. Perry Samson at the University of Michigan. This site will be sustainable into the futuresince it is now a company that grew out of a 2005 NSF CCLI grant. LectureTools converts PDFor PPT files to JPG files, which are stored in the “cloud” (a high capacity server). The instructorcan use a mouse pointer or tablet writer to write or do calculations directly on his/her JPG slideswith the script appearing immediately on the screens of all students, each of who has their ownaccount (cost is $15/semester). This account also gives them access to their own slide file set foreach class with immediate access to both the instructor slide set and their own slide set anytimeand anywhere. They can also take notes in a box on their own slide file and interact
faculty develop the strategiesand understanding of the learning process that are necessary to develop a learning centered-classroom. 28 The program offered introductory and advanced workshops and on-goingbiweekly meetings. It reflected the belief that faculty needed to experience learning in alearning-centered atmosphere and to practice in their own classrooms with continued supportfrom their peers. Evaluation data showed that workshop participants that attend the regularmeetings (i. e., became part of the community) reported changes is classroom behavior; whilethose that did not reported marginal or no progress in implementing changes in their classrooms,emphasizing the importance of continued interactions.An extensive bioengineering curriculum
graduate schooltraining, which socializes future faculty toward traditional definitions of scholarship that remaindeeply held: that scholars create new knowledge for academic communities and demonstratetheir expertise in writing; and that discovery research is harder and requires more expertise thanteaching or service [24] [37]. In a multi-institutional case study of reform institutions, O’Mearacharacterized a “culture war” around decisions about promotion to full professor, wrapped up ininstitutional self-image and values of prestige associated with traditional scholarship [24].Ratcheting up of research expectations to improve rankings has also been identified as asignificant barrier [37]. In addition, CAOs have reported difficulty in expanding
for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof
, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof. Keith D. Hjelmstad, Arizona State University Keith D. Hjelmstad is President’s Professor of Civil Engineering in the School of Sustainable Engineering
peer reviewed conference proceedings articles in these areas. He has B.S. in ME, and both M.S. and Ph.D. in IE. He is a member of ASEE, INFORMS, and a senior member of IIE.Dr. Michael Johnson, Texas A&M University Dr. Michael D. Johnson is an associate professor in the Department of Engineering Technology and In- dustrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s research focuses on design tools
Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback.Prof. Robert J Culbertson, Arizona State University Robert J. Culbertson is an
Paper ID #8959Design Heuristics: An Evidence-Based tool to improve innovationDr. Seda Yilmaz, Iowa State University Dr. Yilmaz is an Assistant Professor of Industrial Design who teaches design studios and lecture courses on developing creativity and research skills. For her research, she investigates design approaches and ideation, creative processes, and cross-disciplinary design team dynamics. She is the author of more than 20 peer-reviewed journals and conference proceedings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her current research focuses on identifying
Paper ID #8808Investigating impacts on the ideation flexibility of engineersDr. Seda Yilmaz, Iowa State University is an Assistant Professor of Industrial Design who teaches design studios and lecture courses on devel- oping creativity and research skills. For her research, she investigates design approaches and ideation, ethnography in design, foundations of innovation, creative processes, and cross-disciplinary design team dynamics. She is the author of more than 20 peer-reviewed journals and conference proceedings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her
sustainability, and July focused on convertingproject course implementation to online formats (due to COVID-19).In order to facilitate effective sharing of information and peer learning, SUMMIT-P uses twoprotocols during project meetings that provide a format for effective and fruitful discussion. Thetwo protocols, Descriptive Consultancy protocol and Success Analysis with Reflective Questionsprotocol, have historically been applied in the K-12 education community [4]. The DescriptiveConsultancy protocol [5], originally developed by Nancy Mohr and revised by Connie Parrishand Susan Taylor in August 2013, was modified by McDonnough and Henschel [6] and has beenadapted for this project to help presenters think more expansively about a particular
Survey of StudentEngagement from 2006, many of the external obstacles facing NT students contribute to thedifficulty for them to develop peer relationships (study groups) at the university [14].Those students that are employed and seeking degree completion identified many professionalbarriers exhibited in the workplace including a lack of tuition reimbursement, competing timemanagement schedules, and/or lack of release time from work. Also institutional barriersinhibiting access to higher education included the high cost of tuition, and diminishedaffordability [4]. Furthermore, because adult learners (NTs) also face the barriers of simplycoping with previously outlined external factors add additional stress and/or anxiety arecompounded by the
village in Sri Lankawith social constraints. Students present their recommendations to their peers in class with richtechnical and non-technical discussions.ENGR 351 Community-Based Participatory Engineering ApprenticeshipTo support the increasing number of students who wish to work with both local and internationalcommunities, and develop their capabilities related to the social and environmental context ofengineering practice, a new elective was offered in Spring 2019 with the explicit intent tofacilitate student exposure to and ability to work in a participatory way with community groups.The course facilitates connections between the theories and praxis of engineering that aresocially and environmentally just. Students develop skills of
