Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University; Hannah Christine Zierden, The Ohio State University; Kevin Robert Wegman; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Divisions

Student

development, not only of the students enrolled in classes, but of the unit’s teachingassistants (TAs). These undergraduate and graduate students serve in the classroom, gradeassignments, support open lab hours, and attend trainings. Additionally, some TAs choose tospend extra hours developing the spring semester robot design project offered to first-yearengineering students. Participating in this curriculum development project not only directlyimpacts the first-year students’ design experience but also gives the TAs a unique opportunity forprofessional development. They are responsible for all aspects of project development andcreation, including designing the competition scenario, constructing the physical course therobots compete upon, and

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

teaching methodology of the courses is Challenge Based Instruction (CBI)because of its proven effectiveness over traditional lecturing. The course subjects developedincluded Water Science, Computer Aided Design (CAD), and Systems Modeling. All threecourses were administered to returning TexPREP fourth year students.At the beginning of each course, students were given the challenges of building a Stirling engineusing items that can be found at home, designing and constructing a solar car, and creating awater theme park for the Systems Modeling, Computer Aided Design (CAD), and Water Sciencecourses respectively. They were then guided through a series of lectures, mini projects, andassessment exercises to help them obtain the necessary knowledge to

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

liberal arts specialization;and at least 4 LSE courses: two on project-based learning, a senior project course, and acapstone.As of Fall 2014, over 34.5% of the 55 LSE total graduates are women. Eighteen of these 55alumni graduated with an engineering concentration that included at least 4 quarters of theintroductory computer science sequence (CSC 123, 101, 102, and 103) – and thus, for thepurposes of this paper, function as a comparison group to the computing disciplines at CPSU andnationally. Of these eighteen LSE-computing disciplines alumni, seven, or 38.9%, are women. Page 26.1095.2Why this difference? One explanation is that LSE is a small

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Jamshid Mohammadi P.E., Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Student

offered, demanding engineering curriculamake the individual student planning of enrichment activities, and the tracking of overall studentsuccess, a project of its own.To complement and support academic and college-level enrichment program for engineeringstudents at the Illinois Institute of Technology (IIT), we implemented a new approach forfollowing and recording student participation and performance in curricular and non-curricularactivities that are relevant to their engineering education. We developed and implemented anautomated on-line portfolio for engineering students that is personalized to each student andcontains a full record of all courses, activities, and achievements throughout their undergraduateyears. The IIT engineering

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Rachel E. McCord, University of Tennessee, Knoxville

Tagged Topics

Diversity

Tagged Divisions

Student

Department Head for Graduate Programs in Vir- ginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies. Matusovich has authored a book chapter, 10 journal

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel Jannette McFalls, Mississippi State University; Carla Danielle Grimes, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Rani W. Sullivan, Mississippi State University; James Warnock, Mississippi State University

Tagged Divisions

Student

 residence hall. This co­educational program targeted high school students, and 2 male and 3 female counselors were rotated throughout the week so that the students were never unsupervised. The classroom was monitored by one engineering teacher and an undergraduate facilitator. Each day, the students were in the classroom from 9:00 am to 5:00 pm with a lunch break at noon in the university cafeteria. They would also take time during the class day to tour various engineering research buildings on campus, listen to speakers, and complete projects. After class, the counselors accompanied the students to their dorm room for a break, followed by various extracurricular activities (i.e. movies, games, kickball, etc.). The program lasted for seven days and

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Page 26.616.2more as a metaphor for conveying students’ experience of disappointment than to insinuatemalicious intent.(i)In K-12 engineering programs, the overwhelming curricular emphasis is on engaging, design-based classroom activities: open-ended, hands-on projects requiring creative synthesis acrossmultiple domains of knowledge on the part of the student.1 In university engineering programs,students confront an educational philosophy that can be characterized as exclusionary and builtupon a “fundamentals first” approach to learning:2 analytically rigorous, rote learning of basicprinciples in math and science (e.g., calculus, chemistry, physics) followed by engineeringsciences (e.g. statics, fluid dynamics) followed by engineering analysis

