Displaying all 15 results
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- NEE Technical Session 2 - Educator's experience and perspective
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- 2024 ASEE Annual Conference & Exposition
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- Yuliana Flores, University of Washington; Cynthia J. Atman, University of Washington; Soraya Grace Barar; Jennifer A Turns, University of Washington
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context in engineering design, and the use of reflection to support learning.Soraya Grace BararDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member
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- NEE Technical Session 4 - Assessments: Grading and deadlines
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- 2024 ASEE Annual Conference & Exposition
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- Bob Schaffer, Mission College
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- New Engineering Educators Division (NEE)
on Formative Assessments in anIntroduction Programming CourseAbstractFor some faculty, it is an ongoing challenge to design assignments and course policies thatmotivate students to focus on the learning that can come from overcoming challenges. For manystudents, when the stakes are too high or their time is too strained, productive activities arebypassed for strategies that more quickly get to an answer without necessarily exercising criticalthinking skills. A variety of approaches have been taken to encourage students to productivelystruggle on formative assessments and then reflect on their results to further enhance learning [1],[2], [3]. These strategies often come with a tradeoff.The purpose of this work is to share additional
- Conference Session
- NEE Technical Session 2 - Educator's experience and perspective
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta
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]. Subsequently, this pedagogical PDprogram was adapted for engineering GTAs, with an aim to enhance and support theirprofessional learning. For clarity, we use “PD program” throughout to refer to the programoffered to engineering GTAs that engaged them in professional learning about postsecondaryengineering pedagogy.This study was structured to investigate the GTA participants’ experiences and development inthe PD program intended to provide GTA opportunities to actively learn and reflect onpedagogical concepts and approaches as a community. This study was structured to investigatethe participants’ experiences in this program. The specific research questions that guided thisstudy were: ● What features and content of the program did GTA participants
- Conference Session
- NEE Technical Session 1 - Educator's Tools
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- 2024 ASEE Annual Conference & Exposition
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- Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln
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Paper ID #41746A Tool for Gaining Insight into Students’ Self-Directed Learning SkillsMiss Toluwalase Opanuga, University of Nebraska, Lincoln Toluwalase Opanuga is a second-year Ph.D. student specializing in Engineering Education Research and a research assistant at the University of Nebraska-Lincoln. She holds a Master of Science in Industrial Engineering from Eastern Mediterranean University, Turkey, and a Bachelor of Science degree in Electrical Engineering from the University of Ibadan, Nigeria. Her research areas include self-reflection, self-directed learning, faculty development, global competence, and
- Conference Session
- NEE Technical Session 1 - Educator's Tools
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- 2024 ASEE Annual Conference & Exposition
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- Jennifer Mott, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo
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engineering codes of ethics are taught bymore than half of the instructors [8]. Engineering design projects (70%), in-class discussions(58%), case studies (58%), examples of professional scenarios (57%), and lectures (55%) wereused to teach ESI [8]. Group-based written assignments (47%), individual reflections (33%), andindividual homework assignments graded with a rubric (31%) were used to assess ESI learning[8]. Sixty-two percent of survey respondents believed that capstone design taught undergraduatestudents about ESI [8].This paper proposes a novel approach to incorporating ethics into engineering education coursesby having students choose a case from a list of recent case studies and create a video about it. Tofacilitate in-depth student
- Conference Session
- NEE Technical Session 2 - Educator's experience and perspective
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign
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. Lab instructors prefer to pre-assign groups to make sure that women are not isolated and to represent the skill sets of both majors in each group.Know your capacityThe choices instructors make are limited by their personal capacity and the capacity of anycourse staff. It is more manageable for instructors of smaller classes to organize group formation,monitor team functioning, and respond to group member concerns. Instructors of larger courses,or courses with multiple course staff members, may find it useful to utilize tools to ease thegroup assignment and/or feedback process. CATME [16] is a useful, if long, survey tool that cansort students into groups. There also exist other reflective surveys and writing exercises thatserve a
- Conference Session
- NEE Technical Session 4 - Assessments: Grading and deadlines
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- 2024 ASEE Annual Conference & Exposition
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- Jennifer Mott, California Polytechnic State University, San Luis Obispo
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- Diversity
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- New Engineering Educators Division (NEE)
benefits, traditional grading faces significant challengesthat warrant attention. One of its shortcomings lies in misrepresenting learning, as gradesoften reflect only the maximum points available, creating a disconnection between gradesand actual growth. False positives and negatives are common occurrences, leading to aninaccurate portrayal of a student's learning level. The use of numerical points to evaluatestudent work is also a limitation, as grades are categorical data representing quality ratherthan the result of a measurement. This poses challenges when attempting to applymathematical calculations, rendering grades less useful than more conventional data sets.[2]Furthermore, traditional grading systems are criticized for their inequitable
- Conference Session
- NEE Technical Session 2 - Educator's experience and perspective
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- 2024 ASEE Annual Conference & Exposition
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- Yuzhang Zang, Western Washington University
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- Diversity
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- New Engineering Educators Division (NEE)
