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Displaying results 31 - 60 of 1232 in total
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee, Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M. Ehlert, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, Ohio State University; Teresa Porter, Ohio State University
Tagged Topics
NSF Grantees Poster Session
part of their research experiences. From thislist of potential codes, codes were identified based on what was found in Phase II interviewtranscripts. These include activities such as constructing knowledge that is new to participant ornew to field, collaboration, testing ideas, and dissemination. Some codes reflect students’attitudes and beliefs, such as career goals or plans; challenges they faced when doing research;and aspects of mentoring or supervision. Other codes reflect aspects of students’ experiences,such as recognition, failure, gaining skills, or feeling a sense of gratification. These codes will beparticularly important for Phase III of this project, in which we will identify ways to transfer ourfindings to instructional practice
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder
Tagged Topics
Diversity, NSF Grantees Poster Session
individualreflections to understand the process of ISE formation. Pre-post comparisons of the quantitativesurvey items will be conducted for individual students in the test and control courses. Team andindividual reflections from the test course will be analyzed after the course. Potentialdemographic differences in ISE will be explored. Potential team-level influences will also beevaluated to understand the impact of a team’s ISE score on enhancing an individual teammember’s ISE gain. Focus groups and individual interviews with students who participated in thetest course will take place in spring 2024. The ISE, INT, and IW of environmental engineeringstudents will be further assessed in spring 2024 through the ISE survey in the environmentalengineering
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason P.E., Seattle University; Jennifer A. Turns, University of Washington
Tagged Topics
Diversity, NSF Grantees Poster Session
controls system and the use of technology to enhance engineering education. Dr. Mason is a member of the Amer- ican Society of Engineering Education and the Society of Manufacturing Engineers. He is a licensed professional engineer.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support c American Society for Engineering Education, 2018 Paper ID #22165engineering students in reflecting on experience, how to
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Betsy Chesnutt, University of Tennessee at Knoxville
Tagged Topics
NSF Grantees Poster Session
use in K-12classrooms. A new course model was created that utilized a hybrid community of practice wherestudents learned about engineering education and worked together to support local K-12 schoolsby engaging in service learning. This project explored the ways in which participation in thiscourse impacted pre-service teachers’ perceptions of engineering and engineering teaching self-efficacy. We first administered a survey designed to measure engineering teaching self-efficacyto pre-service teachers at the beginning and end of the course. In addition, pre-service teachersalso completed reflective journals throughout the course in which they were asked to reflect onhow specific aspects of the course impacted their understanding of the nature
Conference Session
NSF Grantees’ Poster Session
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Anthony Hernandez, California State University, Los Angeles
Tagged Topics
NSF Grantees Poster Session
students to reflect on their own learningstrategies and performance. The redesigned course was offered in Spring 2014, and significantimprovement in term project performance was observed. To analyze the impact of thepedagogical revision, a mixed methods research was used to collect both quantitative andqualitative data including pre- and post- survey, informal and formal interviews, and participantobservation. The interview was conducted multiple times throughout the quarter to track thechange of student motivation and participation in the class projects. The paper includes detaileddata analysis to reveal how students with different academic and cultural backgrounds respondedto the revised CPBL and discusses why these changes helped to promote
Conference Session
NSF Grantees' Poster Session
Collection
2012 ASEE Annual Conference & Exposition
Authors
Ikseon Choi, University of Georgia; Yi-Chun Hong, National Central University; David K. Gattie, University of Georgia; Nadia N. Kellam, University of Georgia; Melissa G. Gay, University of Georgia; Lucas John Jensen, University of Georgia; Hyojin Park, University of Georgia; YounSeok Lee, University of Georgia
Tagged Topics
NSF Grantees Poster Session
the Graduate Institute of Network Learning Technology at National Central University in Taiwan. Her research interests include reflective thinking, learning envi- ronments design, engineering design problems, ill-structured problem solving, and game-based learning in formal education.Dr. David K. Gattie, University of GeorgiaDr. Nadia N. Kellam, University of Georgia Nadia Kellam is an Assistant Professor and engineering educational researcher in the Department of Biological and Agricultural Engineering at the University of Georgia. She is Co-director of the CLUSTER research group with faculty members from engineering, art, and educational psychology. Her research interests include interdisciplinarity, creativity
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis
Tagged Topics
NSF Grantees Poster Session
learning and development as researchers: (1) social science researchin design education, (2) mixed methods research, and (3) evidence-based teaching. To that end,we strategically invited engineering education research mentors to our team, deliberatelystructured our mentor conversations with literature readings to foster growth, and purposefullydocumented this process by continually responding to reflection questions in a professionaldevelopment journal. Our approach to include our own professional development in ourResearch Initiation in Engineering Formation grant has proven instrumental in collecting dataand in connecting us with the engineering education community.Choosing Mentors and Developing a Mentoring PlanOur engineering education
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Julie P Martin, Clemson University; Shannon K Stefl, Clemson University; Amy Slaton, Drexel University (Eng. & Eng. Tech.)
