Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jon D. Nelson P.E., Tetra Tech, Inc; Monte L. Phillips P.E., Americal Society of Civil Engineers; Craig N. Musselman, CMA Engineers, Inc.; Michael J. Conzett, HDR, Inc.

Tagged Divisions

Civil Engineering

models. Thispaper addresses the process followed by the NCEES to make these modifications. It describesthe history, the lessons learned as perceived by the authors, and the next steps forimplementation of the new educational standards. It also includes the experiences, observations,reflections, and opinions of the authors: four individuals who participated in the process ofchanging the NCEES models.IntroductionThe practice of engineering is regulated through licensure in all 50 states, the District ofColumbia, Guam, Puerto Rico, and the U.S. Virgin Islands. Each of these 54 jurisdictions has itsown statutes and rules that establish licensure requirements to practice engineering(qualifications) and how that practice is conducted (procedures and

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

proposed change and its features. The second “H” is for heart in that some ofthose who understand will commit to supporting the change. The second “A” represents actionmeaning that some of the committed will act to effect the proposed change.Test-Drive TerminologyThe strategy and tactics employed to achieve a goal or vision should include sensitivity to howthe various stakeholders might respond to the language used to describe the change. Words thatseem appropriate to change leaders may be misunderstood or even viewed negatively by others.This is exactly what happened early in Raise the Bar effort and the subsequent desire to findacceptable terminology led to increased emphasis on using the term BOK. Reflect on MarkTwain’s thought, “The difference

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

. civil engineering community:  faculty development,  integration of the civil engineering curriculum,  practitioner involvement in education, and  the professional degree.1The fourth of these issue areas—the professional degree—reflected a growing consensus that thetraditional four-year baccalaureate degree was becoming increasingly inadequate as formalacademic preparation for the professional practice of civil engineering. In October 1998, the callfor action issued at the CEEC ’95 resulted in the passage of ASCE Policy Statement 465—Academic Prerequisites for Licensure and Professional Practice. The initial version of thispolicy stated that the Society “supports the concept of the master’s degree as the FirstProfessional Degree

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Russell, University of Wisconsin, Madison; Thomas A. Lenox Ph.D., American Society of Civil Engineers

Tagged Divisions

Civil Engineering

) publication of several strategic vision documents thatcalled for future engineers to develop certain knowledge, skills, and attitudes that had not beenincluded in BOK1. As a result, a second edition of the Civil Engineering BOK was initiated inOctober 2005 and published in February 2008. The Civil Engineering Body of Knowledge for the Page 25.1330.721st Century, Second Edition,10 (abbreviated BOK2) incorporates two particularly substantivechanges from the first edition: • The number of outcomes was increased from 15 to 24. To some extent, this increase reflects the BOK2 authors’ attempt to enhance clarity and specificity, rather than to

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monte L. Phillips P.E., American Society of Civil Engineers; Forrest M. Holly Jr. P.E., University of Iowa

Tagged Divisions

Civil Engineering

experience should demonstrate to thelicensing jurisdiction or other reviewing authorities the capacity of the engineering intern toreview the applications of engineering principles by others and to assume responsibility forengineering work of a professional character at a level that will protect the public health, safetyand welfare. The EI’s experience in attaining a particular experiential outcome may not, in itself,reflect progressive experience. However, attainment of the ensemble of fifteen experientialoutcomes must demonstrate progressive experience.Responsibilities of the Engineer InternThe fulfillment and demonstration of attainment of the experiential outcomes is the responsibilityof the EI. Throughout various work environments and project

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Kevin D. Hall, University of Arkansas; James K. Nelson Jr. P.E., University of Texas, Tyler

Tagged Divisions

Civil Engineering

accredited since 1936) and an MS in EnvironmentalEngineering (accredited since 2003). The BSCE will be the focus of this paper.Historically the program outcomes for the BSCE reproduced (verbatim) ABET criterion 3a-k. In2002 the outcomes were restated with increased specificity to civil engineering; three additionaloutcomes were added to reflect then-current civil engineering basic level program criteria. Alloutcomes were written in the style of ABET “EC 2000.” In 2010, following the release of theBOK2 report in 2008, a comprehensive review of the BSCE curriculum was conducted—with aparticular emphasis on establishing student learning outcomes throughout the curriculum.Course-by-course student learning outcomes were developed and stated in a format

