Displaying all 12 results
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- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
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- Valeriya Yudina, Higher School of Economics; Yulia Skrupskaya, National Research University Higher School of Economics; Victor Taratukhin, SAP Silicon Valley and University of Muenster; Elvira Kozlova; Natalia Pulyavina, Plekhanov Russian University of Economics
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(2004- 2012). He is Next-Gen Network Global Projects and Regional Director for Silicon Valley and US West at SAP America, Inc., Managing Director, Competence Center ERP at European Research Center for Infor- mation Systems (ERCIS), University of Muenster, Germany (2012-present) and was Visiting Professor at Stanford Center for Design Research (CDR) (2015-2016) Teaching at Stanford (2015-2016) ME 310I: The Essential Elements of New Product Development: Business and Industry PerspectivesElvira Kozlova,Dr. Natalia Pulyavina, Plekhanov Russian University of Economics Dr. Natalia Pulyavina. Visiting Scholar at Stanford University (2018-2020). Natalia is Associate Pro- fessor, Department of Entrepreneurship, Plekhanov
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- Enhancing Teaching and Research
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- Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati
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Paper ID #33109Building Research Skills through Being a Peer ReviewerDr. Lisa Benson, Clemson University Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S
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- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
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- Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University
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theproposal. To illustrate, sometimes an idea stews for a good while in the form of an initial concepton which a team of colleagues continues to ponder and explore a direction for a particular topic andthe viability of the project. Conversations through collaborative interaction, among team members,are critical in bringing the most effective articulation of proposal pieces, and the multitude of pointsof views, from a collaborating team, enable a powerful array of avenues in building to the mostcompetitive proposal: in short, a group genius approach is far more productive than a solo centeredmodel. For example, the working group may have continual conversations, read, try things in thelab, ponder and pilot aspects of the work, etc., before even
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- Enhancing Teaching and Research
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- Timothy Aaron Wood, The Citadel; Dan D. Nale P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel
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,” Jun. 2011, p. 22.532.1-22.532.19, Accessed: Nov. 12, 2020. [Online]. Available: https://peer.asee.org/effect-of-laptops-in-large-lecture-classes-on-attentiveness-and- engagement.[13] W. M. Kappers and S. Cutler, “Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverywhere in a Large-Lecture Classroom,” Jun. 2014, p. 24.988.1-24.988.12, Accessed: Nov. 12, 2020. [Online]. Available: https://peer.asee.org/poll-everywhere-even-in-the-classroom-an-investigation-into-the- impact-of-using-polleverywhere-in-a-large-lecture-classroom.[14] L. D. Nguyen, R. O’Neill, and S. J. Komisar, “Using Poll App to Improve Active Learning in an Engineering Project Management Course Offered to Civil
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- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
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to become more inclusive. NSF Revolutionizing EngineeringDepartments (RED) program awarded the Mechanical Engineering department of SeattleUniversity a grant in 2017. The goal of this five-year project is to build a culture that fostersstudents’ engineering identities. Many changes have been made to the curriculum and coursesthroughout the curriculum so students could experience real-world engineering with practicingengineers. Engineering design courses for senior design projects provide students not only theopportunity to work with industry engineers on real-world design problems, but also thepossibilities to learn the highest level of professionalism. In the past couple of years, notablechanges in Engineering Design courses include using
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- Kweku Brown P.E., The Citadel; Dimitra Michalaka P.E., The Citadel; Nandan Hara Shetty, The Citadel; William J. Davis P.E., The Citadel
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, she recently, in December 2020, graduated with a Master of Science in Project Management from The Citadel.Dr. Nandan Hara Shetty, The Citadel Dr. Nandan Hara Shetty is an assistant professor of Civil & Environmental Engineering at The Citadel, located in Charleston, South Carolina. He received his BE from Dartmouth College and his MS/PhD from Columbia University, researching the performance of rain gardens and roof gardens. He also worked for 11 years as an environmental engineer on construction and research of green infrastructure for the New York City Parks Department. Nandan is highly interested in engaging students, while pursuing dialogue with cities on urban climate and water research.Dr. William J. Davis
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- Tawfik Elshehabi, University of Wyoming