Tagged Topics
Diversity, NSF Grantees Poster Session
at Clemson University, sought to support an open and iterativecollective effort: To bring the voices of those concerned with such study into a systematic andproductive encounter.Part of this project centered on the selection of participants eager to reflect on the directions theirresearch had taken and might take in the future, and to assure that a wide range of student andfaculty subject-populations would be represented in our conversation. A focus on intersectionalanalyses, stressing the shifting and contingent nature of identity, meant that participants wouldbe asked to consider the most fundamental features of their work and the conditions of“diversity” study and publication. We selected participants who seemed excited about
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
abilities are lesssatisfied with their ethics education might seem obvious to many experienced engineering ethicseducators, the reality that this finding reflects a national situation after significant large-scaleefforts to improve engineering ethics education over the past 20 years calls for focused attentionand a significant shift in pedagogy. Our research team, consisting of scholars from Engineering(Biomedical, Electrical, Materials, and Engineering Education), Communication, andPhilosophy, has taken on this national education challenge in engineering ethics.The following additional observations come from recent literature on engineering ethicseducation: 1. There is a growing call for ethics training across engineering disciplines from
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University
Tagged Topics
Diversity, NSF Grantees Poster Session
studentteam leader and held to co-develop the process, deliverables, timeline and implementation plans.Students complete bi-weekly personal journal reflections to unpack their experience throughoutthe term. Projects are presented at the end of the term with agency representatives attending. Peerevaluations are conducted, as well as periodic surveys and focus groups to understand theefficacy of the experiences for both students and community partners. Students report highsatisfaction with the experience, pointing to several gains: deeper understanding of the plight ofcommunities in need (e.g., homeless, seniors, underprivileged kids), skills they honed during theproject (e.g., essential skills such as organizational, communication, presentation
Conference Session
NSF Grantees' Poster Session
Collection
2012 ASEE Annual Conference & Exposition
Authors
Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University
Tagged Topics
NSF Grantees Poster Session
of thermal expansion.Figure 2. One student's Pre and Post Topic Quizzes for the area of atomic bonding.Daily Post-Class Assessment Time ScaleToward the end of each class students' experience in the classroom that day was assessed with DailyPoints of Reflection writings on students' points of interest, muddiness and learning as seen in Figure 3. Page 25.1114.4Results were entered into an Excel spreadsheet and then summarized and discussed at the verybeginning of the next class with a Reflection Point Commentary. For many students the discussion ofthe major Muddiest Points helped clarify understanding of difficult concepts and clear up
Conference Session
NSF Grantees Poster Session I
Collection
2016 ASEE Annual Conference & Exposition
Authors
Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University
Tagged Topics
NSF Grantees Poster Session
means forimproving both cognitive and affective abilities.Gestsdottir and Lerner16 referred to these developmental processes as “intentional self-regulation”—actions aimed towards harmonizing personal goals in order to enhance self-development. This is relevant to our subsequent and current studies since successful intentionalchanges were entirely dependent upon the students’ learning and demonstrating increasingcontrol over their behaviors, and selecting desirable and achievable goals. Selecting such goalsand identifying desirable behaviors, according to Baltes,17 reduces the possibility of unsuccessfulresults and increases the likelihood of developing methods that lead to desired outcomes.According to Brandtstädter,12 reflective thought and
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Patrick Cunningham, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC
Tagged Topics
NSF Grantees Poster Session
Paper ID #32300Creating the Skillful Learning Institute: A Virtual Short Course forBuilding Engineering Educators’ Capacity to Promote StudentMetacognitive GrowthDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker
Tagged Topics
NSF Grantees Poster Session
must make their own decisions to determine how best toproceed to complete their tasks. To support students in developing and engaging in self-directedlearning, students regularly engage in explicit metacognitive focused reflection activities. Forinstance, students may complete a metacognitive memo to reflect on the strategies used for aproblem solving activity. The overall process of engaging in their self-directed learning includesorganizing and documenting their learning as it happens, reflecting on the learning and learningprocesses on a frequent basis, making qualitative judgments on the quality of the learning, andthen making regulative changes to their learning strategies based on their judgments.MethodsParticipants and Procedure. We
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman
Tagged Topics
NSF Grantees Poster Session
