Conference Session

Technical Session 6: Modulus Topics Part 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald Erdei, University of South Carolina; Brantly Edward McCord, Purdue Polytechnic Institute; David M. Whittinghill, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Computers in Education

completeda questionnaire surveying their experiences with their current partner.During each laboratory meeting, the instructor would introduce the prescribed group assignment,then support the students as they completed the prescribed assignment. Attendance and tardinesswere recorded, as were observations made by the instructor during the course of the laboratory.After each laboratory meeting, the instructor would first reflect, then record their thoughts,impressions, and perspective on the laboratory they had just taught. As the laboratory instructorwas also the laboratory instructor for the subsequent course, Game Development II, observationswere continued for the first 4 weeks of the next class to explore the residual impact of thecollaborative

Conference Session

Technical Session 10: Simulation and Modeling

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yul Chu, University of Texas, Rio Grande Valley

Tagged Divisions

Computers in Education

results as an experience; and• Reflective observation consists of reviewing the simulation results and reflecting on how to design a cache memory with a new idea.Two steps for design-based learning:• Abstract conceptualization consists of designing a new idea by porting the code into the Simple Simulator to implement; and• Active experimentation consists of finalizing the design after analyzing the simulation results. Figure 1. Flowchart of Kolb Experiential Learning Cycles.Simulating conventional cache schemes for experience-basedlearning:The Simple Simulator’s purpose is to design and implement multi-core cache memory schemes for computer architecture labs forsenior- and/or graduate-level students. Figure 2 shows the majorsteps to

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

grounded in the work of Crismond and Adams [94], who developed the InformedDesign Teaching and Learning Matrix based on a meta-literature review. The matrix includesnine design strategies that are fundamental to informed engineering design and include:understanding the challenge, building knowledge, generating ideas, representing ideas, weighingoptions and making decisions, conducting experiments, troubleshooting, revising or iterating,and reflecting on the process. In addition to identifying these strategies, the authors describelearning progressions to highlight the range of design behaviors that develop from beginningdesigners to informed designers.The design strategies in the Informed Design Teaching and Learning Matrix are intended to beused

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

David J. Broderick, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

. These steps aresummarized here: 1. Demonstrated examples during lecture 2. Online homework with intermediate step feedback 3. Traditionally presented textbook problems during recitation 4. Assessment during midterm/final examsIt was stressed during lecture that circuit analysis, and in this case mesh analysis, is a methodicalprocess that can be applied to any circuit. The steps of the method were demonstrated to eachsection using eight problems prior to the assignment of the online homework. For each lectureproblem the methodical approach reflected in the online homework was demonstrated on awhiteboard. This was the first step listed above. If students needed additional support in thisform, video lectures were also provided using

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenny P. Quintana-Cifuentes, Purdue University; Senay Purzer, Purdue University; Molly H. Goldstein, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

like the nineties and in December drop.” (Student TH3_7) SD- The student has a sequential explanation “Well I change the roof a lot because it was, the way that can be across different disciplines. it works, at first, I had the roof panels on the wrong However, there is no evidence she/he side of the house, and then I had to move them that considered concepts from other disciplines around a bit. I also tried to make it (the roof) flatter during their trade-off decisions. and other roof designs to see the way the sun reflected more

Conference Session

International Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Shenoda, Farmingdale State College

Tagged Topics

Diversity

Tagged Divisions

International

conducted for two summers in Australia, and application of practices and ratingsystems in that country were used to develop projects that could be certified through the LEED(Leadership in Energy and Environmental Design) rating system in the U.S. Several offerings ofa traditional on-campus course were then made, with a similar project development aspect at theconclusion of each. The learning outcomes from each type of offering are compared usingsimilar assessments, and an evaluation of the differences is made. Besides considering thebenefits of study abroad programs in sustainability education, a reflection on the benefits ofbringing an understanding of the global aspects of sustainability to on-campus course offerings isalso

