Conference Session

Graduate Studies Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Divisions

Graduate Studies

particular task and their beliefs about the relative cost and value of that task [15]– [17]. Individuals’ competence beliefs and the costs and values they associate with a particularchoice are informed by their past experiences, personal identity beliefs, the societal/culturalcontext, and individuals’ interactions with these cultural norms or expectations [16], [17]. Ourfindings suggested that returners perceived higher levels of costs in a number of areas comparedto their direct-pathway peers. These costs included academic costs, which relate to individuals’feelings about their academic performance, relationships with peers, and adjusting to a new typeof work and environment; balance costs, which include challenges with family and

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

David F. Radcliffe, Swinburne University of Technology; Mary K. Pilotte, Purdue University, West Lafayette

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

initially to establish the reality of remote laboratories or the accuracy of simulations for later study. Finally, it is clear that students learn not only from equipment, but from interactions with peers and teachers [7].”This observation highlights the developmental aspect of becoming an effective investigator. Italso recognizes the social dimension of learning.There is a whole body of pedagogical literature that recognizes this developmental dimensionand the need for appropriate scaffolding and support from peers and teachers. Laboratoryexperiences can be characterized in terms of the degree of autonomy afforded to the students; thedegree to which they can exercise agency in what is investigated, how this is done and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathias J. Klenk, Technical University of Munich; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

played animportant role in these efforts. Negatively experienced innovation efforts, in contrast, wererelated to a lack in implementation, solutions and resources. Top and bottom moments werestrongly tied to the social dimension of work: top moments were typically related tocamaraderie with peers or recognition coming from managers, and bottom experiences withan absence of social connections in addition to falling short of one’s own expectations.The results suggest that managers should be cognizant of the importance of social connectionsand feedback cycles with their young engineers who are looking for guidance and validationof their efforts. For educators, the results highlight the importance of equipping our graduateswith skills suited to

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University; Steven J. Skerlos, University of Michigan; Megan Kaczanowski, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

interpretingdata, conducting experiments, and locating and learning from literature. A study by Berdanier etal. examined the knowledge, skills, and attributes graduate students intending to pursue work inacademia and industry identified as important.5 Both groups of students emphasized problemsolving, meeting deadlines, communicating with a particular audience (both orally and inwriting), strong analytical ability, managing multiple projects, working in teams, and meetingdeadlines. Skills and knowledge emphasized exclusively by students intending to pursue industrycareers tended to industry-specific, like writing technical reports and learning new technologies.Those graduate engineers entering academia also emphasized skills that related to their

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd France, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

teachers may appear to permitlaziness and irresponsibility. Yet it is challenging to evaluate the level of knowledge or skillsstudents have attained during a group project, placing a burden on teachers.24 Of the commonlyutilized assessment strategies in group-based settings, all possess drawbacks. These include self-assessments (over-inflated grades), peer assessments (heavily influenced by social relationshipswith classmates), situational judgment tests (questions about various scenarios; objectivity isdifficult), behaviorally-anchored teacher-rating scales (difficult to observe all students), and teaminterviews (prohibitively time intensive).24,25,26To model professional work, project-based methods often utilize authentic assessments

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

that straddle border between categories or don't quite fit Cases (note how) Describe •Use core cases to highlight central themes of category •Use border cases to highlight variation within category categories •Explore boundaries between categories Describe •Use border cases and common elements to suggest relationships •Dimensions of variation can guide relationships •Present summaries of outcome space to various parties (committee Collaborative members, peers, undergraduates, connections at conferences) •Feedback on

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; Stephanie Marie Kusano, University of Michigan; Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Faculty Development Constituent Committee

all first-time graduate student instructors. Thistraining consists of two parts: a 7-hour orientation and an ongoing professional developmentduring the term. The orientation begins with a session on inclusive teaching to align with theCoE strategic plan to improve diversity, equity, and inclusion (DEI). It also contains a variety ofpedagogical workshops and an opportunity to practice delivering a lesson to a small group oftheir peers. The ongoing professional development allows students to choose from workshops,active-learning practice or a midterm student feedback consultation, along with reflectiveexercises. The structure of this training approach is in-between short programs (i.e., one-dayevents) and long programs (i.e., 20+ hours) carried

