Displaying results 5551 - 5580 of 6488 in total
- Conference Session
- NSF Grantees’ Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines
- Tagged Topics
- Diversity, NSF Grantees Poster Session
-generation students (LIFGs) can contribute to US engineering problem definition and solving”.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. Strutz, M. L., Orr, M. K., & Ohland, M. W. 2012. “Low Socioeconomic Status Individuals: An Invisible Minority in Engineering.” In C. Baillie (Ed.), Engineering and Social Justice: In the University and Beyond (pp. 143-156). Purdue University Press. 2. Ohland, M. et al. 2012. Viewing Access and Persistence in Engineering Through a Socioeconomic Lens. In C. Baillie (Ed.), Engineering and Social Justice: In the University and
- Conference Session
- Reflective & Critical Pedagogies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Prashant Rajan, Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
entrepreneurship projects are constructed primarily in polysemous, contradictory terms. Students largely perceive empirical reality from secondary sources and superficial immersions in “local culture” that average four to eight weeks at a time. As an initial step in the reproduction of the ideology of humanitarian engineering/service learning, a series of markers are argued to constitute certain “facts” about the “third world” (a term used by engineering educators as recently as 2008). Subsequently the third world denizen(s) appears to stand as an abbreviation or, shorthand for a disparate constellation of attributes identified by outsiders visiting from the developed world. This results from a series of markers that apparently speak of
- Conference Session
- Evaluation: Exploring the Impact of Programs for K-12 Teachers.
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Laura E. LeMire, The Community College of Baltimore County
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering
- 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
- Conference Session
- Measurement and Instrumentation
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
description of situated learning, Greeno et al. 32 describe knowledge as,“distributed among people and their environments, including the objects, artifacts, tools, books,and the communities for which they are apart.”32 This is nearly identical to Newstetter’s 8paradigm shift description of student learning in engineering design teams. This environment isalso consistent with Salas et al.’s 17 integrative model of team effectiveness. In describing thetheory, Salas et al. reference team leaders (plural) not team leader (singular) and describe howshared cognition affects leadership and vice-versa. Within the context of engineering education,this situated learning environment has been described by Johri & Olds 33 as a promising constructfrom the
- Conference Session
- Women in Engineering Division: Student Issues as Related to Culture
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Beth A. Powell, Tennessee Technological University; Joanna Wolfe, Carnegie Mellon University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
National Science Foundation under GrantNo. 1262274. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.” Page 26.1434.17 References:1. Fouad, N. A., and Singh, R. (2011). Stemming the tide: Why women leave engineering. Retrieved from Center for the Study of the Workplace website: http://www.studyofwork.com/2011/10/stemming-the-tide- women-engineers-report/.2. Riley, D. (2008). Engineering and Social Justice. Morgan & Claypool.3. Geek. (12
- Conference Session
- Non-Canonical Canons of Engineering Ethics
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering
urges practitioners to avoid causing harm. 3Indeed, responsibility to hold an ideal paramount is substantively different from responsibility topromote the same ideal. For example, teachers, pilots, and doctors must all hold paramount thehealth and safety of the individuals in their charge, but among them only doctors must dedicatetheir work to the promotion of these individuals’ health and safety. The American MedicalAssociation’s (AMA) Code of Medical Ethics states that physicians are obliged to provide“competent medical care, with compassion and respect for human dignity and rights.”4 TheAmerican Bar Association’s (ABA) Model Rules of Professional Conduct urge lawyers tofunction as “representative[s] of clients, [officers] of the legal system
- Conference Session
- International Division Technical Session 5
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Dominik May, TU Dortmund University; A. Erman Tekkaya, TU Dortmund University
- Tagged Topics
- Diversity
- Tagged Divisions
- International
- Conference Session
- Mentoring, Advising, and Facilitating Learning
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Experiences of Multidisciplinary Engineering Students
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alyona Sharunova, University of Alberta; Mehwish Butt, University of Alberta; Jason P. Carey, University of Alberta; Ahmed Jawad Qureshi, University of Alberta
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
disciplines andpossibly implement surveys. The results reported are important to consider for the developmentand/or re-design of the engineering design curriculum to account for industrial demands as oftoday as well as overall program enhancement.References1. Sharunova, A., Butt, M., Kresta, S., Carey, J., P., Wyard-Scott, L., Adeeb, S., Blessing, L. M., & Qureshi, A. J. (2017). Cognition and transdisciplinary design: An educational framework for undergraduate engineering design curriculum development. In Proceedings of Canadian Engineering Education Association Conference 2017.2. Gericke, K., & Blessing, L. (2012). An analysis of design process models across disciplines
- Conference Session
- Communicating Across Cultural and Epistemological Boundaries
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
