Displaying all 11 results
- Conference Session
- Enhancing Student Success in Two-Year Colleges
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Richard Brown Bankhead III, Highline College; Tessa Alice Olmstead, Highline College; Judy Mannard PE, Highline Community College
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
Paper ID #15817Changing Student Behavior through the Use of Reflective Teaching Practicesin an Introduction to Engineering Course at a Two-Year CollegeMr. Richard Brown Bankhead III, Highline College Richard B Bankhead III is the engineering department coordinator at Highline College. At Highline Colleg,e Richard is committed to developing the behaviors of successful engineering students in transfer students as well as preparing them academically for the challenges of junior level engineering courses. Richard has taught at Highline since 2004 and was awarded the Faculty of the Year Award at Highline Col- lege for the 2009
- Conference Session
- Focus on the Classroom: Innovative Pedagogies
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- David I. Spang, Rowan College at Burlington County; Kathryn E. Strang, Rowan College at Burlington County
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
accompanyingrubric(s), reviews them with the assessment coordinator, and meets with, trains, and collectscompleted assessments from all instructors who teach the course. The assessment chair alsomeets with and receives feedback from the instructors and constructs a reflective summary forthe course. The chair then compiles all of the assessment results, including the reflectivesummary, and transmits them to the assessment coordinator.At the discretion of the assessment chair (and approved by the assessment coordinator),assessment devices may include qualitative, quantitative, and/or mixed direct and indirectmeasures. Rubrics are used to assess essay questions, projects, portfolios and presentations, andthey are provided to the instructors who conduct and
- Conference Session
- Curriculum Development in Two-Year Engineering and Engineering Technology Programs
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Ibrahim F. Zeid, Northeastern University; Chitra N. Javdekar, Massachusetts Bay Community College; Claire Duggan, Northeastern University; Marina Bograd
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
integrates requiredcourses with career planning and support, followed by a paid internship with a partner company,completed by final reflection and placement. The net cash outlay for a participant is $4,400 withthe opportunity to earn the equivalent or more during the paid internship. We have developedtwo tracks for the program, one in Innovation and one in Technology. Each track shares severalfoundational courses and has been designed to meet the diverse needs and prior skills of ourtarget population.Courses/core curriculumManufacturing certificate programs are offered at MassBay Community College and are part ofthe engineering department offerings. The college is an open access institution and thecertificate programs do not have prerequisite
- Conference Session
- Curriculum Development in Two-Year Engineering and Engineering Technology Programs
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Thomas Rebold, Monterey Peninsula College; Amelito G Enriquez, Canada College; Erik N Dunmire, College of Marin; Nicholas P. Langhoff, Skyline College
- Tagged Divisions
- Two Year College Division
students) and on-campus (n=11 students) formats, both taughtby the same instructor who developed the lab materials. Both groups used the same lab kits andthe same lab activity guides. Table 2 shows a summary of statistics comparing the twocohorts— showing retention and success, amount of work completed, student time to completion(as reported on their lab reports), and an abbreviated concept inventory5 at the end of the class.Note that due to the focus of our current grant effort, the statistics reflect only the lab class andexclude the results of the theory class, although the concept inventory test may be influencedmore strongly by the circuit theory class than by the lab activities.Table 2. Comparisons of retention (percentage of students who
- Conference Session
- Focus on the Classroom: Innovative Pedagogies
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Erik N Dunmire, College of Marin; Amelito G Enriquez, Canada College; Nicholas P. Langhoff, Skyline College; Thomas Rebold, Monterey Peninsula College; Eva Schiorring, Canada College
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
course, students on averageanswered 90% of these questions correctly, reflecting an average increase of 38%. Thiscorresponds to an average normalized (Hake) gain12 G of 0.79; in other words, students achievedon average 79% of their possible learning gain on this assessment instrument.As is customary with concept inventories, learning gains were somewhat more modest asmeasured by the MCI, with average scores increasing from 44% pre to 61% post, an averageincrease of 18%, and a normalized gain G of 0.32. Although this indicates that only one-third ofthe potential gain in conceptual understanding was realized on average, these results comparefavorably with those reported by others for the MCI. During initial development and testing ofthe MCI
- Conference Session
- Addressing Diversity Issues in Engineering Education
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Tressa Kay Mikel, University of California, Berkeley; Frank Hoang, University of California, Berkeley; Pedro S. H. Kim, UC Berkeley; Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