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

traditional four-year baccalaureate degree.4 Consequently,Policy 465 specifies that the prerequisites for licensure should be (1) a baccalaureate degree incivil engineering, (2) a master’s degree or approximately 30 graduate or upper-levelundergraduate credits, and (3) appropriate progressive, structured engineering experience.ASCE is currently attempting to influence state laws to reflect the increased educationalrequirement for licensure. In 2006, with ASCE’s strong support, the National Council ofExaminers for Engineering and Surveying (NCEES) modified its Model Law and Model Rulespertaining to engineering licensure.5 The revised Model Law and Rules state that admission tothe engineering licensing exam will require an accredited bachelor’s degree

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

students’perception of engineering as especially important in biomedical engineering because it is both heavilyinterdisciplinary and heavily human focused [9,10]. In biomedical engineering, content traditionallyseen as mechanical, electrical, and chemical engineering is merged into novel curricula that are human-focused, creating conditions where biomedical engineering students may develop a differentunderstanding than students from other engineering majors.The purpose of this paper is a preliminary analysis of students’ reflections on the epistemologicalboundaries of engineering. We want to understand the boundaries that students establish regardingengineering and the way in which they articulate those boundaries. As an initial step towards that goal

Collection

2000 Annual Conference

Authors

Lesley Jolly; David Radcliffe

develop a reflexiveapproach to their work. This has been done in the context of project-based, design courses,involving both individual and group work in the disciplines of mechanical and chemicalengineering. We conclude that student attitudes clearly evidenced the need for engineering staffto model reflective practice and place regular emphasis on its value as a professional learningtool. Exercises in reflective thinking are most effective if integrated into other more ‘traditional’engineering tasks rather than being set as ‘stand alone’ tasks. We argue that the best way tomake expert knowledge accessible to non-experts is through getting the experts to reflect on theirsuccesses and failures.IntroductionEngineers and engineering students have

Conference Session

ENT Division Technical Session: EM Across the Curriculum II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan; Paul Benkeser, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

integrate entrepreneurial minded learning within theundergraduate curriculum. With funding from the Kern Family Foundation, the goals of thiswork are not only to better equip students to meet the demands of the modern marketplace butalso to empower students to tell the story of their growth into entrepreneurially mindedengineers. In order to tell this story, students engage in a portfolio process grounded in evidenceand reflection. The structure of this story-centric curricular framework consists of a first-yearlauncher course where foundational topics such as design thinking, reflection, folio thinking, andentrepreneurial mindset are introduced. At the other end of the framework is a unique coursecalled The Art of Telling Your Story. In this upper

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Molly H Goldstein, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Mitch Zielinski, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

sources included files ofstudent designs with embedded analysis and electronic notes taken by the students. The presenceof explanatory behaviors was used to evaluate alignment of students’ decisions in selecting anidea for further design and testing. Data from 44 high school students and 132 design solutionswere analyzed. Results show that students became increasingly more reflective with eachsubsequent design. In addition, students were more likely to cite data in their reflectiveexplanations. Implications from these results are discussed as they pertain to educationalsuggestions.Keywords: engineering design, high school, tradeoffs, experimentation, computer-aided design.IntroductionOur understanding of what K-12 students learn from engineering

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 contribute  to  engineering  education?”  This  is  an  important  practical  question  to  address.    In  order  to  have  a  better  understanding  of  the  related  issues,  we  tried  an  experiment.    During  Fall  2013,  with  collaboration  between  our  engineering  college  and  a  European   Page 24.679.3university,  a  set  of  seminars  with  the  title  of  “Critical  Reflections  on  Engineering,  Engineering  Pedagogy  and  Philosophy”  were  conducted.  Engineering  faculty,  graduate,  and  undergraduate  students  attended  the  seminars.    In  addition,  faculty  from  Physics

