Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

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New Engineering Educators

demographics were effect coded as dichotomous variables:gender (female = 1 vs. male = -1; other genders were present in very small numbers and wereeliminated from the analysis) and international status (U.S. citizen or permanent resident = -1 vs.international student = 1). Instructional modality was also effect coded as a dichotomous variable(remote = -1 vs. traditional = 1).Additional scales used in this study included those associated with task value, self-efficacy,participation, TA support, faculty support, and positive emotional engagement. Sample items,primary scales as well as the source of these scales are noted in Table 1.Table 1: Independent and Dependent Variables(𝛼 =Cronbach's Alpha measure of internal consistency) References Primary

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, East Carolina University; Mary A. Farwell, East Carolina University; Anthony M. Kennedy, East Carolina University

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, there are 1,148 active S-STEM grants at over 580 institutions of higher education inthe United States2.At the authors’ institution, three separate NSF S-STEM proposals have been funded since 2011.In this paper, the authors provide specific information on the approaches they used to write andimplement successful NSF S-STEM proposals. The paper also provides details on the impactthese programs are having at this institution, including strategies that have been successful inengaging students, enhancing student learning, and increasing self-efficacy and retention.BackgroundEast Carolina University (ECU) is a constituent institution of the North Carolina state systemthat is composed of sixteen institutions, consisting of every public educational

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Angrave, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Zhilin Zhang, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; David Mussulman, University of Illinois at Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana-Champaign; Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning; Hongye Liu, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Maryalice S. Wu; Rob Kooper, NCSA / University of Illinois at Urbana-Champaign

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paper.Conclusions and discussionIn this paper we reported on three studies that focused on examples of adding ClassTranscribeinto multiple engineering classes with multiple goals of improving digital accessibility,self-efficacy in the course (i.e., self confidence and self-beliefs in succeeding in their major) andeffectiveness (at all levels of student ability). Learning outcomes and examples of adoption werepresented under a diverse set of educational uses including use as a primary source of lecturecontent (CS, Spring 2019), secondary or supplemental review of recorded live lectures (ECE,CS,Fall 2019,Spring 2020) and pre-lab training for lab techniques and equipment use(Bioengineering, Spring 2020). Per-student learning data was used with gradebook data

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Nanette M Veilleux, Simmons College

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Paper ID #16220Student Perceptions of Faculty Support: Do Class Size or Institution TypeMatter?Dr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington

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Paper ID #13326Go Team! The Role of the Study Group in Academic SuccessDr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence.Dr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Prof. Rebecca A Bates, Minnesota State University, Mankato