Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nadir Yilmaz P.E., New Mexico Institute of Mining & Technology; Francisco Martin Vigil, New Mexico Institute of Mining & Technology; Miquela Trujillo, New Mexico Institute of Mining and Technology; Isabella Acevedo-Rodriguez, New Mexico Institute of Mining and Technology; Ricardo B. Jacquez, New Mexico State University

Tagged Divisions

Minorities in Engineering

Mexico Alliance for Minority Participation Since its establishment in 1993, New Mexico AMP has impacted the lives of students in NewMexico, their retention in STEM degree programs, as well as, their professional developmentand progression to graduate school and the STEM workforce. These outcomes reflect the goal ofNew Mexico AMP to increase the number of B.S. degrees awarded to minorities traditionallyunderrepresented in STEM. Since New Mexico AMP’s launch, the number of STEM degreesawarded to minority students has more than doubled, from 253 in 1992/93 to 586 degrees in2011, with a total of 7,871 STEM degrees awarded over the life of the program. The Alliance isfunded through the National Science Foundation (NSF) Louis Stokes Alliance for

Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

sample of female students would add credence to the results of thisstudy. This study was correlational; thus no cause and effect could be determined from theresults. The values for collaboration were gathered on a survey that asked students tocharacterize their collaboration in terms of frequency of collaborations based on all homeworkand tests. As with all surveys, it is unknown how accurately the answers reflect actualcollaboration levels and if students’ responses were influenced by current collaborationactivities. Also the measures of collaboration were based on the answer to one question; futurevalidation on this measure is needed. It is clear from the plethora of research on academic performance and retention ofengineering

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2014 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Divisions

Computing & Information Technology

third tier of the application is available to the students and it increases their interaction withthe instructors (Student Interaction Tier). The MOD has two features. The first feature was basedon a question/answer repository (database) related to material covered in specific lectures. Thisrepository works in conjunction with the recorded lectures to serve as an interactive feedbackmechanism to ensure proper viewing as well as improve understanding of the lecture material.The second feature was to extract specific events from each recorded lecture. These eventscorrespond to interactions between students and instructor in a live lecture setting. The benefitsof extracting these interactions will reflect on current and future students

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Andrew P. Kruzic, University of Texas, Arlington; Stephen P Mattingly, University of Texas, Arlington; Ziaur Rahman, The University of Texas at Arlington; Heather L Frost

Tagged Divisions

First-Year Programs

to transfer students and to analyze differences amongdemographic groups.AcknowledgementsThis material is based upon work supported by the University of Texas at Arlington’s QualityEnhancement Plan Phase II and work performed by the lead author while serving at the NationalScience Foundation. Any opinions, findings, conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors also gratefully acknowledge Geraldine E. Jackson, MBA forcopyediting this manuscript.References1. Tyson, W. “Modeling Engineering Degree Attainment Using High School and College Physics and Calculus Coursetaking and Achievement.” J. Engineering Education. Vol

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Hamworthy Combustion; Lynna J. Ausburn, Oklahoma State University

Tagged Divisions

Mechanical Engineering

mechanical engineering students’ learning strategy andverbal-visual preferences to the demographic variables of gender, age range, class in school,ethnicity, native country, and native language?Learner PreferencesLearning Strategy PreferenceOne way to address individual differences in how students learn and to personalize learningoptions is through the concept of learning style. Learning style (also referred to as psychologicaltype6,7) refers to how students preferentially perceive (e.g., sensory vs. intuitive), howinformation is most effectively perceived (e.g., verbally or visually), how information ispreferentially organized (e.g., inductive vs. deductive), how information is processed (e.g.,actively vs. reflectively), and how understanding

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mikhail M. Bouniaev, University of Texas, Brownsville; Immanuel Adaikalaraj Edinbarough, University of Texas, Brownsville; Bill W. Elliott, The University of Texas at Brownsville

Tagged Divisions

Minorities in Engineering

, Page 24.862.6University seminar (UNIV) sections blocked in the CSMT cohort program. Also, the surveyinstruments are distributed to these students through emails. The timing of the survey is plannedin such a way that the students can reflect on their experiences with the cohort program.It may be mentioned at this point that this survey is intended to get the students’ feedback on thecohort program and their backgrounds. As such, survey responses are used to find out thegeneral characteristics and background of the students that have registered in the STEM coursesand their experiences with the cohort program.Survey FindingsThe questions in the survey instruments for students are divided into two categories:Category 1: Questions related to

