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Displaying results 61 - 90 of 1042 in total
Conference Session
NSF Grantees Poster Session I
Collection
2016 ASEE Annual Conference & Exposition
Authors
Anthony Hernandez, California State University Los Angeles; Pearl Chen, California State University, Los Angeles; Christine C. Clemmons, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles
Tagged Topics
Diversity, NSF Grantees Poster Session
-specific self-efficacy revolves around social support in the sense ofencouragement and constructive feedback – elements of a community of practice supported by the situatedlearning framework and PBL. This process can be guided by “cognitive apprenticeship,” which is a means oflearning-by-doing where the thinking process underlying complex, problem-solving skills is made visiblethrough teaching methods such as modeling, coaching, scaffolding, articulation, and reflection 10-11.CPBL vs PBLCollaborative Project-based Learning (CPBL) is a revised PBL model developed by Dong and Warter-Perez 12to address the specific learning needs of under-prepared minority students. It has been implemented in severalengineering courses and a positive impact on
Conference Session
International Division Technical Session 1
Collection
2016 ASEE Annual Conference & Exposition
Authors
Catherine A. Twyman, Virginia Tech; David B. Knight, Virginia Tech
Tagged Divisions
International
. The authors suggest that short-terminternational experiences need to include pre- and post-trip support in the form of studentresearch and exploration of the anticipated locations and experiences as well as time after the tripto reflect and draw on what was learned during the trip.In summary, there is strong support that study abroad and other types of internationalexperiences have the potential to positively impact students’ global competency. Althoughquantitative studies like those previously discussed assist researchers and practitioners in makingbroad, generalizable comparisons of the impact of international experiences, there lacks a depthof understanding regarding what students are learning from these experiences and which aspectsof the
Conference Session
Biomedical Division Poster Session
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign; John Vozenilek
Tagged Topics
Diversity
Tagged Divisions
Biomedical
their choice of major, begin developing their professionalidentity, and begin defining their professional goals. To assist students in developing theirprofessional identity and behavior, an immersive, first-year experience with shadowingcomponents was developed to renovate the Introduction to Bioengineering course at theUniversity of Illinois at Urbana-Champaign. This type of experience is designed to exposestudents to the professional environment with a didactic and self-reflective curriculum, therebysupporting students in their early professional development. The class was taken from a passiveseminar series that broadly covered the bioengineering field to one split into three career-centered foci, each with an overview and experience: i
Conference Session
Research on Diversification, Inclusion, and Empathy II
Collection
2016 ASEE Annual Conference & Exposition
Authors
Joachim Walther, University of Georgia; Shari E. Miller, University of Georgia; Nicola W. Sochacka, University of Georgia; Michael Alvin Brewer jr., University of Georgia
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
Paper ID #16055Fostering Empathy in an Undergraduate Mechanical Engineering CourseDr. Joachim Walther, University of Georgia Dr. Joachim Walther is an associate professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technol- ogy through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of em- pathy in engineering students’ professional formation, the role of reflection in engineering
Conference Session
Trends in Accreditation and Assessment
Collection
2016 ASEE Annual Conference & Exposition
Authors
Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Ronald R. Ulseth, Itasca Community College; Bart M. Johnson, Itasca Community College
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
andthe process of students growing and developing into members of the community, whether definedas the academic or professional community.The context of this paper and its reflection on the use of outcomes to design and operate anengineering program is the proposal for significant changes in the ABET criteria. Discussionsamongst the ASEE community have included webinars, a virtual conference, and a town hallmeeting at the 2016 ASEE conference.4 The goal of this paper is to provide an example of howoutcomes have been used as a driver and motivator for innovative change in engineeringeducation.ValuesThe outcomes currently defined in Criterion 3 are a clear statement of the values the broadengineering community holds, such as use of foundational
Conference Session
Emerging Computing and Information Technologies I
Collection
2016 ASEE Annual Conference & Exposition
Authors
Justin L. Hess, Purdue University, West Lafayette; Lorraine G. Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Computing & Information Technology
mental processing coupled with dialogicinteraction with other learners, where the learner reflects on novel insights and perspectives. Wehave integrated these considerations into our course design. In the next section, we describe thepurpose of this investigation, followed by the course structure.Research PurposeThis paper presents findings from a comparative analysis of the learning outcomes ofengineering students who participated either completely online mode or in a hybrid-mode, whichincluded both online and in-class components. For both learning groups, we utilized the samepedagogy designed to enhance ethical reasoning (the SIRA framework).20 We implemented thispedagogical framework at the graduate-level and assessed student learning and
Conference Session
Issues in Academic Integrity and the Value of Portfolios, Case Studies, and Supportive Programs
Collection
2016 ASEE Annual Conference & Exposition
Authors
Vincent Wilczynski, Yale University; Patrick H. Knowles Jr., Cleveland Mixer
Tagged Divisions
Graduate Studies