of engineering design teams reveals the limited range of engineering identities available tofemale engineering students [10], Dryburgh’s study of professional socialization highlights thedifficult trade off faced by female engineering students adapting to a sexist “work hard/playhard” culture [27], and Seron et al.’s document analysis of female engineering students’ journalentries points to four ideologies—gender essentialism, meritocracy, individualism andexceptionalism—all of which constrained participants’ capacity to engage in a feminist analysisof the normative, masculine engineering culture [13].While this final group of studies is limited by authors’ overwhelming focus on gender as the soledimension of privilege, it does provide us
- Conference Session
- Innovating Ethics Curriculum and Instruction
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
should be responsible for teaching this code of ethics to new engineers? How does this code of ethics apply to those engineers who cannot or choose not to become licensed as a Professional Engineer (PE)? (note: PE licensure is not available for all disciplines) What happens when engineers fail to follow these guidelines?After discussing the applicable Code(s) of Ethics, participants shift back to case studydiscussions. “Tweaking the Data” asks participants to consider how the power differentialbetween a supervisor/employee or mentor/mentee can impact the gathering and reporting of data.In this scenario, an inexperienced engineer is tasked with collecting data that ends up surprisingand puzzling the project manager
- Conference Session
- First-year Programs: Student Perceptions and Perspectives
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
at the University.Many students measured this lack of course opportunities based on Advanced Placement (AP)options at their home high school. Of the seven participants, students reported between one andseven AP courses at their high schools, which they felt was less than the other students in theircourse of study. Even at the high end of this range, Student A mentioned: “So I guess, also partof that is the classes that we can take, like, the opportunities, because, you know, we only hadmaybe six or seven AP classes.... But then I talk to people that took, you know, 10, 12, you know,even more.” Student D noted that his school only had one teacher qualified to teach AP courses:“We don't have a lot of AP courses and [Teacher]’s, the only one
- Conference Session
- Sociotechnical Integration
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- John A. Nestor, Lafayette College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
, superficial preparation assigned material observations, questions Quality of Comments are relevant and Comments sometimes Comments reflect little Contributions reflect understanding of: irrelevant, betray lack of understanding of either the assigned text(s) or preparation, or indicate lack assignment or previous remarks assignments; previous of attention to previous in seminar remarks of other students; remarks of other students and insights about assigned materials Impact on Class Comments frequently help
- Conference Session
- Insights for Teaching ECE Courses
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Laura K. Alford, University of Michigan; Amir Kamil, University of Michigan; Andrew Deorio, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer
of community would increase throughout the three course sequence as each course buildsupon the previous course(s). Entry and exit surveys already exist for each of the introductoryprogramming courses participating in this study; the participants and specific questions used forthis study are detailed in the next sections.Participants and CoursesThe entry and exit surveys were administered to students in four different large-enrollmentcomputer programming courses at a large, public research institution.Course 1a is a CS1-type course and is required of all engineering students and is taken in the firstyear of study; the students in Course 1a were offered a small amount of extra credit to completethese surveys. Course 1b is also a CS1-type
- Conference Session
- Online and Professional Graduate Programs
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michael J. Dyrenfurth, Purdue University, West Lafayette; Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette; Carmen Torres-Sánchez , Loughborough University; Timothy J. Jacobs, Texas A&M University; Charles M. Wolf, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
Industrial c American Society for Engineering Education, 2020 Paper ID #30121 Technology from 2007 to 2010. Prior to her appointment at Purdue University in 1993, she spent seven years teaching for Texas A&M University’s Department of Engineering Technology. Dr. Newton has a Ph.D. in Educational Human Resource Development, a Master’s degree in Business Administration, and a B.S. in Industrial Distribution, each from Texas A&M University.Dr. Carmen Torres-S´anchez CEng, Loughborough University Dr Torres-S´anchez is an Associate Professor at the University of Loughborough, England, United King
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 7
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
… something to present. And it felt like we hadn't really… even started on it. So like I think and for the sake of like having more time, I think … it would have been more helpful if we'd started earlier on projectsInterestingly, even though most felt anxious about completing the projects in the time allotted,when interviewed at the end of the program, most of the participants felt that 9 weeks wasenough time for the SSEF. The most common feedback from the students was to move theproject and group selection earlier in the program so that expert talks could be arranged thatdirectly apply to their selected topic area(s) and/or to provide them more time for their projects. P4: “Definitely, not. like did not have enough time for
- Conference Session
- Duff's Dynamic Duo: Harnessing the Power of Teamwork for STEM Excellence!