Conference Session

Track 1b - Session 1

Collection

2014 ASEE International Forum

Authors

Valentina Cecchi, University of North Carolina, Charlotte; Mona Azarbayjani, University of North Carolina at Charlotte; Brett Tempest, University of North Carolina, Charlotte

Tagged Topics

Curriculum and Lab Development

improved. However, in the designof the solar pv system and generation there was a small percentage (9%) that did not grasp theconcept and 18% got slight improvement. Whereas the rest student’s population had a grasp ofthe concept and this is the population of the students that partook in the competition phase. Theresult of this survey is reflected in the class evaluation shown in Table 1.The construction phase transitioned smoothly as the students had learned about the project ingreater detail at the end of the design phase as indicated in students’ evaluations of Table 2. Ineach area of the construction, professionals were invited to coach students in the execution oftheir design. This was very beneficial in the competition phase because the

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Shankar Muthu Krishnan, Wentworth Institute of Technology

Tagged Topics

Curriculum and Lab Development

, Albuquerque, NM. 2001. Page 20.12.1021. Waples, Lisa M., and Kristina M. Ropella. "University-industry partnerships in biomedical engineering." Engineering in Medicine and Biology Magazine, IEEE 22.4 (2003): 118-121.22. Bresciani, Marilee J. "Overview of Outcomes-Based Assessment Program Review." Outcomes-based Academic and Co-curricular Program Review: A Compilation of Institutional Good Practices. Sterling, VA: Stylus, 2006. 36-37.23. Haddara, Mahmoud, and Heather Skanes. "A reflection on cooperative education: From experience to experiential learning." Asia-Pacific Journal of Cooperative Education 8.1 (2007): 67-76.24

Conference Session

Track 1 - Session 1

Collection

2014 ASEE International Forum

Authors

John Matthew Long, Deakin University; Simon William Cavenett, Deakin University; Eloise Gordon, Deakin University; Matthew Joordens, Deakin University

Tagged Topics

Curriculum and Lab Development

studentevaluations across engineering indicate that students in semester three 2013 were much moresatisfied with the delivery of on-line subjects than they were in semester three 2012.Written comments from students (table 1) also reflected this sentiment. While the use of E-liveis only one of many factors in a student’s experience of an on-line course, we believe that it isa significant one. Table 1: Some Student Comments from the Course Evaluations Subject Student comment 3rd-year Control theory Elive tutorials are ABSOLUTELY ESSENTIAL for this unit to be of any value to the understanding of the theory involved. 3rd-year Concrete Elive tutorials for off campus students were

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Maria Nandadevi Cortes-Rodriguez, University of Maryland, Baltimore County; Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University

Tagged Topics

Faculty Development

Page 20.31.6Education Services, and one of their directors served as the moderator for the program. This seminar included students from several disciplines, including 15 STEM students.While the number of STEM “in-person” attendees is small, students who attended the seminardiscussed their opinions with students who did not attend through our “Professors BeyondBorders” online discussion group. The responses from the online discussions reflected thesentiments of the 15 STEM graduate students who attended this seminar in person. Figure1shows that 93% of the participants felt that the seminar gave then important information; inaddition, Figure 2 shows that 60% of the students who attended the seminar gained a morecomprehensive understanding

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

David DiBiasio, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Natalie A Mello, The Forum on Education Abroad

Tagged Topics

Student Development

2007. Currently in its 4th edition, published in 2011,the Standards are being reviewed and updated to reflect changes in the field. In addition to theseStandards, the Forum also published the Standards of Good Practice for Short-Term EducationAbroad Programs in 200910 and a second edition of the Code of Ethics for Education Abroad11in 2011. The Forum's “Standards of Good Practice are recognized as the definitive means bywhich the quality of education abroad programs may be judged.”12 For the purposes of this paper we will limit discussion to 4th edition of the Standards of GoodPractice for Education Abroad. The Forum Standards are designed and intended to beimplemented on an ongoing basis to respond to the practical realities of developing

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Mallen, Iowa State University; Charles T. Jahren P.E., Iowa State University; Natalya A. Koehler, Franklin University, OH; Aliye Karabulut Ilgu, Iowa State University