Conference Session

International Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julio Urbina, Pennsylvania State University, University Park; Jose F. Oliden, Universidad Nacional de Ingenieria; Patrick Tunno, Pennsylvania State University; Akhlesh Lakhtakia, Pennsylvania State University; Juan Rodriguez, Universidad Nacional de Ingenieria ; Miguel Luis Estrada P.E., Universidad Nacional de Ingenieria ; Esther Obonyo, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Christine B. Masters, Pennsylvania State University, University Park; Fernando Fonseca Pacheco, Lycoming College

Tagged Topics

Diversity

Tagged Divisions

International

formulation and development.Evaluation: Each topic was aligned with a laboratory assignment, problem identification, group(2-4) oral presentation, and a final project deliverable.Module 2: Weeks 3-4, United Nations SDG-4 Quality of EducationThe second module focused on the integration of vectors, geometry, trigonometry, andexperimentation for analysis of scientific phenomena and engineering systems, addressing UNSDG-4 Quality of Education.Specific objectives of this moduleStudents will learn to apply mathematical concepts to determine: (i) forces and stresses in staticsystems comprising linear elements, (ii) reflection and refraction of light from plane interfaces,and (iii) current in a simple circuit. Students will also learn to take measurements

Conference Session

SED Technical Session: Instructional Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Azad M. Madni, University of Southern California; Dan Erwin, University of Southern California; Ayesha Madni, University of Southern California

Tagged Divisions

Systems Engineering

Education, 2019 Exploiting Digital Twin Technology to Teach Engineering Fundamentals and Afford Real-World Learning Opportunities University of Southern CaliforniaAbstractThis paper presents an innovative instructional approach that capitalizes on digitaltwin technology to transform traditional lectures into “learning-by doing”experiences in the course laboratory. In this paper, we address how the use ofdigital twin technology in laboratory simulation environments affords studentsauthentic learning experiences, i.e., experiences that reflect what a learner isexpected to encounter in the real-world. The immediate feedback feature, enabledby the connection of the digital twin to the physical twin, provides

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

they have the interview with the professor.The interview with the professor involves a dialogue tree that allows the participant to choosehow they wish to respond in real-time in the conversation. This ability, coupled with theparticipant having Becky’s vantage and mirrored body movements, enables participants to feelmore immersed as the actual character. Although the evolution of conversation is dependentupon the selections of the participant, there are key statements made by the professor that areindependent of the participant’s response. These statements reflect what is constant in allinteractions. Specifically, all constants in the dialogue involve at least one of the followingconcepts—(P)rejudice, (R)acism, (I)mplicit bias, (S)exism, (M

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Faculty Development Constituent Committee

chosen strategy. Designmemos were originally conceived as an artifact for dissemination to other instructors interestedin adopting new practices, but they also served as useful reflection tool for the writer. Beyondthis guidance, groups had significant freedom and flexibility to operate in the way they felt wasmost valuable to their members.Each group was facilitated by a group leader who either received a semester of training prior toleading the group or had been a member of a group before assuming the leadership role. Groupleaders were identified and recruited by the project research team and were known to have priorexperience with active learning and other evidence-based teaching methods. The leader wasresponsible for recruiting group

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

Tagged Topics

Diversity, NSF Grantees Poster Session

currently involved in their thirdacademic year of implementation. During this time, Cohort 1 faculty were introduced to: (1) thePrinciples of Teaching and Learning [3] as a framework for thinking about and guiding changesin their practice; (2) Teaching as Research as a strategy to effect changes in their courses andassess the impact [4]; and (3) a Community of Practice to share and reflect on their efforts tochange practices. Workshops with experts in the field on active learning, deep and transferablelearning, and cross-course connections were supplemented with research on how people learn [5,6] and discipline-based education research.The extent of participating faculty and classroom transformation is being examined through thelens of limiting

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Anna H. Wakefield, Texas State University; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

NSF Grantees Poster Session

practices for implementation in theeducation sector are still being explored.Methodology Mixed methods were used throughout this study and included a variety of quantitativedata (pre-/post-test instrument) and qualitative data (workshop reflections, focus group, lessonplans, student artifacts); however, this paper only reports on the lesson plans developed by thefaculty participants.Participants. A call was made to all of the Colleges of Education and of Science and Engineering toseek 20 faculty participants. Faculty participant demographics included 15 females, 5 males, 14of which taught in the College of Education (COE) and 6 taught in College of Science andEngineering (COSE). The faculty participants taught a wide range of courses

