Displaying all 10 results
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- Student Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo
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head, craft an academic honesty contract as a class that all students sign together at the beginning of the course. • A workaround for requiring audio to be on is recommending that students turn their volume down, so the sounds of others aren’t distracting. • If you choose to assign a quarter-long project instead of regular exams, consider having intermediate turn-ins and peer review. • If employing timed tests on Canvas™, write different versions of questions (question banks) and/or use different numerical values. • Weight and keep grades up to date on Canvas™ so students are aware of their current grade in the course.ConclusionThrough this study, we have identified how emergency online learning
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University
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TechnologyStudies (STS). Throughout the fall 2019 semester, I began to question the ways in which I hadbeen recruited and channeled, as a woman with an interest in science and math, into studyingengineering. Upon taking an introductory STS course, I was introduced to reflecting criticallyabout engineering as a field of study. This led me to enroll in a graduate seminar, EngineeringStudies, which provided me with a much deeper introduction to STS-inflected studies ofengineering, including engineering education. During this time, my professor, along with apostdoctoral fellow, were co-PIs for a study of student experiences in engineering education andhad already convened a group of undergraduate students who were in the process of interviewingtheir peers
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mercy Folashade Fash, North Carolina Agricultural and Technical State University ; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Rabiatu Bonku, North Carolina Agricultural and Technical State University ; Wanya Alford, North Carolina Agricultural and Technical State University ; Alesia Coralie Ferguson, North Carolina Agricultural and Technical State University ; Angela M. White, North Carolina Agricultural and Technical State University
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; Poor Quality Assignments; Poor Intermediate Grades; Stresses; and LoweredMotivation. While most research participants experienced high stresses, a few of themexperienced low or no stresses. To minimize the impact of COVID-related learning challengeson their STEM learning and performance, research participants made effective adaptationdecisions coded as: Refined Scheduling; Alternate Learning Resources; Professor Office Hours;Teaching Assistants; Peer Collaboration; Relaxation Strategies; and Pass/Fail Options. Comparedto the fall 2019 GPAs, the improved spring 2020 GPAs of research participants may be partiallyattributed to professor leniency, pass/fail option, and cheating. Findings indicate that while STEM professors were adjusting to
- Conference Session
- Student Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amanda Marie Singer, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University
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advice related tothe workload of the course, indicating a heavy reading and writing focus in the course. This samecohort of students was also asked to discuss reasons for their unsuccessfulness in the onlineenvironment. The top three reasons for failure in online courses included: falling behind withcoursework, personal conflicts (health, job, children, etc.), and inability to balance school andlife responsibilities. These three reasons were cited by over 47% of all respondents.The number of students enrolled in online courses has steadily increased since 2012, with over35% of all university students, undergraduate and post-baccalaureate, enrolled in at least oneonline course in 2018 23, suggesting that the COVID-19 pandemic may have only
- Conference Session
- Student Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University
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aqualitative paper outlining our student chapter experiences over the course of 2020’sunprecedented events. We also documented our writing experience, including future paper ideasand their anticipated project timelines, so that future officers will have a streamlined pathway topursue more involved ASEE conference papers.Chapter 3: Executing an informed pivot in chapter roles & responsibilities (June-December 2020)3.1 New strategies for increasing participation/engagementBased on feedback from our expert elicitation, we aimed to improve advertising of our chapter’sevents. Before the start of the academic year, we updated our website with current information(including our mission and values statements) and integrated a calendar on our homepage
- Conference Session
- Student Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak
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comments you may have.” only two students responded with comments regarding their beliefs on societal impact in the healthcare industry (R1) and their appreciation for the lecture (R1 and R2). R2 in response to online format due to restrictions on in-person classes following university COVID-19 safety measures. Table 4. Concluding questions from the post-survey asking students (Q6-Q7) if they thought the topics were beneficial for engineers to learn and if they would recommend the topics to their peers. Free response resulted in two comments supporting their positive feelings towards the content.4.2 Thematic Analysis The final portion of the course required students to form groups to research, write a review
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- Student Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrew H. Phillips, The Ohio State University; Krista M. Kecskemety, The Ohio State University
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collection ofliterature articles in a systematic way. Borrego, Foster, and Froyd (2014) identified eight steps towriting an SLR [11]: 1) Decide to do a systematic review 2) Identify scope and research questions 3) Define inclusion criteria 4) Find and catalogue sources 5) Critique and appraise 6) Synthesize 7) Identify limitations and validity concerns 8) Write the reviewThree databases were accessed: Academic Search Complete, Education Resources InformationCenter (ERIC), and Scopus. A search string using Boolean logic operators was developed togather all articles relating to TAs in STEM education courses from the three databases. The finalsearch string was:("teaching assistant*" OR "teaching associate*" OR “UTA*” OR
- Conference Session
- Student Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan
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research focused on thecollege experience and academic success of college students with ADHD.Introduction Approximately 6.5% of incoming college freshman are students with attention deficithyperactivity disorder (ADHD) [1], [2]; yet, the college experience and academic success ofthese students remain understudied [3]. Students with ADHD commonly identify high energylevels, resilience, courage, and the ability to hyper-focus on tasks of interest as strengths [4]-[6],which are likely advantageous for academic success. However, college students with ADHDearn lower grades than their peers on average [2], [7]-[9] and are less likely to graduate [10].Researchers attribute these students’ lower than average academic achievement to difficulty
- Conference Session
- Student Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jennifer Shaffer Brown, Clemson University
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felt the learning gainswere less because students were “missing the point” of the labs, as “we're not interested in whatyou got as a result. We are more interested in knowing why you've got what you got.” This couldmean that a targeted pedagogical training intervention specific to online-specific strategies topromote deeper, more critical thinking might be useful to GLAs and increase their self-perception of their role [6]. Strong peer support and a mentor system might also help relievesome of the pressure from adjusting quickly to a new role as a result of the transition tohybrid/online labs [14].Table 1: Salient themes from the graduate perspective and supporting quotes 1) Lack of “The interaction with students in the online
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus
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engineering education is directed towards teaching empathy as askill, Astin [24] conducted a comprehensive study to understand how the college experienceaffects students and, in particular, how faculty characteristics affect the experience of students.The study included 34 measures related to faculty characteristics, including type of teachingmethods, level of altruism, values, morals, and student orientation. Astin found that high researchorientation of faculty members had negative impact on student satisfaction. He found that thestudent orientation of faculty members had a number of positive effects on academic outcomessuch as degree attainment, self-reported growth in writing skills, critical thinking abilities,analytical and problem-solving