helpful to pay for school, but the Alumni dinner is invaluable. It really helped give me the confidence I needed to see peers not much older than me succeed, and to hear their advice on how to get there. And now as an alumnus who is succeeding in the field of engineering, I love being able to share what I’ve learned and help others.”A unique opportunity ASPIRE funding provided was the ability for students to attendprofessional conferences. Nearly half of the students (49%) responded in the survey that theytook advantage of ASPIRE funds to attend conferences. Students selected the following benefitsof attending a conference: a) received advice on applying for jobs (73%) b) received advice for interviewing
member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students in science and engineering, and gender and race stratification in education and the workforce.Dr. Cara Margherio, University of Washington Cara Margherio is the Senior Research Associate at the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara serves as project manager for program evaluation on several NSF- and NIH-funded projects. Her research interests include community cultural wealth, counterspaces, peer mentoring, and institutional change.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Interim Dean of Cross-Cutting Programs and
., and B.S.in chemical and biochemical engineering from Rutgers University. Prior to joining Rowan Uni- versity he was a professor at Manhattan College.Dr. Mariano Javier Savelski, Rowan University Professor and Chair of Chemical EngineeringDr. Parth Bhavsar, Rowan University Parth Bhavsar, is an assistant professor in the Department of Civil and Environmental Engineering at Rowan University. His research interests include Intelligent Transportation System (ITS), Connected, Autonomous, and connected-automated Vehicle Technologies, Transportation Data Analytics, and Alter- native Fuel Vehicles. Dr. Bhavsar has published in peer reviewed journals such as the Transportation Research Part C: Emerging Technology
manufacturing challenges, including life cycle engineering methods, manufacturing process performance modeling, and sustainable engineering education. He has received funding from DOE, NIST, NSF, the U.S. Army, the Pacific Northwest National Laboratory, Oregon Metals Initiative, and industry. His work has appeared in more than 60 peer-reviewed proceedings and journal articles. Page 26.398.1 c American Society for Engineering Education, 2015Constructionist Learning for Environmentally Responsible Design Page 26.398.2 Constructionist Learning for Environmentally
. Students are also exposed to Chinese culture through all kinds of arranged cultureexchange activities. In this paper we will discuss some of the experience that we gained fromorganizing this international research program over the past 3 years. Some of the planning,logistics, procedures and outcomes will be described and analyzed based on the results fromprogram survey. Some suggestions to keep the sustainability of the program will be alsoprovided. This type of information will be useful for peers who seek to run a similar program.Application and RecruitingThe program ran for eight weeks in each summer of 2010-2012, starting in middle of May andending in early July. Nine months before the program started, the NSF IRES flyer was preparedand was
Paper ID #9042Prof. Ram Pendyala, Arizona State University Ram M. Pendyala is a Professor of Transportation Systems in the School of Sustainable Engineering and the Built Environment at Arizona State University. His expertise lies in the study of human activity-travel behavior, sustainable mobility strategies, public transportation systems, and the land use, travel, energy, and air quality impacts of a wide range of transportation policies and technologies. Dr. Pendyala has conducted more than $5 million in sponsored research and published nearly 100 peer-reviewed journal articles and book chapters. He serves on the editorial boards of a number of journals including Transporta- tion, Transport Reviews, Journal of
. Dr. Thole has published over 180 peer-reviewed archival journal and conference papers and advised over 50 theses and dissertations. She founded the Experimental and Computational Convection Laboratory (ExCCL) which is a Pratt and Whitney Center of Excellence for heat transfer. She is a Fellow of ASME and serves as the Chair of the Board of Directors for the International Gas Turbine Institute, as the Chair of the ASME - ME Department Head Executive Committee, as a member of the Vision 2030 Committee, and as the Chair of ASME’s Committee on Honors. She has been recognized by the U.S. White House Champion of Change for recruitment efforts in STEM and by Penn State’s Rosemary Schraer Mentoring Award.Ms. Melissa
, team assignment, peer evaluation, and active and collaborative teaching methods and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and was the 2002–2006 President of Tau Beta Pi. He is a Fellow of the ASEE and IEEE. c American Society for Engineering Education, 2017 Catalyzing a Research Agenda for Enhancing Engineering Education through Institutional CollaborationsAbstractTo augment the extensive engineering education research that has been done over the pastdecades, greater opportunities are needed for
using theframework, and the results of the coding from that iteration were compared and discussed. Tofacilitate the content analysis of the standards documents, a detailed coding protocol for eachiteration of the Framework was developed. This coding protocol was designed to guide theresearch team and to ensure the validity and reliability of the review process. The iterations ofthe framework were also evaluated through peer and expert review at key times within the designresearch cycles. These research cycles will be described in detail in each of the correspondingsections below.Presentation of the FrameworkWe begin by presenting the Framework for Quality K-12 Engineering Education in its final form.The Framework has 12 key indicators that
