Displaying results 8071 - 8077 of 8077 in total
- Conference Session
- Teaching and Learning in Online Environments
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Stefan Kleinke, Embry-Riddle Aeronautical University; Brian Sanders, Embry-Riddle Aeronautical University; Mark Douglas Miller, Embry-Riddle Aeronautical University
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Attracting Young MINDS in Engineering - Part I
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Juan Castilleja, The Boeing Company; Rachel Jackson, Rice University; Natalia Salies, Rice University; Brent Houchens, Rice University
- Tagged Divisions
- Minorities in Engineering
- Conference Session
- Educational Research
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Lisa Lattuca, Pennsylvania State University; David Knight, The Pennsylvania State University
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Research Related to Learning and Teaching Engineering in Elementary Classrooms
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Pamela S. Lottero-Perdue, Towson University
- Tagged Divisions
- K-12 & Pre-College Engineering
educators. 11-13 One key idea with respect to co-teaching is that each co-teacher has a unique,professional skill set to offer the classroom environment. Having two classroom teachersteaching together (i.e., team teaching), while potentially helpful, does not have the same spirit ofco-teaching where a combination of different skill sets provides a unique benefit to the learningenvironment. 10 For example, in one case study of elementary science co-teaching, the classroomteacher was regarded as the “science content expert” and the special educator was regarded asthe “adaptation expert”. 14 Although each co-teacher’s skill set has unique elements, co-teachers are peers withregard to level of certification, helping to ensure that “they
- Conference Session
- The Best of Design in Engineering
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- Core Concepts, Standards, and Policy in K-12 Engineering Education
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE
- Tagged Divisions
- K-12 & Pre-College Engineering
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2022 ASEE Annual Conference & Exposition
- Authors
- Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva, University of Florida
online game spent more timewith its connected course content, pursued opportunities to make-up late/missed assignmentsmore, and self-reported higher motivation to learn course material in comparison to the controlgroup of students who did not engage in the online gaming experience. Coller and Shernoff (2009) redesigned a traditional numerical methods course, DynamicSystems and Control, to be centered around an engineering video game, NIU-Tores incorporatedinto an existing open-source video game called Tocs (www.torcs.org) on fifty-one 3rd and 4th –year engineering students. In this study, students were tasked with writing computer programs torace a simulated car around a track. An Experience Sampling Method (ESM) was used tomeasure