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Michael’s retrospective reflections on and systematic analysis of threeencounters he had with various members of his college during his freshman year. It is importantto point out that at the times when these encounters took place, Michael had not yet begunworking on the research project described above [12]. In other words, the encounters took place innatural settings and were not influenced or prompted by the goals and purposes of this study.As described above, the purpose of embarking on this exploratory study was to examine howstories ‘told’ about engineering in the public discourse influence, or “shape and reflect” [12],communications at an institutional level. The focus of the empirical analysis was therefore notthe stories that individuals

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Andrew H. Theiss, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Student

enhancement to the pilot was to expand this training into the second course in thesequence in some way. While the initial pilot training was intended to impact both semesters,many employment and grading responsibilities change between semesters, thus it was possiblethat a number of TAs could enter the spring semester without any training in grading technicalwriting. Despite the second course having fewer lab writing assignments, there is a significantadditional technical writing component added in the grading of the design project report.Therefore, it made sense to design the training program to cross both terms.While this pilot was implemented in FEH, the TA training for the FE track consisted of a shortlecture during orientation about technical

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

Tagged Divisions

Student

students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CA- REER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).Thomas John Wallin, Cornell University Thomas Wallin is a doctoral student in Materials Science and Engineering at Cornell University.Mr. Marc James MurphyMrs. Amanda Michelle Lorts Harding, Norfolk State UniversityRabia Hussain, Norfolk State UniversityMr. Sonny

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois, Urbana-Champaign; Anastasia Marie Rynearson, Purdue University, West Lafayette; Matthew William Priddy, Georgia Institute of Technology

Tagged Divisions

Student

of results details the interests of student members in Chapter-providedprogramming. Some respondents are interested in greater outreach or social programming, butfor the most part, participants want their ASEE Student Chapters to be focused on teaching andresearch. Participants are most interested in faculty panels for teaching programming,presumably learning from the experts, and are interested in research projects as research-focusedprogramming.Student Chapters are valuable for a variety of reasons. First and foremost, they provideindividuals with an opportunity to interact with students that have an interest in engineeringeducation. The common interest in engineering education is interdisciplinary, meaningindividuals may interact with

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania

Tagged Divisions

Student

these things relate to the course goals?With the answers to these questions in mind, the TA and instructor can think about the purposeof other class assignments (pre-class and post-class homework/projects) that will preparestudents with these skills. Questions to consider while creating these assignments, as discussedin the “Active Learning in STEM Courses” mini-course, are as follows: 1. What kind of questions are being asked in these different categories (pre-, in-, and post- class)? Page 26.755.8 2. How do these questions compare across categories and to the exam questions? How do the formats compare? How does feedback on these

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Student

proposals or conference presentations, or led discussions on educational research methods. 8. Understand your group’s interests Every institution will have different needs that can be met through a broader community of practice. Finding engaging ideas and projects for members is key to continued membership and attendance.Finding members of the DBER community to form a community of practice can be difficult.Places to look for DBER scholars include:  Known discipline-based educational research faculty and their research groups  Common educational courses that DBER scholars might take (e.g. research methods courses)  Educational research presentations by graduate students

Conference Session

Two Body Solutions: Strategies for the Dual-Career Job Search

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators, Student, Women in Engineering

ScienceFoundation’s ADVANCE program (http://www.nsf.gov/crssprgm/advance/), which seeks toincrease the participation and advancement of women in the sciences and engineering.ADVANCE projects have resulted in a variety of dual-career hiring programs at institutions suchas Virginia Tech (http://www.portal.advance.vt.edu/index.php/tags/dual-career), the Universityof Nebraska (http://advance.unl.edu/), Rutgers (http://sciencewomen.rutgers.edu/Dual-Career_Initiative), and Michigan State University (http://worklife.msu.edu/dual-career).Strategies and Stories from Couples Who Have Recently Found Their Two-Body SolutionsThis paper is intended as a companion piece to a panel discussion on dual-career job search atthe June 2015 American Society for Engineering

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford

Tagged Divisions

Student