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Joshua D. Carl, Milwaukee School of Engineering; Amii LaPointe, Milwaukee School of Engineering; Cindy Miller, Milwaukee School of Engineering; Cory J. Prust, Milwaukee School of Engineering; Elizabeth Taylor, Milwaukee School of Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
for the app. Students individually used post-it-notes to identify potential users of theapp. Once completed, the students returned to their groups and identified a primary andsecondary user of the app.After exploring the users, students then went into ideation with an exercise called “How MightWe?” [18]. In this exercise students, using post-it-notes, generate ideas on how might they solvethe problem to meet the user needs identified in “Define”. Students then got the opportunity tomeet with Milwaukee Bucks representatives to ask questions to validate their thoughts on usersand how they might solve the problem.The next step was Sketching. Using the Crazy 8’s [19] method of sketching, students engaged intwo rounds of sketching where they
- Conference Session
- Military and Veterans Division (MVD) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alyson G. Eggleston, Pennsylvania State University; Angela Minichiello, Utah State University; Allison Miles, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Robert J. Rabb P.E., Pennsylvania State University; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; B Grant Crawford P.E., Quinnipiac University; Oscar Barton, Jr. P.E., Morgan State University; Catherine Kime, Utah State University; Michael Scott Sheppard Jr., Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Military and Veterans Division (MVD)
- Conference Session
- Environmental Engineering Division (ENVIRON) Technical Session 2 - Engineering for One Planet (EOP)
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- David Brian Dittenber P.E., Cedarville University; Mackenzie Booth, Cedarville University
- Tagged Topics
- Diversity
- Tagged Divisions
- Environmental Engineering Division (ENVIRON)
SDGs in light ofBiblical principles. Finally, students work in small groups to research one or several SDGs todetermine the importance of each topic, current progress toward each topic’s achievement, andprogress yet needed. As a follow-up assignment, students are asked to write a short paper orcreate a poster highlighting the SDG(s) they studied.Discipline-Specific Systems Thinking ModulesWith the final three topic areas (systems thinking, design, and communication & teamwork),multiple learning modules were developed for each relating the topics to specific applicationswithin the field of civil engineering. The first five modules of the SaS framework wereconstructed was to allow them to remain the same for any design discipline, while
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Huihui Qi, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Zongnan Wang, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Xuan emily Gedney; Alex M. Phan, University of California, San Diego; Nathan Delson, eGrove Education; Maziar Ghazinejad, University of California, San Diego
- Tagged Topics
- Diversity, NSF Grantees Poster Session
help. In addition, in versions of the oral exams that wereintended to give the students extra credit, students found that having a second chance to provetheir knowledge increased their motivation to learn. This highlighted to them that the class wasabout increasing their knowledge rather than penalizing them for their mistakes. D. Did oral exams increase students' understanding of the subject matter?In the end-of-quarter survey, students were asked whether they believe the oral exams increasedtheir understanding of the subject matter. Overall, the majority of students found the oralassessment(s) increased their understanding of the subject matter. 72.1% of the valid responsesanswered “agree/strongly agree” to the prompt, while nearly 21.4
- Conference Session
- Identity Formation and Engineering Cultures
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alexis Suzanne Capitano, Colorado School of Mines; Ryan Miller, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society Division (LEES)
themes/concepts table to fill in with evidence and brief narrative Concept Name Instructions Mindset If possible, be more descriptive than just “problem- solving,” e.g., “growth mindset,” “problem identifi- cation,” etc. If relevant, particular problems could be mentioned here. Illustrative Add 1-3 quotes that illustrate this mindset. Include Quote(s) page numbers. Prevalence 1-5 scale (with 5 high) and very brief description Narrative Write a short paragraph (3-6 sentences) summariz- ing the concept and its
- Conference Session
- Civil Engineering Division (CIVIL) - ASCE Collaborations
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Timmy Elwin Kipfmiller III, United States Military Academy; Alexander Tucker, United States Military Academy; Charles James Richardson Reeves, United States Military Academy; Nicholas Ryan Parker, United States Military Academy; Scott M. Katalenich, United States Military Academy
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL)
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