required the team to ad-dress a particular decision situation, develop a model for solving their identified problem, applythe model to the specific case, and write a memo to a “client” that detailed the team’s results andrecommended decision for the case. The group parts were assigned on a Thursday and due inclass the following Tuesday. Students worked in the same three person group for all three E-MEAs which were a required part of the student’s course grade. These were graded by the in-structor. The comparison group was only assigned traditional homework assignments and somein class group problems (text book style) related to the course concepts.Grading rubrics were developed for each to ensure consistency and to verify that students metthe key
sciences and engineering at VT during 2007-19. This site has 100+ alumni to date. He also led an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research during 2016-19 with 30+ alumni. He also led an NSF-funded cybersecurity education project and served as a co-PI on two International Research Experiences for Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences.Dr. Landon Todd Marston, Virginia Polytechnic Institute and State UniversityDr. Christopher P. Vanags, Vanderbilt UniversityDr. Kang Xia, Virginia Polytechnic Institute and State University Kang Xia received her Ph.D. from the University of Wisconsin-Madison (1997), M.S
stoplight,” therebyusing his personal interest in public health to broaden his coworkers’ thinking and potentially theimpact of their research. Likewise, undergraduate Gretchen’s interest in mechanical engineeringinspired Kate to think more broadly about her research. Kate told Gretchen about a grantproposal she was writing about alloys. She detailed, in technical terms, the experiments shewanted to include, then added, “I’m trying to make it relevant to the navy” to improve theproposal’s chances of being funded. Gretchen asked whether the navy could use these alloys tobuild engine turbines. Kate answered thoughtfully, “Yes. Oh, maybe I’ll put a picture of a shipturbine blade in there.” While the PI was thinking about lab-based specifics, the
scaf-fold on prior learning and experiences, addressing a continuum of lower level to higher levelthinking and deep learning as appropriate for the curriculum. Reflection essays, class discussion,individual and group projects/products, peer review and feedback, or other types of activities willbe used to measure learner progress on the learning objectives, and to provide timely and rele-vant feedback to both the instructor and learner. This information will be used by both the in-structor and learner(s) to guide decision making and engagement in bio-inspired design. Rubricsor grading guidelines will be created for each formative assessment to ensure they align with theproject goals and learning objectives. Summative assessment will occur at
the historical focus on individual problem solving, it is traditionally expected that everyteam member strives toward excellence in all skills involved in the project, such as writing, oralpresentation, and analysis. However, in the collaborative problem-solving paradigm, there is ageneral understanding that students can contribute to projects in a way that is more tailored totheir skills and interests. By promoting this approach, a culture of collaboration, innovation andinclusion in engineering education and the profession is fostered. This shift in focus should alsoinclude flexible teaching and evaluation methods that recognize that different students learndifferently [14].A Theory of Change for an Engineering DepartmentThe NSF
University of Minnesota. Her research explores issues of professional development for K-12 science teachers, with a focus on beginning teachers and implementation of integrated STEM learning environments. She has received over $30 million in federal and state grants and published over 80 peer-reviewed journal articles and book chapters. She is a former board member of the National Association of Research in Science Teaching and past president of the Association for Science Teacher Education.Dr. Christopher Barr, Rice University Rice University Office of Assessment and Evaluation of STEM Programs led by Dr. Barr is the Direc- tor of Assessment and Evaluation of STEM Programs at Rice University. He has been an evaluator and
-incomebackgrounds were more likely to hold a fixed mindset than their peers from high-incomebackgrounds. They determined that a fixed mindset among students from low-incomebackgrounds is more incapacitating to a student’s academic performance than a fixed mindsetamong students from high-income backgrounds. On the other hand, a growth mindset amongstudents from low-income backgrounds is more empowering to a student’s academicperformance than a growth mindset among students from high-income backgrounds (Claro et al.,2016). This finding is highly relevant to the STARS program since students from low-incomebackgrounds are targeted. Potentially, persistence in engineering could be linked to a student’smindset. Students displaying growth mindset motivated goal
informationnetwork helpful for dealing with coursework and internships. He writes: “The impacts of this network on self-efficacy, and intentions found their origins in the Maine experience, and that the other side of this new network is that it helps the students to feel supported as they leave their old lives behind and begin to assume new roles in society. Prior to Suffolk, they had no engineering network at all. The contrast in the students' personal networks pre- and post-Maine was sharp. Although these students were provided with support during the year such as faculty availability, small class sizes, study groups, and weekly pizza parties, the Maine experience was both effective and essential for
College Academic PerformanceCohort 2 is in their second semester of college as of this writing. Thus, there is limited collegeacademic performance and retention data for them. However, we examined several objectiveindicators that were available: fall semester math course grades, fall semester grade pointaverage, and spring semester enrollment at the University. The data are shown in Table 2 for thebridges combined and in Tables 5a and 5b for the programs separately. Math course letter gradeswere converted to a numeric grade point equivalent using a standard scale (e.g., A = 4.0, F =0.0). Students who participated in the math-intensive summer bridge programs earnedstatistically higher grades, by half a letter grade, in their first college math