Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Rajeev Darolia, University of Missouri; Cory Koedel, University of Missouri; Junpeng Yan, University of Missouri; Jean Felix Ndashimye, Univesity of Missouri-Columbia

Tagged Topics

Diversity, NSF Grantees Poster Session

. Degree reflects degree acquisition in sixyears. Graduation rate is overall graduation rate, regardless of major, for students in each subgroup.A greater proportion of male students (21%) major in engineering compared to female students(3%). Column 2 suggests that even though men enter engineering at higher rates than women, theymay also have relatively lower graduation rates in engineering. Only 12% of men and 2% ofwomen who graduate with bachelor’s degrees do so in engineering. The graduation rate for allmajors in column 3 lends some support to this. Men’s graduation rate of 56% is lower thanwomen’s graduation rate of 62%. These reported graduation rates, however, are for all studentsregardless of major. We examine more closely these trends in

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, Seattle University; Madeline Polmear; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Christopher Swan, Tufts University; Elizabeth Simon, Seattle University

Tagged Divisions

Engineering Ethics

almost uniformly taught asseparate from technical knowledge. These ideas were also accompanied by the theme pertainingto students generally receiving little exposure to ethical topics in their formal education. Twoexample quotes expressing these ideas were: “Our traditional engineering program tends to focus on technical design to the exclusion of sociocultural context. Awareness of the need to understand and reflect the needs and requirements of the client is growing, but still is infrequently taught in the classroom.” “I think many students graduate without placing a great deal of thought on these issues. Some are under the impression that material that does not require calculations is less

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Agnieszka Miguel, Seattle University; Shiny Abraham, Seattle University

Tagged Divisions

Electrical and Computer

developed between the studentand their faculty advisor.Teaching is at the center of all activities at Seattle University. All faculty members care abouttheir students and make sure that students in their classes receive personal attention and are givenall what is needed to be successful. We pride ourselves in creating a challenging but supportivelearning environment. Long office hours or even an “open-door policy” are the standard in ourdepartment. All faculty members take students’ end-of-quarter feedback about their classes veryseriously. Everybody reflects on what they can do better when they teach the course again. Wediscuss course outcomes in our faculty meetings and adjust them if they do not reflect the needsof our constituents.Most of our

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, Texas A&M University, Kingsville; Muhittin Yilmaz, Texas A&M University, Kingsville; Faruk Yildiz, Sam Houston State University; Shah Alam P.E., Texas A&M University, Kingsville; Farzin Heidari, Texas A&M University, Kingsville

Tagged Divisions

Pre-College Engineering Education Division

all thirty-eight students at the beginning and at the endof the workshop activity to collect pre-and post-data. The survey was prepared to reflect therelevant previous studies and to understand the workshop impact with respect to its goal andincluded a number of questions to indicate whether the activity improved student technical andskill learning (high school students), mentorship confidence (undergraduates), and ability toteach 3D modeling class independently (graduates). A total of 38 students participated in thestudy (22 males and 16 females). The participants indicated that none of the high school norundergraduate students were exposed to 3D printing previously, and only 1 high school studentwas familiar with 3D modeling concepts. At

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Lawrence Technological University; Heidi Lynn Morano, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

designprocess, from opportunity identification to ideation to prototype testing, will reflect insights thatare both innovative and responsive to actual user needs and desires.​9 To initiate this user-centered, empathetic design approach, students engage in anaccessibility simulation exercise on the first day of class designed to foster greater understandingof the everyday experiences of people with disabilities. In this exercise, students break intogroups and engage in multiple simulation activities including: 1. Mobility impairment in which students ambulate using either a wheelchair or a walker, 2. Dexterity impairment in which students place braces on both hands that limit range of motion, 3. Vision impairment in which students

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nisha Kondrath, Villanova University; Mark A. Jupina, Villanova University

Tagged Divisions

Electrical and Computer

simulations on theirown, whenever and wherever they wanted to do these. The students did like the portability ofthe myDAQ unit and were initially surprised by the number of features available in such a smallunit. A few students used the myDAQs to perform measurements in other courses. However,students’ comments for question 11 reflected the many issues that arose during the semester withthe myDAQs. Students felt that the NI myDAQ package was expensive (~$200), the softwarewas hard to install, the myDAQ was “buggy” and the measurement software crashed at times,and the myDAQ measurements were not always as reliable as the measurements performed withthe lab equipment. In the responses to question 12, a few students commented that they were ableto learn