undergraduate institutions(PUIs) in the second-year engineering curriculum. All students were given a lecture on bio-inspired design and asked to complete the C-K mapping template in class as part of learningactivities to understand the process of discovery, and again in their assignment to scaffoldapplication to the course project. Analysis of the student-generated templates using a rubricshows that students were able to successfully use information (knowledge transfer) to makeconnections between biology and engineering for creating solutions for design problems.Additionally, all students were asked to respond to six reflection questions regarding the content(biology) and process (bio-inspired design). Qualitative content analysis of second
Conference Session
NSF Grantees: Identity
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee at Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Karina Sylvia Sobieraj, Ohio State University; Cazembe Kennedy, Clemson University
Tagged Topics
NSF Grantees Poster Session
canmediate the connection between a student’s epistemic metacognitive knowledge and researcheridentity). The DRIEM also represents that an individual’s researcher identity exists with, and isaffected by, their multiple other identities and/or future self. The collaborative, iterative processof developing this model led to identifying four propositions: 1) Researcher identity affects and isaffected by reflection on research actions; 2) Researcher identity is fluid and can dissolve orsolidify; 3) Researcher identity and interest in research are influenced by social contexts; and 4)Students’ researcher identity and perceptions of research are influenced by their initial dispositionsand beliefs about researchers. We further refined the DRIEM and our
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Amit Jain, Boise State University; Noah Salzman, Boise State University; Donald Winiecki, Boise State University
Tagged Topics
NSF Grantees Poster Session
Engineering Education from Purdue University.Dr. Donald Winiecki, Boise State University Don Winiecki, Ed.D., Ph.D. is the ‘Professor of Ethics & Morality in Professional Practice‘ in the Boise State University, College of Engineering. He teaches undergraduate and graduate courses in ‘Foundational Values‘ and ‘Professional Ethics‘ in the Computer Science Department and Organizational Performance & Workplace Learning Department in the Boise State University College of Engineering. His research focuses on the attributes of technology and technology-in-use as a reflection on, and an influence on social morals and social ethics. c American Society for Engineering Education, 2019
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University
Tagged Topics
NSF Grantees Poster Session
reflection, grounded in authentic software development settings. Tools in this project include process oriented guided inquiry learning, automated feedback to students through an intelligent tutoring system, case studies in software communication, and guided reflective exercises on team communication. As part of this research, the Ag- ile Communicators team has investigated communication practices in a variety of student and professional software development environments. Wallace has been intimately involved with undergraduate Computer Science curriculum development since his arrival in 2000. He cofounded Michigan Tech’s Software Engineering degree program in 2003. Wallace currently serves as Director of Undergraduate
Conference Session
NSF Grantees' Poster Session
Collection
2013 ASEE Annual Conference & Exposition
Authors
Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University
Tagged Topics
NSF Grantees Poster Session
taught six different biology and engineering courses. Dr. Ankeny aspires to employ student engagement strategies in the context of biomedical engineering education in the future. Page 23.837.2 c American Society for Engineering Education, 2013 Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials CoursesAbstractIn this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering inSTEM) project, we are using engagement, assessment, and reflection tools developed in asuccessful CCLI Phase 1 project and are
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Alexander John De Rosa, University of Delaware; Teri Kristine Reed, OU Polytechnic Institute; Samuel Van Horne, University of Delaware; Angela E. Arndt, Tech Literacy Services
Tagged Topics
NSF Grantees Poster Session
indicated thatstudents were successfully able to use integration to determine the area of the plate (see Fig.1)but were unable to find its centroid. Common reasons given by the participants for this inabilitywere the lack of applications of centroids being taught or reinforced within the curriculum afterthey were initially taught. Student participants also displayed novice or rote approaches tosolving the problem rather than following what might be considered a more logical,“engineering” problem solving approach grounded in fundamental theory and governingequations. Both the faculty participants (n=2), as well as the single student (male, sophomore)who came closest to the correct answer, displayed significant reflective practices in evaluatingtheir
Conference Session
NSF Grantees’ Poster Session
Collection
2015 ASEE Annual Conference & Exposition
Authors
Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato
Tagged Topics
NSF Grantees Poster Session