Professional Development for STEM Teachers in Rural Counties to Broaden Participation in Engineering
- Conference Session
- Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell, STEM Equity Initiative, LLC; Sandra Staklis, RTI International; Kevin A Jordan, RTI International
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
- Conference Session
- Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of North Carolina at Chapel Hill; Joseph Roy, American Society for Engineering Education (ASEE); So Yoon Yoon, University of Cincinnati
- Tagged Topics
- Diversity
- Tagged Divisions
- Aerospace Division (AERO), Graduate Studies Division (GSD)
to reveal gender disparities and a lack of policy usage (i.e., paidtime off), yet existing research tends to focus on faculty and not doctoral students [84]. Ouranalysis did not uncover any results or findings that could be directly associated with work-lifebalance climate for doctoral engineering students.Discussion Our review demonstrates that 1) when there are studies of climate, constructs were notdefined, ill-defined, or derived from literature outside of organizational science, 2) participantclimate perceptions were often captured in studies of phenomena other than climate and 3)while engineering study results and findings often indicated the presence of organizationalclimate(s), engineering education researchers did not
- Conference Session
- Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students
- Collection
- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
- Authors
- Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University
- Tagged Topics
- CoNECD Paper Sessions, Diversity
’ understanding of what their advisor (or supervisor) wanted them to dowas an important contributor to student outcomes, with the authors noting that “open, supportive,and frequent communication with [their] supervisor was found to be essential for student successand satisfaction” [6]. Sverdlik et al.’s analysis also noted that poor communication of departmentalrequirements may lead to a discrepancy between the student’s and the department’s expectations ofwhat the student needs to do [6]. Such a discrepancy can lead to the student insufficiently integrat-ing into their institution and discipline, resulting in a decreased likelihood of degree completion[7]. In addition, clear communication of expectations may impact students in more ways than sim-ply
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shuvra Das, University of Detroit, Mercy
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
an issue or a project that would benefit from a technological solution.Considering the divergence between the code of ethics and the design justice principles, it isprobably necessary to re-consider and revise the code of ethics to be more expansive and includethe design justice concepts. Inclusion of the design justice principles and their practice will be aworthwhile effort for NSPE and ABET to undertake and will be an important step on the path tomaking the engineering education system more diverse, equitable and inclusive.References 1. https://designjustice.org 2. https://designjustice.org/read-the-principles 3. Das, M., Ostrowski, A.K., Ben-David, S., Roeder, G.J., Kimura, K., D'Ignazio, C., Breazeal, C., & Verma, A
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Susan Arnold Christian; Esther Gonzalez; Andrea D. Beattie; Ashleigh Tierney; Kimberly D. Douglas, Society of Hispanic Professional Engineers, Inc.
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
Christian currently serves the Society of Hispanic Professional Engineers as a Manager for the Research & Innovation office. She helps lead the MentorSHPE and InternSHPE programs in this role. In her former roles she has served as the Assistant Director for the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech in Blacksburg, VA from 2010-2020. Prior to joining Virginia Tech in September of 2010, she served as the Outreach Program Coordinator for the Women in Engineering & Science Program at Kansas State University from 2000-2010. She began her work in STEM outreach and student support at Girls to Women, a private not for profit in Kansas City, in the late 90’s. She has also served on the
- Conference Session
- Teaching Tools: Student Experience and Reflection (NEE)
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Rebecca Mazur
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators Division (NEE)
: Goodman Research Group, Inc.Hadzigeorgiou, Y., Klassen, S., & Klassen, C. F. (2012). Encouraging a ‘‘romanticunderstanding’’ of science: The effect of the Nikola Tesla story. Science & Education, 21(8),111121138. https://doi.org/10.1007/s11191-011-9417-5Hagen, P. A. (2013). Listening to students: A study of elementary students’ engagement inmathematics through the lens of imaginative education [Doctoral dissertation]. University ofBritish Columbia. https://doi.org/10.14288/1.0165668Herr-Stephenson, B., Alper, M., & Reilly, E. (2013). T Is for Transmedia: Learning ThroughTransmedia Play (Rep.). Retrieved fromhttp://joanganzcooneycenter.org/wp-content/uploads/2013/03/t_is_for_transmedia.pdfImagintive Education Research Group [IERG