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

organizes, coordinates Electrical and Electronic Lab courses for the college.Dr. QINANG HU, Oklahoma State University Dr. Hu is an assistant professor of practice at Oklahoma State University. He is responsible for instructing hands-on lab courses in material sciences and solid mechanics. His areas of interest include concrete durability, X-ray microanalysis, and cement hydration mechanism. He has published peer-review articles in Concrete and Cement Research, Construction and Building Material, Fuel, Acta Materia, ACI structural Journal and etc. He is a member of American Concrete Institute and American Ceramic Society. He also serves as a reviewer in Construction and Building Material.Dr. Toni Ivey, Oklahoma State

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

Tagged Divisions

Educational Research and Methods

Society for Engineering Education, 2020 “Adversary or Ally”: Undergraduate Engineering Students’ Perceptions of FacultyAbstractThis research paper examines students’ perceptions of faculty and how it influences their identitytrajectory. First-year students enter undergraduate engineering education with rich stories of howthey came to choose engineering as a career pathway. Over time, the culture of engineering andnetwork of peers, faculty members, and professionals shape students' stories and identitytrajectories. How students “cast” faculty members in their story, often as helpful or hurtful actors,have implications for their identity trajectory, success, and, ultimately, retention in engineering. Inthis

Conference Session

Creative Engagement and Developmental Tutoring Method

Collection

2008 Annual Conference & Exposition

Authors

Susan Walden, University of Oklahoma; Cindy Foor, University of Oklahoma

Tagged Divisions

Minorities in Engineering

institution main campus.The remaining two attended international high schools in an urban setting. Eventually, all AsianAmerican TT students attended one or both of the primary sending institutions.Six of the seven Hispanic TT students attended high schools in urban/suburban designatedcommunities. The lone Hispanic female came from a small town and had only 4 TT credit hourscompared to an average of 60 per student for her urban ethnic peers. As with the ASAMstudents, four of the seven HISP students, at one time or another, attended one of the primarysending institutions for our TT population. Two of the three AFAM students graduated fromurban/suburban high schools. The lone female also attended high school in a small town. Likeher HISP counterpart

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Amy E Thompson, University of New Haven; Terance Joshua Thomas, University of New Haven

Tagged Divisions

Educational Research and Methods

c American Society for Engineering Education, 2013 FACTORS INFLUENCING STUDENTS’ CHOICE OF ENGINEERING MAJOR, CASE STUDY AT THE UNIVERSITY OF NEW HAVENAbstractThis research focuses upon evaluating decisions made by engineering students to choose orchange their field of engineering study in order to determine influences and mechanisms thatdrive their choice of engineering major at the University of New Haven (UNH). Socializers(parents, peers, and faculty), self-identified competence, and media sources were studied for theirlevel of influence and effect upon the selection of an engineering field. This research alsoinvestigates students’ perceptions of different engineering majors at the

Conference Session

Improving Teaching and Learning

Collection

2003 Annual Conference

Authors

Steven Beyerlein; Donald Elger

.” Our operational definition of quality in problem solving is founded on knowledge of howexperts solve problems. Wankat and Oreovicz22 present an excellent review—they providemany details and summarize the finding with a side-by-side comparison of novice and expertperformances. Resnik9 (paraphrasing Larkin et al.6) presents a lucid summary of expertperformance “Recent research in science problem solving, for example, shows that experts donot respond to problems as they are presented—writing equations for every relationshipdescribed and then using routine procedures for manipulating equations. Instead, theyreinterpret the problems, recasting them in terms of general scientific principles until thesolutions become almost self-evident.” Experts