years, the MAX scholarship program has engaged in a continuousimprovement process. The students provide feedback at least once per semester through onlinesurveys and, most recently, reflection essays. The faculty mentors and graduate assistant observewhat is working well and where improvement is needed during the weekly seminars. Theydiscuss and reflect on continuous improvement ideas at their weekly planning meetings and anannual reflection and assessment meeting at the end of the year. This process is guided by theorganizational goals and implemented through interventions to the supporting structure of MAX(See Table 1). Some examples of changes include annual retreats, common reads assigned overwinter break, and formally assigning primary
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny Ph.D., Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; William Joseph Stuart P.E., Oregon Institute of Technology; Sean Maass; Candace K. Chan, Arizona State University
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when designing with exotic metals and advanced composites, presented at Corrosion Conference of Exotic Met- als, Park City, UT, 2009. [5] W.J. Stuart, Ruth
Conference Session
NSF Grantees Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Bonnie Kathleen MacKellar, St John's University; Natalie Kiesler, DIPF | Leibniz Institute for Research and Information in Education; Rajendra K. Raj, Rochester Institute of Technology ; Mihaela Sabin, University of New Hampshire; Renee McCauley, College of Charleston; Amruth N. Kumar, Ramapo College of New Jersey
Tagged Topics
NSF Grantees Poster Session
work-in-progress paper motivates dispositions within computing disciplines and presents thebackground of this approach. It also discusses the use of reflection exercises and vignettes in un-derstanding, promoting, and fostering behavioral patterns that undergraduate computing studentsidentify as related to dispositions they experience in the course. Preliminary data and results fromthe study are also presented.1 IntroductionA major concern in higher education is to ensure that graduates are “career-ready,” that is, they notonly have learned knowledge and skills that are needed by employers but have also developed theprofessional traits and attitudes necessary for a successful career. This is especially important infields such as engineering
Conference Session
NSF Grantees’ Poster Session
Collection
2015 ASEE Annual Conference & Exposition
Authors
Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University
Tagged Topics
NSF Grantees Poster Session
deliver content, concepts andskills in light of their reflective knowledge of students' means of understanding and learning thematerial. With JTF web-enabled engagement and feedback pedagogy instructors' attitudes andapproaches to teaching shift toward student-centered learning with resultant change in classroompractice to make instruction more effective. This was evidenced by improvements in studentperformance. The process of shifting beliefs and practice of eight collaborating faculty employedan implementation strategy that utilized a faculty change model and an organizational model ofcharacteristics of sustainable innovation. As such, the research question addressed in this paperis, "What is the effect of JTF engagement and feedback pedagogy
Conference Session
NSF Grantees' Poster Session
Collection
2013 ASEE Annual Conference & Exposition
Authors
Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University
Tagged Topics
NSF Grantees Poster Session
progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver
Tagged Topics
Diversity, NSF Grantees Poster Session
both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University
Tagged Topics
NSF Grantees Poster Session
the Southwest embarked on a study of how the introduction ofmetacognition and strategies on “learning how to learn” to engineering students could impacttheir performance in class. Our preliminary data indicates that 75% of freshmen, 50% ofsophomores, and 35% of juniors do not routinely adopt effective study strategies. Our NSF-funded research project focuses on freshman students enrolled in Engineering 100, Introductionto Engineering, which is part of the innovative First-year “Engineering Experience” program.Along with improving instruments to assess metacognitive thinking, we are developingminimally-intrusive interventions including a workshop, handouts, and reflective writingdesigned to improve students’ metacognitive awareness (their
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Sohum A. Sohoni, Arizona State University, Polytechnic campus; Kerri S. Kearney, Oklahoma State University; Rebecca L. Damron, Oklahoma State University
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
Optimization Students use complete PLP A C Compiler for PLP Add to the C Compiler for platform in embedded using GNU tools. PLP; perform multi-pass system applications optimizations.Figure 1: Courses that can use PLP. Ample course materials are available for a sophomore/juniorcourse on microprocessors, and for a computer architecture course. Materials are being developed for theother courses.On the hardware side, PLP is a System on a Chip design written in Verilog that can besynthesized on contemporary FPGA boards, with accompanying tools reflecting a contemporaryCPU architecture. All hardware components of PLP are
Conference Session
NSF Grantees Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Yen-Lin Han, Seattle University; Jennifer A Turns, University of Washington; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University
Tagged Topics
Diversity, NSF Grantees Poster Session
department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co