Tagged Divisions

Construction

online modules are the same as those used for lecture videos. Thefirst step in creating a module is to create problem statements and feedback scenarios based onthe course materials. The problem statements and feedback scenarios are well-defined problemsthat the students solve that reflect the material being taught in the class. The reason there aremultiple scenarios is because Lectora has function that will generate random scenarios. This iseffective for the online modules because each student will have a different scenario of a givenproblem. The tools used for this step can be very basic. In this study the information was kept ina word file or excel file. After the information is developed in Word or Excel, it is important thatit is reviewed

Conference Session

Teaching and Pedagogy Issues in Graduate Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin M. Foley, Applied Physics Program, University of Michigan; Ashley M. Verhoff, Department of Aerospace Engineering, University of Michigan; John J. Pitre Jr., Department of Biomedical Engineering, University of Michigan; Kathleen Marie Ropella, Department of Biomedical Engineering, University of Michigan

Tagged Divisions

Graduate Studies

Paper ID #10334Workshops on Fundamental Engineering Skills: A Graduate Student-LedTeaching InitiativeJustin M. Foley, Applied Physics Program, University of Michigan Justin is a doctoral candidate in the Applied Physics Program at the University of Michigan. His disser- tation research involves spectral manipulation, including broadband reflectance and narrowband filtering, using subwavelength dielectric gratings. He is currently the president of the student chapter of ASEE at the University of Michigan. In addition to his research and education interests, Justin holds a position with the Office of Technology Transfer

Conference Session

FPD 5: Course Delivery Methods and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

First-Year Programs

meta-analysis study reveals that sleep duration and sleepiness have asignificant negative relation to school performance 13. Another review study also concludes thatstudents’ sleep duration and quality is related to students’ academic performance and learningcapacity 14.Chronotype, a biological attribute of human beings, reflecting the time of the day their functionsare active or reach a certain level and its relationship to preferred time to wake up, study, retire,etc. is well studied 15. Individuals vary from extremely early types to extremely late types 16, 17.Early chronotype individuals tend to get up early in the morning and have difficulty staying uplate at night. On the contrary, late chronotype individuals tend to get up late in the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Spencer P. Magleby, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

importance and benefit of additional leadership development, but some studentsfeel they already have enough leadership experience or that leadership is not necessary forstudents graduating in engineering and technology. This sentiment is also reflected in a smallportion of the faculty who have been passive or resistant to the college-wide effort of leadershipdevelopment. Mitigating of these perceptions is still an on-going challenge in implementation.Developing capable instructors for the Foundations course has been a key aspect of the courseimplementation. To get started the college sought our faculty with some passion for leadershipthat would be willing to invest in course development. By sharing with each other and studyingindividual aspects of

Conference Session

Advances in CAD with Emphasis on Dimensioning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norma L. Veurink, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

Tagged Divisions

Engineering Design Graphics

group selected ananswer that reflected more than the number of missing necessary dimensions than students in thecontrol group.Table 4: Identification of missing dimensions on the final exam by group Experimental Group Control Group n=51 n=98Correctly identified the number of missing dimensions on 15.7% 18.4%object one (Selected four missing dimensions as their n=8 n=18answer.)Identified the number of missing dimensions on object one 39.2% 29.6%as one less than those necessary (Selected three missing n=20 n

Conference Session

The Use of Games and Unique Textbooks in Mathematics Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrian J. Lee, Central Illinois Technology and Education Research Institute; Sheldon H. Jacobson, University of Illinois, Urbana-Champaign; William A. Cragoe, Sacred Heart-Griffin High School

Tagged Divisions

Mathematics

choosethat particular combination. Note that these values reflect the expected and actual number ofbrackets picking the seed combination in each round, regardless of which specific No. 1, 2, 3, 4,or 9 seeded team advanced. The probability computed from the geometric distribution model Page 24.930.8shows that an Elite Eight combination of {1,2,2,3,3,4,4,9} seeds is not likely to occur often. Thisis also the case for the smaller set of four seeds {1,4,4,9} appearing in the Final Four.Consequently, the expected number of the 143 school brackets submitted to have chosen thesecombinations is practically zero – exactly what was observed. For the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Ashley Ater Kranov, Washington State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

