performance (ie, formative) [4-7].However, meeting many of these aspects of effective feedback takes a great deal of instructors’time. A 2014 study on faculty workload at Boise State University found that faculty across allranks typically work a total of 60 hours a week, and that 11% of that time, or approximately 6hours a week on average, was spent on grading [8]. For many faculty that are new instructors,that teach large courses, or that teach at undergraduate-focused institutions without graduatestudent TAs, the number of hours spent grading may be higher.Papers presented at past

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hani Serhal Saad, Eastern Washington University; Kyle Frederick Larsen P.E., Eastern Washington University; Heechang Bae, Eastern Washington University; N.M. A. Hossain, Eastern Washington University

Tagged Divisions

New Engineering Educators

indicates that in-house homework canbe used to assess the student learning outcomes. In addition, this study also shows that thedifference was higher for Dynamics than the Statics and Strength of Materials. It suggests that formore challenging courses, the differences are more pronounced.INTRODUCTIONAssigning homework to students that is graded is very useful in helping students learn engineeringtopics. A study conducted at Cal-Poly [1] showed that students who didn’t have access to solutionmanuals performed better than those who did when it comes to taking exams. A paper [2] entitled,“Development of a Comprehensive Assessment Technique to Invigorate Students’ Problem-Solving Skills and Deter Cheating,” also mentions that independent study on

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

[1], this diversity is not uniformly spread across campuses. The majority ofcollege students in the United States attend public institutions regardless of racial or ethnicbackground [2]. It may appear from aggregate data that diversity at varying institution types(public vs. private, two-year vs. four-year, etc.) follows national demographic trends, however,these numbers are confounded by the distinctly different demographics found in HistoricallyBlack Colleges and Universities [3], Hispanic Serving Institutions [4], and Tribal Colleges [5].At these institutions, the race or ethnicity served is disproportionately represented compared tonational demographics.The modules described here focus on exposing students to perspectives that stem from