Conference Session

Energy Efficiency and Capstone Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hayrettin Bora Karayaka, Western Carolina University; Trevor Parrish, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

. page to any appendices are included. adequate. is minimal. Summary or Conclusions Conclusions are well thought out, Generally, conclusions are Conclusions are inconsistent with Conclusions are inconsistent with data in report stated very well, and understandable consistent with data in report. data in report and reflect limited and reflect limited knowledge of report content. based on data presented. knowledge of report content.g.2. CPI #1: The student shall be able to present technical information in a logical manner and

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Mary Roth, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Bloom’s Taxonomy Krupczak Proposed Remembering Survey Familiarity (knowing Understanding Focus content and context, understanding methods used) Applying Create/Apply Facility (applying, becoming comfortable) Analyzing Critique/Assess Fluency (critiquing, Evaluating Reflect appreciating

Conference Session

Encouraging Students to Think Critically

Collection

2017 ASEE Annual Conference & Exposition

Authors

Royce Woodrow Floyd P.E., The University of Oklahoma; Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

New Engineering Educators

beam behavior. The survey givento the students after the late semester iteration asked the same basic questions with minorchanges in the wording to reflect the title of the assignment and the point in the semester it wasassigned. Results from the two key questions are shown in Figure 4 in comparison with resultsfrom the similar survey given at MSU. The two key questions for the second survey were:  Did you find building a beam using the knowledge gained in the class valuable to your learning experience?  Did HW 8 challenge you to think about wood beam behavior?All but two students either responded either “Agree” or “Strongly Agree” that the project addedvalue to the course or challenged them to think.The students at MSU were

Conference Session

ME Demonstrations and Laboratories

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cody McKenzie, Clemson University; Todd Schweisinger, Clemson University; John R. Wagner P.E., Clemson University

Tagged Divisions

Mechanical Engineering

(t) is the input force (N), (i.e., the swinging of the bell’s hammer), m is the mass (kg) ofthe device, and k (N/m) is the stiffness of the material. The variable x denotes the displacement.The natural frequency, in Hz, may be defined as (3)In Abaqus, a range of frequencies were selected as bounds which started at 300 Hz and ended at500Hz. The result equates to 371.21Hz, so the natural frequency happens at 371.21Hz. Incomparison, the FFT value of 360 Hz reflects 3% difference. Likely this difference is due tomodel simplifications for the bell which does not fully reflect complete geometry, noise in datacollection, etc. Figure 8: Solidworks

Conference Session

EET Papers 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Otilia Popescu, Old Dominion University; Shiny Abraham, Seattle University; Samy El-Tawab, James Madison University

Tagged Divisions

Engineering Technology

scenarios with low mobility. For stationary scenarios the positions of the transmitter andthe receiver are fixed and students can experiment with power attenuation measurements in orderto validate the appropriate wireless channel model. The experiment involves the following mainsteps, which allow the students to learn about the multipath propagation associated with wirelesschannels.  With transmitter and receiver at close distance, the line of sight (LOS) path between transmitter and receiver corresponds to the dominant and the range equation is applicable for propagation modeling.  Placing the transmitter and receiver further apart in an average size lab room, propagation modeling should include also reflections

Conference Session

COED: EE Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joshua Alexéi García Sheridan, Virginia Tech; Richard M. Goff, Virginia Tech Department of Engineering Education; Carl B Dietrich P.E., Virginia Tech; Vuk Marojevic, Virginia Polytechnic Institute and State University; Nicholas F Polys, Virginia Polytechnic Institute and State University; R. Michael Buehrer, Virginia Tech

Tagged Divisions

Computers in Education

observed were most certainlysignificant themselves as shown by the Wilcoxon Signed Ranks test. As stated before, thequizzes were structured similarly to one another, but did not necessarily cover exactly the sameproblem topics or types in each of the three iterations. It is therefore possible that concepts moreeffectively learned in the classroom were more salient in Quiz 2 than either of the other twoquizzes.Additionally, the Wilcoxon test decisively shows that the quiz performance differences forstudents that received the intervention did not approach a point that was significant for Quizzes 1and 3, and there were several more cases where students did worse overall than better on theQuiz 3. This is also reflected in the general means for quiz