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Topics

NSF Grantees Poster Session

subject. The studentwho did not work hard was met with overall approval, and he said that it was likely to be in thecircumstance of the subject they were best at, and that everyone has such a class. Alice,contrastingly, rejected the questions altogether. She holds that “smart” is a subjective termdefined by the person describing it, and that everyone is smart, just smart in different ways. Herown subjective view of smart rejects the idea of tying intelligence into the amount of effortneeded to do something, but instead is reflected in an individual’s own conscious choice to tryand learn more.When Ivan was asked about a class he had to work very hard in, he claimed that the reason hehad to work so hard was that the professor was not good at

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Rezvan Nazempour; Renata A. Revelo, University of Illinois, Chicago; Ludwig C. Nitsche, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity, NSF Grantees Poster Session

through a Service LearningProject (SLP). This existing community- oriented outreach activity, which is run through theUniversity of Illinois at Chicago, not only provides students with a sense of pride and belongingthrough their efforts during the event, but this event also has a reflection component to allowScholars to deeply connect with themselves and the community. At the end of each semester,Scholars will present their service learning project experience to their fellow Scholars, peers, andfaculty during a Scholar appreciation event. Professional Development Seminars. During the spring semester of their third year, S-STEM Scholars will enroll in the first course of a two-course sequence on ProfessionalDevelopment, 499.1. This course

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christine Kelly, Oregon State University; Susannah C. Davis, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Ed LeRoy Michor, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Fellows:Modeled after the Action Research Fellows Program of the ESTEME@OSU community, theTeaching Innovation Fellows Program is designed to support CBEE instructors and staff totake the next step in educational innovation through participation in a Professional LearningCommunity (PLC) and action research while addressing project goals. The PLC option isdesigned to encourage teaching or co- curricular development and reflection without the needto formally collect and analyze data, though we encourage assessment of current and/orreformed teaching/co-curricular practice through evaluation of informal measures (e.g.,observations of groups, feedback from TAs and LAs) and artifacts or work products (e.g.,completed assignments, exams). Each project is

Conference Session

Graduate Studies Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois at Urbana-Champaign; Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Mattox Alan Beckman, University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois, Urbana-Champaign

Tagged Divisions

Graduate Studies

or teaching assistant support, as well as by providing students who take the course as partof their graduation, professional development, and/or teaching requirements. Finally, external in-dustry sponsors offer additional, sustainable financial support as well as some industry-perspectiveinstruction in return for the opportunity to recruit from a pool of graduate students.ActivitiesThe course consists of a weekly seminar that can be taken for one or two credit hours. Seminarsare taught in an active-learning style, with plentiful group discussions and in-class activities suchas think-pair-share. Some seminars are supplemented by reflective writing assignments. Studentswho take the course for two credits also complete a research project and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Pre-College Engineering Education

understanding of engineering concepts [4], insufficient backgroundin engineering [5], or a lack of self-efficacy [3] [6] [7]. Because of this gap in the ability andconfidence of science teachers to teach engineering, there is a need for improved professionallearning opportunities for these teachers.Instead of having the eight participating STEM teachers be only chaperones, they were given theopportunity to experience the engineering activities with their students and were able toparticipate in several evening workshops led by the researchers. In these workshops, the teacherswere able to reflect on and discuss their engineering experiences in the camp, participate inactivities related to implementing engineering in their classrooms, and were given time

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Alexandra Batrouny, Tufts Center for Engineering Education and Outreach; Karen Miel, Tufts University; Kristen B. Wendell, Tufts University

Tagged Divisions

Pre-College Engineering Education

score, citing the fact that the performance of therocket was “like stuck in the middle,” so the score should reflect that. Her use of “like,” “kindof,” and “doesn’t really” served to highlight her uncertainty, while still positing that a design was“stuck in the middle” and required some score that was not featured on the decision matrix.Sympathizing with a designRebekah and Bonnie spent several turns sympathizing with one of their designs that scored 0 inevery category (named “mega-hedgehog,” Figure 2). This sympathy was indexed by aheightened affective stance adopted by the girls, marked by diminutive affix, repetition, andvocabulary choices (strategies underlined in the following excerpt). 11 Bonnie: I feel bad this was our best