Conference Session

Retention: Keeping the Women Students

Collection

2004 Annual Conference

Authors

Rose Marra; Cherith Moore; Mieke Schuurman; Barbara Bogue

academic achievement (e.g. 17) and to career choice (e.g. 21).Literature about the experiences of women in engineering frequently addresses self-efficacy andits related constructs (e.g. confidence, self-esteem). In terms of self-appraisal, a general patternof loss emerges throughout the engineering education. Women enter engineering reporting highlevels of self-confidence and self-esteem 22. Their self-confidence declines precipitously duringthe first year and, although it does begin to elevate, it will never again reach the same heights 10.During this time, women compare themselves unfavorably to their male peers and judgethemselves more harshly than the men judge themselves 23. Women are aware of this andidentify low self-confidence as a major

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlos German Montoya Rodriguez, Ohio State University; Mariantonieta Gutierrez Soto, The Ohio State University; Roger Dzwonczyk, The Ohio State University; John A Merrill, Ohio State University; Howard L. Greene, Ohio State University; Miriam Cater, Ohio State University

Tagged Divisions

Community Engagement Division

Engineer (PE) PUBLICATIONS 51 Peer-reviewed journal publications 74 Conference presentations 9 Short papers 10 PatentsDr. John A Merrill, Ohio State University Dr.Merrill is Associate Director of the Engineering Education Innovation Center at Ohio State University.Dr. Howard L. Greene, Ohio State University Page 24.188.1 Howard Greene is a Senior Project Manager and Research Specialist at the Ohio State University (OSU) who directs K-12 Education Outreach for the College of Engineering. Dr. Greene has built capacity in several aspects of Humanitarian Engineering (HE) through the Engineering Education

Conference Session

Materials Division Technical Session 1

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 PhD, 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; Sean Maass; Candace K. Chan, Arizona State University

Tagged Divisions

Materials

evidence-based (or nontraditional) teaching methods . She serves as the College of Engineering liaison to ASEE and advises the Society of Women Engineers student chapter and leads the students in developing and implementing yearly outreach events for the K-8 female community. She is author of many peer-reviewed conference proceeding for the ASEE Annual Meetings and the FIE meetings.Prof. Brady J. Gibbons, Oregon State University Dr. Brady Gibbons is an Associate Professor of Materials Science in the School of Mechanical, Industrial, & Manufacturing Engineering at Oregon State University. His research specializes in structure-process- property relationships in multifunctional thin film materials. His group focuses on

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Mike Cheung; Rex Ramsier; Ed Evans; Francis Broadway; Helen Qammar

demonstrate how ahybrid approach to active learning can be accomplished. We will describe the coursestructure briefly, followed by insights derived from student writings and feedback, somediscussion of our lessons learned, and our overall recommendations for courses of thistype.II. Course structure – Elementary Classical Physics I and II (Honors)II.A. OverviewThe course we will be describing is a special section of our standard two-semestersequence of elementary classical physics. The Honors distinction implies it is forstudents in the university’s Honors Program, however we also permit other students toenroll. This distinction allows us to teach the course differently and apply differentperformance standards for the students than for those in the

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Masoud Rais-Rohani, Mississippi State University; Andrew Walters, Mississippi State University; Anthony Vizzini, Western Michigan University

Tagged Divisions

Mechanics

instructor is changed from one whoseprincipal task is to give lectures to one who coordinates the delivery of course content, managesthe emporium activities, and responds to students’ questions. As such, a more consistentlearning experience is provided to the students in different sections of the same course asstudents work toward reaching the uniformly specified learning milestones. Another importantconsideration is that the emporium model can accommodate a larger number of students percourse section than the traditional approach because during the emporium sessions the instructoris assisted by a group of learning assistants (graduate teaching assistants or peer tutors) that helpprovide a timely response to the students’ questions.The major cost

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; John Sutton, RMC Research Corporation; Lance C. Pérez, University of Nebraska, Lincoln

Tagged Topics

NSF Grantees

-STEP is to build a community for STEP transferstudents on the CC campuses which would then be actualized on the UNL campus upon transfer.It was anticipated that the creation of this community would occur through various studentsupport activities such as the Summer Transfer Enrichment Program, Parent OrientationProgram, and a peer mentoring program. The UNL-STEP team has found it challenging tocreate a STEP identity and (subsequently) a STEP community at UNL which has resulted in aselection of student support activities becoming non-operational. It is not clear why students do not have an understanding of or a connection to STEPonce they transfer to UNL. However, it can be assumed that students who transfer to UNL viathe STEP pathway