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin B. Wheatley, Colarado State University; Tammy Lynn Haut Donahue, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Divisions

First-Year Programs

lecture. These laboratories of nomore than fifteen students were delivered by Learning Assistants, which were upper-levelundergraduate peer educators. To evaluate proficiency, a MATLAB post-test was delivered tostudents who were instructed through lecture only (“Lecture”) and those who were instructedwith the above changes (“Active”). A survey was also provided upon completion of the course tothe Active group for student reflection on their perceived software capability and the usefulnessof approaches. Post-test results suggest that the Active group was more proficient in MATLABthan the Lecture group. Survey results suggest that the Active group recognize they had notachieved expert use of the software but that they were likely to use it

Conference Session

Division Experimentation and Lab-Oriented Studies - Best of DELOS

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malia L. Kawamura, University of Illinois, Urbana-Champaign; Andrew G. Alleyne, University of Illinois, Urbana-Champaign; Erick Sutanto

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

system response to step inputs Reflect problems and situations students may N – realistic to apply PI control to a encounter in real life chemical process24,25, but entire lab does not revolve around a real life situation Be enjoyable, interactive, and promote active Y – hands on visual lab exercises and learning control design in simulation both provide interactive experiences Appeal to different types of learning styles Y – visual, kinesthetic, and read/write

Conference Session

MET Papers 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mileta Tomovic, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Cheng Y. Lin P.E., Old Dominion University; Nan Yao, Beihang University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

approach mimics industry/job environment where students will have limitedtime to solve problems but still more than just one hour typically allowed in academia. Inaddition, additional stress induced by the presence of instructor is eliminated and reflects workenvironment in industry, as one would expect in most cases that supervisors would not bemonitoring employees as they solve problems. Although there may be occasions where studentswould have to solve problems quickly, one would not expect that to be applicable to cases whichwould require lengthy calculations which would be common for design problems involvingsystems dynamics.The students are asked to sign University Honors Code at the beginning of the semester. If thestudents do not sign the

Conference Session

Program-Level Assessments for Multidisciplinary Areas

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Elise Barrella P.E., James Madison University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

defining sustainability or answering objective questions (e.g., multiple choice).Assessments of design skills capture higher-order cognitive processes which may require bothconceptual and procedural knowledge; for example, students applying sustainable design to theircapstone projects. Assessments of beliefs, attitudes, or interests reflect self-knowledge and aremore indicative of motivation to perform sustainable design or act sustainably, rather than ademonstrated ability to do so.Accordingly, the research questions guiding this review were:1. What tools are available for assessing students’ (a) conceptual knowledge, (b) design skills or application of knowledge, and/or (c) beliefs/attitudes/interests related to sustainability?2. Which fields

Collection

AEE Journal

Authors

Gail Goldberg

: Documentation and analysis of prior solution attempts •  Element C: Presentation and justification of solution design requirements Component II: Generating and Defending an Original Solution •  Element D: Design concept generation, analysis, and selection •  Element E: Application of STEM principles and practices •  Element F: Consideration of design viability Component III: Constructing and Testing a Prototype •  Element G: Construction of a testable prototype •  Element H: Prototype testing and data collection plan •  Element I: Testing, data collection and analysis Component IV: Evaluation, Reflection, and Recommendations •  Element J: Documentation of external evaluation •  Element K: Reflection on

Conference Session

Program-Level Assessments for Multidisciplinary Areas

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ming Li, Tsinghua University

Tagged Divisions

Multidisciplinary Engineering

withABET accreditation and evaluation mechanism of teaching and learning to facilitate dailymanagement.Keywords: quality assurance, engineering education, ABET, accreditation, EC2000,continuous quality improvement1. IntroductionIn the United States, ABET, Inc. has been recognized as the unique authorized accreditor ofpostsecondary degree-granting programs in engineering. For more than 80 years,accreditation has provided quality control for engineering education in the United States,seeking to assure that graduates of accredited programs are prepared for professional practice.By the 1980s, the accreditation criteria had become increasingly prescriptive, inhibitingdevelopment of innovative programs to reflect changing needs of practice. In 1996