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Elizabeth Marie Tafoya; Prabaharan Graceraj Ponnusamy, University of Georgia; Tyler Jeffrey Wahl, James Madison University; Jessica Besnier, James Madison University ; Jordan Claire Capelle, James Madison University

Tagged Topics

NSF Grantees Poster Session

publication[8]; Book chapter (in publications and global educators review); Plenary Talk at the 11th networks. International Workshop on Design Theory; ASEE 2019 Workshop Biomimicry Educators Network contribution Evaluate the learning impact of the evidence-based instructional resources. Objecti ve 2 a. Assess student engagement in learning. Reflection analysis for JMU and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

would help focus students on seeing themselves as engineers andhave their ideas, rather than the LEGO bricks, drive the creation of the scene. We also added abrief time at the end of the activity to talk about what an engineer is and does, the variety ofscenes created and how that reflects the variety of engineers, and how students’ interests can fitwith the many different types of engineers. This shift moved the activity more into the realm ofan intervention rather than just data collection alone. The revised version of the activity was usedin the remaining nine classrooms. When they completed their scene, we encouraged students tocreate a brief video using a GoPro camera to describe what their engineer was doing. However,time constraints

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Kristen B. Wendell, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

join a small committee of teachersworking to redesign the science curriculum resources for the city.Data Collection and AnalysisTo track the evolution of Vanessa and Dani’s choices for teaching engineering, we invited bothto be interviewed periodically as they implemented engineering units, which ranged in lengthfrom one class session to several months. The first author conducted three interviews withVanessa and five with Dani, using the same protocol each time. Each interview began with theteacher describing her most recent units, often with pictures of student work and binders oflesson plans. The second part of each interview asked teachers to explain their instructional andpedagogical choices, reflect on why they persisted in teaching

Conference Session

Track: Special Topic - Computing & Technology Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elsa Q. Villa, University of Texas, El Paso; Sarah Hug, Colorado Evaluation & Research Consulting; Heather Thiry, Golden Evaluation ; David S. Knight, The University of Texas, El Paso; Elizabeth Fomby Hall, The University of Texas, El Paso; Andrea Tirres, University of Texas, El Paso

Tagged Topics

Diversity, Special Topic: Computing & Technology

demonstrated excellence in four core areas:professional development, scholarly achievements, community outreach, and co-curricular orextracurricular activities.Finally, the Alliance is currently focused on determining what other practices are provingeffective and adding more signature practices to our portfolio, such as: (1) providing workshopson computational thinking and computer science principles to effectively prepare K-12 teachersto integrate these into its existing curriculum; and (2) the development of one- and two-credithour courses on problem solving, which are now in its pilot stage at six CAHSI institutions.These problem solving courses are intended to shift student thinking about how best tosystematically approach a problem, reflect on

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

Figure 1) [17, 18, 24]. Learner can do  The principal characteristics of a sociocultural unaided model include: the importance of authentic activities Zone of Proximal  to promote learning; the importance of the Development  collaborative construction of knowledge; the need [Learner can do  with guidance] for coaching and scaffolding at critical moments; and the importance of reflection to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Justin L. Hess, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

phases or activities; other elements spanned the entire innovation process.In general, learning in this theme extended beyond realization of the importance of thesecomprising elements. Instead, learning came from a place of personal experience, as studentsembraced or internalized an approach or mindset. There were, however, some differences in thedegree to which participants accepted and inhabited these elements. For example, Let go ofselfish innovation was typically an important realization for participants, but one they oftenstruggled to persistently embrace.Table 4. Elements Comprising the Approaches and Mindsets Theme Elements Description Apply critical thinking Critical and reflective thinking are essential at key

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Oklahoma State University; Brock E. Barry P.E., U.S. Military Academy; Audra N. Morse P.E., Michigan Technological University; Camilla M. Saviz P.E., University of the Pacific