No.DUE-TUES-0941035. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] Gurocak, H., “Mechatronics course with a two-tiered project approach,” 2007 ASEE Annual Conference and Exposition.[2] Giurgiutiu, V. and Mouzon, B., “Functional Modules for Teaching Mechatronics to non-EE Engineering Students,” 2005 ASEE Annual Conference and Exposition.[3] Pourboghrat, F., et. Al., “Enhancing mechatronics education using model- based techniques and Mathworks tools,” 2011 ASEE Annual Conference and Exposition.[4] Rogers, J., Rabb, R., Korpela, C. and Ebel, R. “Learning mechatronics

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Cindy Waters, North Carolina A&T State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

to assess the impact of case-based instruction on conceptual understanding andtheir attitudes towards case studies.VI. Acknowledgements This research is funded by the National Science Foundation (Grant # DUE 1140109.Statements made in this paper are the opinions of the authors and may or may not reflect theviews of the National Science Foundation. We would also like to thank our graduate students,Verrol McLeary and Niya King, for their assistance during the lab courses.VII. References1. Howe, N. and W. Strauss, Millennials Rising: The Next Generation. 2000, New York: Vintage Books.2. Elam, C.L., T.D. Stratton, and D.D. Gibson, Welcoming a New Generation To College: The Millennial Students. Journal of College

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hans J. Thomas P.E., U.S. Military Academy; Michael Nowatkowski, U.S. Military Academy; Brodie K. Hoyer, U.S. Military Academy; Michael J. Benson, U.S. Military Academy; Bruce Floersheim, U.S. Military Academy; Luksa Luznik, United States Naval Academy; Wesley Anderson, U.S. Air Force Academy; Steven J. Condly, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

and refinement before thesurveys were sent out to the recipients. Having the surveys ready sooner would likely lead to ahigher response rate and would provide students the opportunity to reflect on their experiencewhile it is still fresh in their mind. Future surveys should also look to remove questions that showed little to no correlationto the success of the externship. Shorter surveys encourage a faster response rate and preventfrustration from students feeling like they have answered the same question in multiple manners.This would also make room for researchers to add other questions to find other correlations tosuccess of the experiences. Further research should include surveys of the externship sponsors to gain

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology

Tagged Divisions

Women in Engineering

countries (such as China and India) in thenumbers of qualified engineering graduates overall.Another well-known issue with engineering is the field’s persistent lack of diversity. Sinceengineering pervades every aspect of modern life, it is vital that engineering products andprocesses reflect the diversity of the population they aim to serve. Engineering products (such as,say, voice recognition devices) used by a highly diverse population should not be designedoverwhelmingly by Caucasian males. In addition, the changing demographics of the US (the factthat the Caucasian population will be a minority in the next few decades) spell doom forengineering programs if the engineering community doesn’t do a better job of attracting andretaining a more

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

were to help faculty (quote3): 1) engage in reflection and continuous improvement of learning, both their own and their students 2) facilitate conversations about teaching and learning in the process of building a learning community 3) create a collaborative learning environment with faculty and peers 4) build confidence in curriculum development including designing, guiding, and assessing learning 5) learn with and about technology in the process of improving curriculum, and 6) connect teaching and research and bridge the gap between theory and practice.Recognizing the potential for widespread engagement of engineering educators, an initiative onAdvancing Engineering Education through Virtual Communities of Practice

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlos Efrén Mora, La Laguna University; Jorge Martin-Gutierrez, Universidad de La Laguna; Beatriz Añorbe-Diaz, Universidad de La Laguna; REYES CARRAU MELLADO, Universidad La Laguna; Antonio González Marrero, University of La Laguna

Tagged Divisions

Ocean and Marine

experiences to every other subject would encourage even more this competences profile, although it will require a greater involvement from the academic institution, as well as the teaching staff. The actual assessment of the curriculum with few coordination between subjects greatly complicates those learning models focused on the student. Concretely, problem-based learning needs support from previous courses, which caused an additional issue for many students who had not applied any of these required knowledge ever before. This was reflected in the answers to open questions belonging to students who had less experience in the practical application of knowledge. Besides, many universities, inside their management structures

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Jessica Nina Lester, Indiana University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