Conference Session

Minorities in Engineering Division Technical Session 8

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bruk T. Berhane, University of Maryland, College Park; Felicia James Onuma; Stephen Secules, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

ExperiencesResults The study revealed distinct pathways between, and in some cases, even among native andnon-native students. While the majority of respondents were exposed to some level of rigor intheir respective curricula, the participants had diverse reflections about the rigor of the classesthat they took. Some participants also had more detailed remarks about a particular instructor orexperience that inspired an interest in STEM. This experience seemed to be more salient forsome respondents than the rigor of their science and mathematics courses. In this section, wepresent interviewees’ perceptions of and about their STEM-related classes. Participants’reflections are presented individually, beginning with the three native students: Ben, Carter

Conference Session

International Educational Experiences (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy L. Freeman, Pennsylvania State University, University Park; Julio Urbina, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Javier Fernando Del Carpio, Universidad ESAN; Nancy Matos P.E., Esan University

Tagged Topics

Diversity

Tagged Divisions

International

definition wasextensive and was reflected in the summer bridge, FISE House, faculty mentoring over fouryears, the week spent with Habitat for Humanity, and the month-long Peru trip. The details ofthis initiative is explained below.International Educational Experience: PeruThe research to determine if the study abroad parameter is a significant factor in achieving high-percentage rates (> 90%) in graduation is limited [12, 25]. Surprisingly, this parameter is rarelyapplied to underrepresented students who are less likely to travel abroad [11, 12]. Most of thePathways Fellows who participated in this project had not traveled abroad before, and 8 out of 10indicated that funding was a critical determinant of whether they would have traveled or not

Conference Session

They need more than technical skills!

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Prewitt Penno P.E., University of Dayton; Roger J. Crum, University of Dayton; Eddy M. Rojas, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

International

reflected upon while abroad;• researching and discussing aspects of Florence to be explored and studied as students of engineering;• learning practical information about the program (housing, classroom logistics, packing, health and safety guidelines, cultural norms, and program policies and procedures while abroad);• learning specific information related to class schedules and content;• discussing how to integrate the study abroad experience into academic majors and career goals.During this pre-departure course, students are required to view William Whyte’s documentary,The Social Life of Small Urban Spaces4, and read John Stilgoe’s Outside Lies Magic: RegainingHistory and Awareness in Everyday Places5. These two works address

Conference Session

Merging Disciplines: Practice and Benefits

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; Daniel S. Brogan, Virginia Polytechnic Institute and State University; Thomas G. Westfall, Virginia Tech; James Edward Taylor; Serena Lise Emanuel, Virginia Tech; Mathew Verghese, Virginia Tech; Nick Falls, Virginia Tech; Vinod K. Lohani, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering

building on this theory encourage studentsto engage in real world problems where they can reflect on their learning experiences andknowledge gained.42 By engaging in these learning activities, students can directly apply theirtheoretical knowledge and skills in a real-life context.43 These experiential learning activities caninclude field site work, laboratory experiences, indoor and outdoor projects and other researchwork.2 Thus, experiential learning is situated in a setting, which is relevant to the learner’s futureprofession that furthers helps in developing transferable skills. 40 This theory also emphasizes thatstudents’ experiences will be reflected in their future engagements. For example, if students areengaging in research work and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

Tagged Topics

Diversity, NSF Grantees Poster Session

mentors, they made more use of officehours when tutoring was not offered or when the hours conflicted with their schedules.Overall, student ratings for tutoring and SI improved from Fall 14 (the first semester in whichCOMPASS students provided feedback) until Fall 15 (see Figure 1). Ratings declined somewhatin Spring16, which appears to correlated with the fact that fewer students were attending tutoringsessions. It also likely reflects the loss of the SI program after the first year.Figure 1. Student Ratings of Tutoring/Supplemental Instruction Tutoring/SI 100% 90% 80% Extremely  important 70% Very  important

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

the Entrance to Major process at the beginning of the junioryear (i.e., enrollment in a specific major). Secondary outcome measures are retention in STEMmajors and retention at the University. This research is generously funded by the NationalScience Foundation (NSF IUSE #1525367). Please note that any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. The Intellectual Merit of this research is two-fold: examine variation in Engineeringretention for three models of bridge programs and produce a series of workshops on Engineeringbridge leadership, funding, and sustainability strategies for Engineering summer