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #23608Developing Self-awareness in Learning Practices: Designing and Implement-ing a Survival Tool for Freshmen in EngineeringNeelam Prabhu Gaunkar, Iowa State UniversityDr. Mani Mina, Iowa State University Mani Mina is with the department of Industrial Design and Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

learning, the overall educative environment should not only includeguidance through specific material or actions/experiences to own the material, but additionallystudents should immerse into self-knowledge. Metacognition has been described as reflection aboutactions1. It has also been defined by connection prior knowledge with the learning of a new task andwhat are the skills required to do so2. Reflection exercises include introspection on your ownknowledge, ability, motivation by answering specific questions3. The idea of “writing to learn” hasbeen investigated in education courses4, and preliminary findings suggest that there may be nochange in student success in the course in which it is implemented, but that students develop anappreciation

Conference Session

Approaches to Learning Outcomes Assessment in Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Kami Carey, Howard University

Tagged Divisions

Liberal Education

student with tools that will foster the development of global engineers.Students were required to not only prepare traditional designs and write reflections inessay format about the impact of their designs. The reflections provided rich data for thisstudy. The data gathered offers a glimpse of the characteristics of a global engineer andprovides an insight into the role that engineering educators can play in creating engineerswho are flexible, adaptable, resilient and ultimately lifelong learners. A proposedmethod that provides an opportunity to reflect on integration of liberal arts courses isoffered. This method can be utilized in the classroom to ensure that engineeringeducators are molding a global engineer

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Matthew Allan Moss, University of South Florida; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

Tagged Topics

NSF Grantees Poster Session

“surroundings” in an engineeringclassroom. We posed an open-ended reflection question to engineering undergraduates at a largeUS university about their classroom surroundings and its impact on their learning andcomprehension. The reflection prompt defined surroundings as the “conditions and objects thatsurround you.” This reflection question was part of an NSF-funded study on the use of weeklyreflection in a flipped fluid mechanics course to drive metacognitive development and lifelonglearning skills. During class, students were encouraged to collaborate with their peers duringproblem solving to achieve collective understanding and interact with the instructor. Based on aninductive, emergent content analysis of the reflection data with two analysts, we

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

. He has written more than 115 refereed technical papers, and his opinion editorials have appeared in the Tampa Bay Times, the Tampa Tribune, and the Chronicle Vitae.Dr. Rasim Guldiken, University of South Florida Rasim Guldiken is an Associate Professor of the Mechanical Engineering Department at USF. He also serves as the Associate Dean for Academic Affairs of the USF College of Engineering. ©American Society for Engineering Education, 2023 Community as “Surroundings” in a Classroom EcosystemAbstractIn this paper, we preliminarily examine the notion of the “surroundings” in an engineeringclassroom. We posed an open-ended reflection question to engineering undergraduates at a largeUS

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charles Patrick Jr., Texas A&M University

Tagged Divisions

Biomedical Engineering Division (BED)

of factors, andthe new curriculum launches fall of 2023 [1-3]. All core and elective courses were assessed forgaps, redundancies, and bottlenecks, and the curriculum was redesigned – except one non-lecture-based or lab-based course, namely the high-impact engineering course required byTAMU’s College of Engineering. The learning outcomes are stated as: “Upon successfulcompletion of this course, students will be able to (a) reflect on professional outcomes from theengineering body of knowledge and (b) assess learning experiences.” The intent of high-impactcourses is to ensure that students have the opportunity outside the formal classroom setting todevelop essential and professional skills such as communication, problem-solving, organization

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Tugba Karabiyik, Purdue University at West Lafayette (COE); Lan Jin; Kris Acheson-Clair, Purdue University Programs