, other-initiated expansion only repairs, topicalization,  - Both second speakers’ challenges, and re- pair part and post- workings. expansionTable 2: Post-expansions Displayed in TalkHowever, the function of experience in talk displaying post-expansions differed betweenconversations reflecting preferred and dispreferred responses. For example, in talk displayingnon-minimal post expansions with dispreferred responses, talk of experience functioned as ameans of delaying providing a direct answer to the interviewer’s main question. In talkdisplaying non-minimal post expansions with preferred responses, the function of the

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University

Tagged Divisions

Community Engagement Division

about myself. I am learning how to reflect in such a way as to be able to learn more, understand more, and grow more. I also value the wonderful relationships I am developing by participating in SUSTAIN. [community partner] I begin to see how the change process will occur. A process that could inevitably end up transforming our school forever. I want to see that succeed. I am also learning about "change management" as a business management major. Likewise I get to meet some pretty smart people who also want to reapply their work life to all forms of life whether it be communal, agricultural, or economical. And since young adults are at the heart of that ideal life, everyone benefits, beginning from how

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Design in Engineering Education

opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. Howe, S., "Where are we now? Statistics on Capstone Courses Nationwide." Advances in Engineering Education, 2010. 2(1): p. 1-27.2. Howe, S. and J. Wilbarger, "2005 National Survey of Engineering Capstone Design Courses," in American Society of Engineering Education Annual Conference and Exposition. 2006: Chicago, IL. p. 21 pp.3. Wilbarger, J. and S. Howe, "Current Practices in Engineering Capstone Education: Further Results from a 2005 Nationwide Survey," in ASEE/IEEE Frontiers in Education Conference. 2006: San

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Cassandra Gribbins, Embry-Riddle Aeronautical University; Ian T. Ferguson, University of North Carolina, Charlotte

Tagged Divisions

Multidisciplinary Engineering

interpret through words and pictures alone. The positive survey results reflect aninitial success of using multimedia tools to supplement the classroom instruction.Keywords: multimedia, CAD, online, videoIntroductionThis paper reports the development and use of a multimedia online learning tool to create anonline self-study environment to supplement the classroom instruction in engineering courses;the Supplemental Multimedia Online Learning Tool (SMOLT). Multimedia forms of obtaininginformation have been widely adopted by students when available in both traditional and non-traditional learning environments such as Massive Open Online Courses (MOOCs). The valueof a multi-media approach to supplement classroom learning is well understood however

Conference Session

Multidisciplinary Courses and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Roy Jean Issa P.E., West Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

, water was poured into the still to a depth of 5 cm for a total volume of 36liters. The students learned from the tests results that active solar distillation can outperformpassive solar distillation by several factors as reflected in Fig. 2. The maximum production ratereached in the passive system was 1.35 L/m2/day, while that reached in the active system was 3.6L/m2/day. Figure 3 shows typical results of the temperature time history at various locations inthe distillation system. Due to having low investment and operation cost, students learned thatsolar distillation is the most economic method for use in the rural dry and hot climate of WestTexas where solar energy is abundantly available. Throughout the world, the availability ofclean water

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

assists in maintaining engagement.However, it remains to be seen whether recruitment of new faculty into the CoP will continue, andwhether the structure is sustainable in the long term.6. Reflections and RecommendationsThe formation of a CoP to reform and improve Introductory Dynamics has provided aproof-of-concept for the effectiveness of the CoP model of education reform. Not only has thecourse improved student and faculty attitudes toward the course, but it has also sparked the reformof additional courses. The reliance on community rather than individuals has sustained thereforms through multiple instructors and multiple semesters

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

experience: Factoring in pre-work academic performance,” Journal of Engineering Education,97(2), 207-212.14 Fiori, C. and Pearce, A. (2009). Improving the Internship Experience: Creating a Win-Win for Students, Industryand Faculty. Construction Research Congress 2009: pp. 1398-1408.15 Tener, R.K. (1996). “Industry-University Partnerships for Construction Engineering Education.” Journal ofProfessional Issues in Engineering Education and Practice, 122(4), 156-162.16 Fiori, C. and Pearce, A. (2009), op cit.17 Venkatesh, M., Small. R.V., and Marsden, J. (2003). Learning in Community, Reflections on Practice, KluwerAcademic Publishers, Dordrecht: The Netherlands.18 Venkatesh, M., Small. R.V., and Marsden, J. (2003). op cit.19 Venkatesh, M