Tagged Divisions

Civil Engineering

engineering at the professional level. Oncea new BOK is published, COA appoints a Civil Engineering Program Criteria Task Committee(CEPCTC), which is charged with reviewing the criteria in place, and if needed, revising thecriteria using the new BOK, input from the civil engineering community, and other relevantinformation. The BOK is developed based on an extensive review of the scholarly literature,relevant visionary documents, and by identifying the needs of the profession with input from, andreview by, practitioners and educators. The BOK also reflects the strategic goals of ASCE and isapproved by the ASCE Board of Direction. As such, use of the BOK to develop the CivilEngineering Program Criteria ensures that the needs of, and strategic goals

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Todd R. Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

Tagged Divisions

Mechanics

exam provides evidence of the assessment’s validity as ameasurement instrument for representational competence. We found a positive correlationbetween students’ accurate and effective use of representations and their score on the multiplechoice test. We gathered additional validity evidence by reviewing student responses on anexam wrapper reflection. We used item difficulty and item discrimination scores (point-biserialcorrelation) to eliminate two questions and revised the remaining questions to improve clarityand discriminatory power. We administered the revised version in two contexts: (1) again as partof the first exam in the winter 2019 Statics course at WCC, and (2) as an extra credit opportunityfor statics students at Utah State

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Christopher McComb, Pennsylvania State University, University Park; Julie Rojewski, Michigan State University; Astri Briliyanti, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

Tagged Divisions

Engineering Leadership Development

Objective Core Activities 1. Learn about other members in the group and begin 1. Introductions building a learning community 2. Reflect on group dynamics and ways to make the group 2. Examining constructive and functional destructive group behaviors 3. Establish ground rules for participation 3. Generate ground rulesSection 2: Equity and Inclusion: Diversity, in many dimensions, offers both challenges andopportunities to any relationship. Learning to identify, reflect upon, learn from, and engage withdiverse perspectives is essential to fostering effective relationships and vibrant intellectualenvironments

Conference Session

Curricular Advancements in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heath Joseph LeBlanc, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University; Muhammad Ajmal Khan, Ohio Northern University; Firas Hassan, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

semester, students are required to submit a ½ to 1-page analogy reflection. Inthe assignment, students must either reflect on one of the analogies given throughout the courseto connect it to a personal life experience, or to create their own analogy that connects the circuitcontent to another topic, and reflect on the connection to a life experience. The analogy shouldbe stated, and the underlying deep structure between the source and target should be described.For grading, the correctness of the statements made about the analogy and the related circuittopic are checked (i.e., the stated deep structure is sensible and correct). Also, how well theanalogy is related to the student’s own life experience is assessed. The grading of the

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Constituent Committee

learning that are independent of specificpedagogies or tools: (1) intrinsic motivation, (2) students as empowered agents, and (3) designthinking.The first, intrinsic motivation, allowed participants to reflect on factors within their courses thatcontribute to students’ motivation and ultimately, their academic performance [19]. During theworkshops, participants worked individually and in small groups [20] to explore differentapproaches to supporting students’ sense of competency about the topics within the course,autonomy to control their own learning, and relatedness to others around them and theengineering topics within the course. As agents of their own learning, students are self-directedand empowered learners who actively construct their

Conference Session

NEE 1 - Innovative Teaching & Learning Strategies

Collection

2019 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, School of Engineering and Sciences, Tecnologico de Monterrey, Mexico; Alvaro Alvarez-Delgado, Language Department, School of Social Sciences, Tecnologico de Monterrey, Mexico; Samira Hosseini, Writing Lab, Center for Educational Innovation, Tecnológico de Monterrey, Mexico

Tagged Divisions

New Engineering Educators

develop instudents their ability to know when to apply each of the two modalities of thinking, logical-mathematical or artistic-narrative, depending on the circumstance. To date, traditional teachingschemes not only fostered the culture of individual performance but also prioritized rationalthinking, and avoided incorporation of the artistic-narrative modality in engineering courses in anattempt to the rigor of the search for empirical truth. The use of cognitive tools for thedevelopment of the abilities of creative thinking must be complemented with the application ofmetacognitive tools in order to also influence the development of specific dispositions oftemperament, that is, the exercise of reflection skills in engineering students [13]. The