experiments and activities that reflect authentic sci-entific practices and applications relevant to industry or research fields. For example, using thecommercial available software which students will use in their future career; integrating case stud-ies, simulations, or hands-on projects that mirror real-world problems and scenarios, alongsideincorporating modern technologies, equipment, and techniques used in industry settings. 22.1.3 Assessing student learning outcomesVarious indicators can be employed to assess and evaluate the learning outcomes, including stu-dents’ performance in laboratories, completion of homework assignments, and examination results.Designing homework assignments and quizzes
- Conference Session
- NEE Technical Session 3 - Courses: development, logistics, and impact
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Meghana Parameswarappa Jayalakshmamma, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology
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- New Engineering Educators Division (NEE)
. IntroductionEngineering education faces the continuous challenge of incorporating the latestresearch findings into its curriculum to ensure graduates are well-equipped totackle current and future technological challenges. Traditional methods ofcurriculum development often struggle to keep pace with the rapid advancementof technology and emerging research areas [1, 2]. Current approaches tointegrating research into engineering education primarily involve the introductionof elective courses, predetermined laboratory classes, or the occasional inclusionof term papers from existing courses. However, these methods have limitations,including insufficient coverage of new technologies and the lag in updating coursecontent to reflect the latest research developments
- Conference Session
- NEE Technical Session 1 - Educator's Tools
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- 2024 ASEE Annual Conference & Exposition
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- Timothy A Wood, The Citadel; Stephanie Laughton, The Citadel
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- New Engineering Educators Division (NEE)
students toidentify and prioritize the most relevant information in the textbook, though hopefully upper-level students have largely developed this lifelong learning skill as they approach graduation. A“progressive reading log” can develop student notetaking abilities through one semester: early inthe semester the log provides directed reading responses (like a CPA) with increasingly open-ended prompts toward the end of the semester (like a Structure Reading Guide (SRG))[32].SRGs adapt Cornell Notes[2] for STEM studies by creating worksheets with spaces fordefinitions, examples, proofs, analysis, reflections, and summaries[50]. SRGs may begeneralized for a particular course, requiring far less development effort for the faculty; however,SRGs often
- Conference Session
- NEE Technical Session 4 - Assessments: Grading and deadlines
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Carol Geary, Virginia Polytechnic Institute and State University
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- New Engineering Educators Division (NEE)
leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Integrated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech.Carol Geary, Virginia
- Conference Session
- NEE Technical Session 3 - Courses: development, logistics, and impact
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- 2024 ASEE Annual Conference & Exposition
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- Jennifer Mott, California Polytechnic State University, San Luis Obispo
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- New Engineering Educators Division (NEE)
students. For both online and hybrid courses, the quiz was givenonline through the course management system. The quiz was given in class for the in-personmode. Online, the students had two chances to complete the quizzes so they could reflect on theirerrors. The in-class quiz was also administered twice: once to each student individually andagain in groups of four to six, where they had to debate the questions and answers beforedetermining the right response. The instructor was able to determine how well the studentsunderstood the pre-class material by administering this formative, multiple-choice quiz, whichalso allowed her to address any misconceptions directly after the quiz, or in the following classsession. The quizzes were appreciated by the
- Conference Session
- NEE Technical Session 1 - Educator's Tools
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Quamrul H. Mazumder, University of Michigan, Flint; Sunzia Sultana, University of Michigan, Flint
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- New Engineering Educators Division (NEE)
Turnitin that showed approximately 90% unique,managed using proper citations. All authors also reviewed the paper for completeness andaccuracy. It was observed that international graduate students lack knowledge with propercitation and consequences of plagiarism in the scholarly works. The future work is to use theinstrument to train undergraduate and graduate students to develop competencies about how todevelop scholarly works without any issues related to plagiarism. References:[1] Risku, Hanna. (2016). Situated learning in translation research training: Academic researchas a reflection of practice. The Interpreter and Translator Trainer. 10. 1-17.10.1080/1750399X.2016.1154340.[2] Masic I. (2012
- Conference Session
- NEE Technical Session 4 - Assessments: Grading and deadlines
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- 2024 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University
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- Diversity
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?”. European Journal of Special Needs Education. Vol.32, No. 1, pp. 71-88. 2017.[12] Brownson C, Drum DJ, Swanbrow Becker MA, Saathoff A, Hentschel E. “Distress andsuicidality in higher education: Implications for population-oriented prevention paradigms.”Journal of College Student Psychotherapy. Vol. 30, No. 2, pp. 98-113. 2016.[13] Condra M, Dineen M, Gills H, Jack-Davies A, Condra E. “Academic accommodations forpostsecondary students with mental health disabilities in Ontario, Canada: A review of theliterature and reflections on emerging issues”. Journal of Postsecondary Education andDisability. Vol. 28, No. 3, pp. 277-91. 2015[14] Peterson J, Digman MF. “A Comparison of Learning Outcomes and Learner Satisfaction ina CADD Course with Flexible and
- Conference Session
- NEE Technical Session 3 - Courses: development, logistics, and impact
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- 2024 ASEE Annual Conference & Exposition
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- Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida
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- New Engineering Educators Division (NEE)
-learning systems [21]. To assess students’learning styles, this study used the Visual, Aural, Read/Write, or Kinesthetic (VARK) learningstyles inventory which is a questionnaire consists of 16 items used to assess the respondent’slearning style [21]. The study also used the Dixion scale to measure students’ engagement usingthe adaptive or non-adaptive e-learning system; this scale includes the factors of skills,participation/interaction, performance, and emotion [21]. This study found that students wholearned through the adaptive system learned more, reflected by their engagement scale responsesand overall course outcomes. While this study does not model the relationship between students’learning styles and intentions to use, has a small sample