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ala A. Qattawi, Automotive Engineering Department at Clemson University –International Center for Automotive Research (CU-ICAR); Paul J. Venhovens, Clemson University; Johnell Brooks, Clemson University

Tagged Divisions

Design in Engineering Education

results, rather it highlights the tools needed to reach them; 3)revision and assessment plans. The evaluation process can include self, peer, student tofaculty, and faculty to student assessments to ensure that the learning objectives are met; 4)promoting participation and involvement through proper social organization of the studentsgroups, faculty, and public community. The students’ groups and forums should bestructured to promote participation. The participation should provide structure for thenecessary roles and interaction needed for project completion, which may include mentoringroles of faculty, mentoring and/or advising from industry professionals and even studentsgroups.Ayas and Zeniuk [7] suggested two additional elements for PBL model

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelly Doyle P.E., University of Nevada, Reno; Lelli Van Den Einde, University of California, San Diego; Catherine W. French, University of Minnesota, Twin Cities; Heidi A Tremayne P.E., Pacific Earthquake Engineering Research Center; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

) Raymond C. Reese Research Prize. She is involved in a number of professional activities including serving as a mem- ber of the ACI 318 Structural Concrete Building Code Committee for which she chairs the subcommittee on Bond and Development. She is a past president of the MN-IA ACI Section and the MN Section of ASCE. Page 23.1312.1Ms. Heidi A Tremayne, Pacific Earthquake Engineering Research Center Heidi Tremayne is the outreach director for the Pacific Earthquake Engineering Research Center (PEER) with headquarters at UC Berkeley. PEER’s research is conducted in many fields including structural and

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Michael Dyrenfurth, Purdue University; Mike Murphy, Dublin Institute of Technology; Gary Bertoline, Purdue University

Tagged Divisions

Educational Research and Methods

basis for comparisonof quality between accredited programs.One of the causes that triggered the writing of this paper was a conversation that one of theauthor’s had around the kitchen table with a niece who was in high school and consideringstudying engineering in college. There was nothing new or profound in the points discussed.Indeed what was remarkable was how straightforward and ordinary the questions were. It islikely that every engineering member of the academy has been asked the same questions.Questions asked included: what’s a good college for engineering? What do you mean when yousay that some colleges teach engineering differently than others? Is it better to study anengineering technology program? Does everybody not agree on the

Conference Session

International Accreditation and Credentials: International Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Aamir Shafi, National University of Computing and Emerging Sciences, Lahore, Pakistan; Ala Al-Fuqaha, Hamad Bin Khalifa University; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Muhammad Ali Imran P.E., University of Glasgow; Sajid Sheikh Muhammad, National University of Computer and Emerging Sciences, Lahore, Pakistan; Rao Naveed Bin Rais, Ajman University, UAE; Muhammad Rashid, Umm Al Qura University; Boon Leing Tan, Xi'an International University

Tagged Topics

Diversity

Tagged Divisions

International

Paper ID #28865Outcome-Based (Engineering) Education (OBE): International AccreditationPracticesProf. Junaid Qadir, Information Technology University, Lahore, Pakistan Junaid Qadir is an Associate Professor at the Information Technology University (ITU)—Punjab, Lahore since December 2015, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

inequity in STEM, and indenying the existence of the challenges women in STEM are forced to navigate, men reifyexisting gender disparities [40] For example, in their study of over 700 participants in which30% of respondents were faculty, Handley et al. [40] found that men were less receptive toscholarship that examines gender bias in STEM than their women peers. The failure of the majority of men to acknowledge the well-documented issue of genderinequity in STEM makes men allies all the more important [40]. Although allies may not be ableto affect the beliefs of all men, they may be able to influence some colleagues – both women andmen. In the case of supporting women, the efforts of a man ally may support a woman’sretention in a STEM

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hank D Voss, Taylor University; Jeff F Dailey; William A Bauson, Taylor University; Bill Chapman, Taylor University