personality, experiences, skills and values. This frame can provide insight into the ways that adult engineering students build their sense of professional identity through multiple modes. Successful development of an engineering identity is reflected by professional persistence. Work by Lichtenstein et al found that a minority percentage (42%) of seniors definitively planned on 12pursuing an engineering related career following graduation. Undergraduate engineering programs must try to do better to foster engineering identity development so that professional persistence is improved and the workforce is provided a steady stream of capable degreed engineers from a variety of
- Conference Session
- Enhancing Student Success in Two-Year Colleges
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
reading or video assignments that prompted students to thinkabout concepts and strategies for success in what they read or watched, reflect on newknowledge they gained, and how these strategies applied to their own journey throughengineering education.The second hour of the lecture meeting was generally used to explore engineering careersand conceptual background and applications for the lab activities and design projects.Topics included measurements and error analysis, computational methods and analysiswith MATLAB, mechanical properties of materials, trusses and structures, fundamentalelectronics, sensors and signal conditioning, Arduino programming, and robotics andsimple control scenarios.All of the lab activities and design projects listed in
- Conference Session
- Focus on the Classroom: Innovative Pedagogies
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Kapil Chalil Chalil Madathil, Clemson University; Kristin Kelly Frady, Clemson University; Anand K. Gramopadhye, Clemson University; Jeff Bertrand; Rebecca S Hartley, Clemson University Center for Workforce Development
- Tagged Divisions
- Two Year College Division
anddisciplines.Acknowledgments:This work was supported by the National Science Foundation under Grant No. 1104181. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References1. Pantelidis, V. S. Virtual reality in the classroom. Educ. Technol. Res. Dev. (1993). at 2. Rizzo, A. A. et al. The Virtual Classroom: A Virtual Reality Environment for the Assessment and Rehabilitation of Attention Deficits. Cyberpsychol. Behav. 3, 483–499 (2000).3. Auld, L. W. S. & Pantelidis, V. S. Exploring virtual reality for classroom use. Tech Trends 39, 29– 31 (1994).4. Youngblut, C. Educational Uses of Virtual Reality Technology
- Conference Session
- Two-Year College Division Poster Session
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jill Davishahl, Bellingham Technical College; Joel N. Swisher, Western Washington University
- Tagged Divisions
- Two Year College Division
, labs, and online learning modules related to clean energy that reflects industry trends. This will allow faculty to easily modify curriculum to keep up with industry trends in the rapidly changing field of renewable energy technology. o Provide students with a core technical knowledge base (suggestions included electronics, HVAC, or Instrumentation) o The curriculum should be dynamic in its forms and modalities to enable adaptations as the industry and its technologies change • Provide education and training to help students develop “soft skills” such as communication, teamwork, adaptability, and problem solving. These skills are important to have in
- Conference Session
- Addressing Diversity Issues in Engineering Education
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jackie Perez, Texas A&M University - Dwight Look College of Engineering; So Yoon Yoon, Texas A&M University; Teri Kristine Reed, Texas A&M University; Cecelia Diane Lawley, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
, Texas was one of five majorityminority states11. These partnerships increase educational opportunities and support efforts toproduce engineers reflective of the community. This paper shares the challenges and successeslearned during the first three years of the program and the planned expansion to further recruit,retain, and graduate a more diverse engineering demographic through a pathway of co-enrollment and partnership with two-year institutions.II. Background of the PartnershipsThe Texas public education system includes 39 public universities, 50 public community collegedistricts with multiple campuses and 75 of the 409 designated Hispanic Serving Institutions(HSIs) in the United States (18.3%)12,13. From 2000 to 2015, the number of
- Conference Session
- Focus on the Classroom: Innovative Pedagogies
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Kristin Kelly Frady; Rebecca S Hartley, Clemson University Center for Workforce Development; Kapil Chalil Madathil, Clemson University; Hope Epps Rivers, South Carolina Technical College System; Elaine L. Craft, Florence-Darlington Technical College; Stephanie Denise Frazier, South Carolina Technical College System
- Tagged Divisions
- Two Year College Division
“This has been an incredibly rewardingexperience and has made me a better leader.” Also, upon reflection of these programs theSCTCS has developed these key takeaways for other programs interested in implementingsimilar programs: take ownership of your program, start planning early, identify key outcomesand deliverables, pilot curriculum if possible, and remain flexible.iii. Teaching and Learning Tuesdays Opportunities exist for professional development on a broader level. Approximately 350part-time and full-time faculty and staff have been trained over the past academic year throughthe Teaching and Learning Tuesdays (TLT) Series. TLTs provide monthly online programmingfocused on new and innovative ways to incorporate technology into