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, realism, experimentalism, and existentialism. These philosophies were correlated tofive teaching styles: expert (who is interested in knowledge transfer), formal authority (whonever hesitate to give negative feedback), personal (who encourages students to follow theirway), facilitator (who present alternative and encourage students to take the initiative andresponsibility to construct knowledge), and delegator (who expects students to studyindependently in projects). Saritas argued that teachers mostly adapt a facilitator teaching styleand prefer experimentalist philosophy [12].Typically, we develop TPS with administrators and promotion committees in mind. However,Brinthaupt et al. debated that there is an exclusion of the students’ feedback in
- Conference Session
- Perspectives on Engineering Education During COVID-19
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- 2021 ASEE Virtual Annual Conference Content Access
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- Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology
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Newark, New Jersey. He has developed and taught several engineering courses primarily in first-year engineering, civil and environmental engineer- ing, and general engineering. He has won multiple awards for excellence in instruction; most recently the Saul K. Fenster Award for Innovation in Engineering Education. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as preparing students for the rigors of mathematics. His research interests include engineering education, integration of novel technologies into the engineering classroom, excellence in instruction, water, and wastewater treatment, civil engineering
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- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- Jennifer R. Amos, University of Illinois at Urbana - Champaign; Zhilin Zhang, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Yiyin Shen
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educationliterature. In fact, modern expectancy-value theories argue that individuals' choice, persistenceand performance can be explained by their beliefs about how well they will do on the activityand the extent to which they value the activity [9, 10]. For example, a student chooses to engagewith different course materials because they believe it will increase their performance or overallunderstanding. Likewise, interest in a topic and empowerment to make choices in their learningengagement can determine whether or not a student performs well in a course. To betterunderstand the expected value of different course materials, the project leveraged a popular,validated survey methodology known as the MUSIC Inventory. The MUSIC Inventory measuresthe five
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- Enhancing Teaching and Research
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- Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University
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ofincorporating SCL practices into course implementation and provides clear examples of howthese strategies could be more easily incorporated into existing content to improve studentlearning.AcknowledgementsThis project is funded by the NSF-EEC-1825669 and the CRLT Gilbert Whitaker Fund for theImprovement of Teaching funded by the University of Michigan Office of the Provost.References[1] M. Stains et al., “Anatomy of STEM teching in North American Universities,” Science, vol. 359, no. 6383, pp. 1468–1470, 2018.[2] K. A. Nguyen et al., “Students’ expectations, types of instruction, and instructor strategies predicting student response to active learning,” Int. J. Eng. Educ., vol. 33, no. 1, pp. 2–18, 2017.[3] A. M. Kim
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- Tools and Strategies for Teaching Online Courses
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- John Alexander Mendoza-Garcia, University of Florida
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andcommunicating their results. Besides, students are asked to meet with professionals in industry who cantell them about the usability of the course content. For example, they have to ask what open-endedproblems they face in their company and its problem-solving process.Similarly, they have to ask professionals about their decision-making process and compare it with thosetaught in the class. After their meetings, they report what they found on a discussion board, andstudents must reply. Students also have to engage in problem-finding through an iterative process. Theyget feedback from their peers to build a better problem definition and project goal submitted to theinstructional team after several weeks. The course ends with a summative assessment in
- Conference Session
- Perspectives on Engineering Education During COVID-19
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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the most popular major ofchoice among these students—engineering. It also looks at these influences through the lens ofpositive emotional engagement or how students feel as they engage in their studies with theintention of identifying strategies that can help international students thrive in their engineeringstudies in the U.S.MethodsQuantitative research methods were used to analyze ordinal, Likert-scale data from surveysdistributed to undergraduate engineering students. This study is part of a larger, single-institutionresearch project that evaluated the connections between various forms of support (from faculty,TAs, and peers) and multiple forms of course-level engagement (attention, participation, effort,positive and negative emotional