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Il-Seop Shin, Western Illinois University; Eun Go, Western Illinois University; Colin Ross Harbke, Western Illinois University; Thomas Mark Scaife, McGraw-Hill Education

Tagged Divisions

Educational Research and Methods

instead of being passivelisteners. Active learning is defined in [13] as “any instructional method that engages students inthe learning process.” The motivation comes from educational experience when students dealwith active learning and reflection [14-15]. However, traditional engineering education involveslistening to lectures, completing homework, taking exams, and receiving feedback after gradingis done. This education model may adversely affect the students’ active participation.The utilization of information and communication technologies in engineering education canallow students to be active learners by letting them control how, when, and where they studydepending on their learning needs and styles [16]. Therefore, engineering education

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and following those changes in strategy.Data Analysis Through deep immersion in the culture and data, themes and connections to theAdaptable Learning model were generated 18. Focused coding 20 was conducted to identifyinstances where participants engaged in appraisal statements. Using contextual clues, theseappraisal examples were then classified as mastery or performance mode examples. Thedescriptions of events developed reflect a discussion of observed learning and study sessionstrategies and observed utterances of appraisals that occurred before and after changes instrategy.Results These findings focus on descriptions of events from the two selected observations. Thefirst observation represents mastery intention evidenced by

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep B. Deshpande, University of Louisville and President, Six Sigma and Advanced Controls, Inc.

Tagged Divisions

Multidisciplinary Engineering

Allahabad and the state of Uttar Pradesh wereresponsible for the high defect levels. Not long ago, the author also came to know aboutthe high level of internal excellence of the Dabbawalas from a Newspaper article [12]. So,the six sigma process of the Dabbawalas was only partially responsible for theirexemplary performance, the high level of internal excellence contributed to their successas well. The bottom-line is this: What six sigma considers as minimum variance is reallynot the true minimum variance state and therefore, further improvement in performance ispossible by increasing the level of internal excellence. These findings are reflected inFigure 6, and they have profound implications for a better and a more peaceful world. Thefindings also

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

identify systematicallyparticular aspects of latent diversity that are most important to understanding student success andchallenges in engineering through a national survey of first-year engineering students andlongitudinal qualitative data collection.AcknowledgmentThis work was funded by a National Science Foundation EEC CAREER grant (No. 1554057).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation.References1. Chubin DE, Babco EL. Diversifying the engineering workforce. J Eng Educ. 2005;94(1):73-86.2. National Science Board. The Science and Engineering Workforce: Realizing America’s Potential. (National

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Rohit R. Kandakatla, Purdue University, West Lafayette (College of Engineering); Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Nimit Patel, McKinsey & Company; Austin Zadoks, Purdue University, West Lafayette; Taylor Prebel, Purdue University; Claudio Cesar Silva de Freitas, Purdue University; Charles Morton Krousgrill, Purdue University, West Lafayette (College of Engineering); Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Mechanics

two experienced Freeform instructors was video recorded over the course of the Spring2016 semester and subsequently analyzed with respect to instructor actions. Continuous videocoding analysis was used to capture how much time these two instructors dedicated to variousinstructional activities such as assessments, traditional lecturing, demonstrations, and writing notesor examples in real-time. The analysis provides a clearer picture of how and when these twoveteran instructors employed active, blended, and collaborative approaches in their classrooms.The implications of the analysis are two-fold. First, we strive to improve Freeform instruction atour institution by providing instructors with an opportunity to reflect on their

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

movingforward/being stalled in the engineering undergraduate pathway.This perspective shift is further reflected in Sara’s statement that Pre-Calc students are “notthrilled” to be in a course “below where they need to be starting,” which is a surprisingly deficit-based statement about where the Pre-Calc students are in relation to their peers who areapparently superior by virtue of their initial positions (Calculus I or beyond) in the mathsequence. Sara’s words partially confirm Liza’s belief, presented above, that Pre-Calc is a“weed-out” class designed to filter out those who are not worthy of proceeding through theengineering math curriculum and in conjunction, engineering degrees. Again, this is incongruouswith the initial goals of the GS Program