Tagged Divisions

Aerospace

prepare graduates well. Traditional“small stepping” lab and project classes serve a real purpose but can be limited and geared morefor workforce literacy (“Cubicle” engineers). Challenging projects give students freedom andownership while driving and amplifying their problem solving skills with some failure andcreative feedback solutions. Appropriate and inspiring big projects better prepare students foradvanced leadership by doing advanced engineering and “swimming with the Big Boys” innational competitions, peer reviewed publications, and selective job interviews.AdvantagesReal world and challenging experiences for students have many advantages: • improved student resume and career opportunities • are significant for attracting top students

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette (College of Engineering); Tiago R. Forin, Rowan University; Cole H. Joslyn, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

underdevelopedarea of design research (Goldschmidt et al., 2014). Here, ‘coaching’ refer to the process ofadvice-giving in a design review, and coaches refer to the individuals participating in the advice-giving situation (e.g., teachers, experts, stakeholders, and peers). Goldschmidt et al. (2010) notethat the coaching that occurs during a design review is an understudied “black box” representinga coach’s personal style and accumulated wisdom. Much of the existing work is based onarchitecture design crits although recent work supported a global and cross-disciplinarycollaboration to “analyze design reviews across disciplines” (Adams & Siddiqui, 2016).1.1 Three aspects of design coaching - functions, contributions, and rolesFigure 1 summarizes prior

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, University of Notre Dame; Megan Levis, University of Notre Dame

Tagged Divisions

Engineering Ethics Division (ETHICS)

about theassessment of these approaches with solutions involving students writing their own learninggoals, there being personal development goals alongside learning goals, and even the mentioningof emails from students a few years out of the program. These discussions revealed that characterformation can take many forms and that assessment of these interventions remains challenging atthe classroom and university-wide level. This workshop has led to a working group at NotreDame to rethink the approach to character formation for engineering students across the Collegeof Engineering. This is an ongoing project that has informed our approach at various stages andremains an active area of conversation and pedagogical development.Ethics at WorkDr

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

creative arts interventions (e.g.creative writing and drama), patient interviews, communication and interpersonal skills training,and experiential learning, with the latter three having the most pronounced impact on empathydevelopment [60], [61]. Integrating peer-support, structured self-reflection, and course-basedcommunity service has also been shown to prevent the empathy decline that typically occursduring medical training [62].An example of service-learning as a tool for teaching empathy is “Project for Sharing” whereinstudents work with stakeholders to create devices for underserved community members [56].Student projects included building an infant/child location detector for blind parents and asimple-to-use communication device for deaf

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

of non-STEM education standards English Language Arts (ELA) 22 (96%) Common Core ELA Speaking & Listening 19 (83%) Common Core ELA Reading 18 (78%) Common Core ELA Writing 18 (78%) Social Studies 7 (30%) Visual Arts 7 (30%)There were eight units at the K-5 level, twelve units at the 6-8 level, and three units at the 9-12level. All units targeted education standards from multiple

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

content of their work to others. Performance assessment is by nature aprocess that requires extended engagement by students in order to demonstrate their proficiencyin the selected subject. For these performances students will invest time and effort to prepareexperiments, write reports and scripts to communicate in a proficient way the content of theirlearning, and produce a final artifact that will accomplish the goal of the assignments that is, toeffectively communicate to the observer what they really learned. Although the exact nature ofthese tasks may differ in terms of (1) subject matter, (2) time for performance, (3) flexibility orchoice of topics, and (4) the amount of external support for the student, they share the commoncharacteristic

Conference Session

Understanding Students' Narratives of Grand Challenges Scholars Program as a Nexus Between Liberal and STEM Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Abigail M Fry, Olin College of Engineering; Holly Nguyen; Gretchen Rice, Olin College; Sydney Ross, Lawrence Technological University; Sebastien Zenzo Selarque, Rochester Institute of Technology (CET); Bridgit Spies; Margarite Vaccaro; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David I. Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

- cation with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. With the goal of improving learning opportunities for all students and equipping faculty with the knowledge and skills necessary to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and