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Thisfull paper explores the impact of self-paced and online Portable intercultural modules (PIMs) onthe intercultural learning goals of the students enrolled in a junior-level system thinking course.The PIM used in the class aims to improve learners’ teamwork and communication skills. ThePIM contains five activities, including watching videos about cultural diversity and empathy,survey, quizzes, and exercise that applies learning towards intercultural collaboration. The studentsin the system thinking course were asked to complete the PIM and a reflection assignment. Theresearch questions that we intend to answer for this study are: RQ1: What domains of interculturalcompetence, as defined by the AAC&U IKC Value rubric, are represented through

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aneet Dharmavaram Narendranath, Michigan Technological University; Zachary Thelander; Sirena C. Hargrove-Leak, Elon University

Tagged Divisions

Educational Research and Methods Division (ERM)

, dimensionality reduction, andnatural language processing. We apply this methodology to publicly available newsgroupdata which is pre-labeled by topic to demonstrate that MDM distribution may be used toextract a visual dichotomy in the text structure belonging to different topics. In otherwords, text data pertaining to a specific topic have similar MDM distributioncharacteristics. In the future we will apply this methodology to labeled reflections authoredby n students in an Engineering mechanics classroom that is infused with activities thatinvolve an Entrepreneurial mindset (EM) to identify if MDM distribution and clusteringindicates the presence of EM.Future work will also include exploring the confluence of MDM and rhetorical moves, sincewe believe

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Lionel Claris, Smith College; Nora Paul-Schultz, Smith College; Ida Ngambeki, Smith College

experience. Liberative pedagogies differ fromother learner-centered pedagogies in that personal transformation and social change are at theirheart, with the key outcomes of critical thinking and reflective action. With new goals andoutcomes come new measures of success, which require new assessment tools.A liberative assessment tool has been developed and implemented in an engineeringthermodynamics class. The tool uses weblog (blog) technology to measure student learning aswell as enhance it, encouraging reflection and enabling students to connect classroom contentwith personal experience. In the blog learning structure, each student develops an individualpage of entries over the semester, using guiding questions that require about half an hour

Conference Session

A Technology Potpourri I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elaine M. Cooney, Indiana University Purdue University, Indianapolis; Elizabeth Freije, Indiana University Purdue University, Indianapolis; Mengyuan (Alice) Zhao, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

CourseNetworking (or CN), an academic social networking based learning platform that is being used by learners and educators from more than 160 countries. CourseNetworking’s most critical component is a social ePortfolio, which is institutions and educational programs to help their students collect, select, reflect on their learning and network with others who share similar academic interests. American c Society for Engineering Education, 2020 Using ePortfolios to Facilitate Transfer Student SuccessAbstractThis paper describes the use of an ePortolio to facilitate success as students transfer from acommunity college system to baccalaureate engineering technology

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Toriano Armèl Thomas, Norfolk State University; Bini Ben; Sacharia Albin, Norfolk State University; Sunday Adeyinka Ajala, Norfolk State University; Matthew Edward Bickett; Ryan David Shahan, Old Dominion University; Puspita Panigrahi, Norfolk State University

Tagged Topics

Diversity

of renewable energyconsumption. It is the hope that driving down the cost of renewable energy systems will allowthe technology to become more accessible around the world. In solar cells, the reflected light iswasted energy. By producing silicon nanowires (SiNWs) through Metal Assisted ChemicalEtching, or the MACE process, the reflectivity can be reduced to near zero. Our researchhighlights the process of analyzing silicon nanowire data to optimize the production of SiNWsthrough the MACE process. The primary focus of the research involved analyzing the effect ofetching time and etchant concentration on the refractive index and the reflectivity of the SiNWsamples. This was achieved by collecting Scanning Electron Microscope (SEM) images

Conference Session

Technical Session T2

Collection

2022 First-Year Engineering Experience

Authors

Sarah Lynn Benson, Northeastern University ; Leila Keyvani Someh, Northeastern University

Tagged Topics

GIFTS

supplement a pre-existing oralcommunication lecture with peer assessment, self-reflection, and instructor feedback.The first section of this module was structured to be low-stakes, taking the format of an in-classlecture and assignment. In the lecture prior, a prompt was provided for students to design visualsin a four-minute presentation with one minute being dedicated to Q&A. The next day, a brieflecture was given covering the basics, accompanied by a best practice example presentation anda handout with tips. A fifteen-minute revision period allowed students to adjust theirpresentations to accommodate the material covered. Finally, students were divided into smallgroups, where they gave their presentations and received feedback from their

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nan Kong, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Natascha M Trellinger, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

International

a detailed description of the two-way exchange program and summarize resultsfrom a systematic analysis of five reflective learning prompts that were administered to thestudent participants throughout the program (i.e., 1 pre-program, 3 mid-program, and 1 post-program). As further background for these efforts, we summarize relevant prior literaturediscussing strategies for scaffolding and assessing learning outcomes, both in general andspecifically in the context of global engineering programs. Based on our preliminary results, wealso discuss both benefits and challenges associated with this innovative programmaticimplementation. Furthermore, we propose directions for improvement, with an emphasis onstudent recruitment, faculty involvement

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan O'Neil Boulanger, Ohio Northern University; Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

 setting. This paper evaluates whether students involved in the design­based immersive learning experiences developed knowledge pertaining to design and entrepreneurship as evidenced through comparative analysis of student reflections and authoritative literature in the subject area.  Introduction  Since the end of the 19th century, there has been a divide within education between traditionalist and progressive philosophies.  In 1938 John Dewey, one of the most important educational voices of our time, presented his philosophy of education as experience (Dewey, 1998).  In his work he outlines the importance of establishing a firm base that traditionalist forms of education can nurture. He also calls for the progressive style of tying those facts

Conference Session

Opportunities within Graduate Study Programs - Graduate Studies Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Purdue University, West Lafayette (College of Engineering); Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Juan David Ortega, Purdue University, West Lafayette and Universidad EAFIT; Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education

Tagged Divisions

Graduate Studies

education is often described by faculty and graduate students as “a journey”, “alearning process”, and “a transformative experience”. These descriptions speak to theexperiential nature of doctoral education which aims at bringing about some change in studentsto prepare them for their future career. In the research literature, the path and process ofbecoming an engineering education researcher is an emerging field. In this paper, we present theframing of a co-operative inquiry project to explore our personal growth as graduate students.Co-operative inquiry is a research method in which multiple people share and explore a topicfrom their own perspectives through collective dialogue, reflection, interrogation, andtransformation. Our co-operative

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); Robin Adams, Purdue University at West Lafayette (COE)

experientiallearning settings, such support can be characterized as just-in-time improvisational designcoaching attuned to the specific situation. This work-in-progress paper presents a prototypedesign coach playbook structure for use by instructors in such environments as well as itsapplication through three preliminary scenarios. The playbook structure is designed to serve asan instructor reflective tool to illuminate challenging concepts for students and then to facilitateidentification and implementation of best practices to help students work through the challengesthey face. Information is shared in this paper to prompt feedback as we progress in developingthis framework and pursue opportunities to utilize it with a wider community of engineeringdesign

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

cycle of activity in four areas that supports individual and collaborativeself-directed learning and metacognitive processing. The model emphasizes reflection,evaluation, and integration while individuals design their learning, engage with resources tosupport individual study or learning in a community of practice [3], develop practices or projectsto integrate conceptual into applied knowledge with an iterative cycle of quality improvement[4], and engage in practices to increase awareness of and synthesize learning. Having completedone course through the cycle, learners synthesize and enhance awareness of their knowledgethrough curating their learning narrative in an ePortfolio [5].After evaluating student and instructor feedback over the past

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

Tagged Topics

CoNECD Paper Submissions, Diversity

5 Diversity and Inclusion in CBE Curriculum First‐Year Courses Introduction to Chemical  Introduction to MATLAB  and Biological  for Chemical and  Engineering Biological Engineers Implicit Bias  Theatre  Regular  Gender‐Pay  Reflection  Activity Troupe Surveys Gap Coding  Questions on  Assignments ResultsWeber and Atadero. 2020 Annual CoNECD Conference