as a tool to define educationalobjectives, correlate documented material to a program's educational objectives, facilitate anopportunity for students to reflect on their learning, and assess the attainment of objectives.While the author does not present the mechanics of assembling individual portfolios (over astudent's academic career), the author illustrates how portfolios have been used to assess andimprove the learning process.Bhattacharya and Hartnett extend the use of student portfolios in engineering education beyondcommunications and into all aspects of engineering professional knowledge and skills. 4 Theportfolio serves both as a collection of a student’s best work and as a forum to encouragepersonal reflection. This perspective on
Conference Session
First-Year Programs Division Technical Session 6: Design and Design Chanllenges
Collection
2016 ASEE Annual Conference & Exposition
Authors
Sean P Brophy, Purdue University, West Lafayette
Tagged Divisions
First-Year Programs
). However, sometimes these challenges may be too large to allow all team members toengage in the design process deeply. Further, instructors cannot observe teams in action duringtheir design process, which makes it difficult to provide feedback. Nor can they assess teams’workflow process as they transfer what they learn into knowledge needed to define a solution.Over the past two years we have used a collection of small design challenges at multiple times ofthe year to help teams practice and reflect on their processes of design, teaming and projectmanagement. These two hour design sessions engaged learners in a short conceptual designaround an interesting problem. After each session the students reflected on their process andthen discussed as a
Conference Session
Innovative Approaches to Ethics Instruction
Collection
2016 ASEE Annual Conference & Exposition
Authors
George D. Catalano, Binghamton University
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
, successfully accomplish and reflect upon an activityreferred to as a compassion practicum. The compassion practicum sought to begin thedevelopment of a critical consciousness in students. Students’ projects fall into two categories:(1) a service learning type project which must in some way improve the quality of life of othersand involves a minimum of 15 hours of actual service; and (2) a guided, extensive visit of ananimal rescue society farm in which students confront animals typically used in biomedicalresearch projects and reflect on the entire experience.IntroductionBiomedical engineering is the application of engineering principles and techniques to medicine.It combines expertise in engineering with expertise in medicine and human biology to
Conference Session
Latest Trends and Implementations in Manufacturing Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Michael G. Mauk, Drexel University; Richard Chiou, Drexel University; Chetana R. Bayas
Tagged Divisions
Manufacturing
different engineering and technology courses at undergraduate and graduate levels. His tremendous re- search experience in manufacturing includes environmentally conscious manufacturing, Internet based robotics, and Web based quality. In the past years, he has been involved in sustainable manufacturing for maximizing energy and material recovery while minimizing environmental impact.Ms. Chetana R. Bayas c American Society for Engineering Education, 2016 Machine Vision for Solar Cell InspectionIntroductionThe characteristics of surfaces are important because surface geometry (e.g.,smoothness vs roughness) and surface composition determine optical properties(e.g., reflection, absorption
Conference Session
K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)
Collection
2016 ASEE Annual Conference & Exposition
Authors
Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High
Tagged Divisions
Engineering Physics & Physics, Pre-College Engineering Education Division
, motion and energy.  Teams were required to document their design and construction processes in an electronic engineering notebook. The notebooks were examined for evidence of student understanding and communication of the engineering design process, reflective learning, and kinematic principles as well as the level of participation of each individual in the team. Integrating engineering into math and science courses is new to many in­service teachers and research has documented that science teacher efforts focus more on engineering practices such as teamwork and communication rather than the application of the math and science concepts that are important to engineering problem solving. The research objective was to identify tools and practices
Conference Session
Classroom Practice II: Technology - and Game-Based Learning
Collection
2016 ASEE Annual Conference & Exposition
Authors
Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley
Tagged Divisions
Educational Research and Methods
Online Learning Environments through Intelligent Fast Failure (IFF)AbstractIn this paper, we address the stimulation of creativity in online learning environments throughour examination of a simple hands-on task aimed at teaching the principles of Intelligent FastFailure (IFF) in the context of a Massive Open Online Course (MOOC) focused on creativity,innovation, and change. A simple physical “prototyping” exercise involving common householdobjects was designed and presented to a global community of online learners using the CourseraMOOC platform. Data gathered from the task outcomes and student reflections were analyzedwith respect to gender and cultural differences, as well as correlations between the number ofattempts
Conference Session
Make It!
Collection
2016 ASEE Annual Conference & Exposition
Authors
Bart Taylor M.Ed., A&M Consolidated High School; Sheng-Jen Hsieh, Texas A&M University; Dezhen Song
Tagged Divisions
Manufacturing
from the other by uniformly scaling (enlarging or shrinking), possibly withadditional translation, rotation and reflection. This means that either object can be rescaled,repositioned, and reflected, so as to coincide precisely with the other object. Figure 1. Similarity TransformationAffine Transformation - A mapping from one vector space to another, consisting of a linear part,expressed as a matrix multiplication, and an additive part, an offset or translation. Figure 2. Affine TransformationProjective Transformation - A transformation of space that sends points into points, lines intolines, planes into planes, and any two incident elements into two incident elements
Conference Session
Socio-Technical Issues in Engineering
Collection
2016 ASEE Annual Conference & Exposition
Authors
George D. Catalano, Binghamton University
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
Paper ID #14502Engineering Education: Moving toward a Contemplative Service ParadigmDr. George D. Catalano, Binghamton University Professor of Biomedical Engineering, Binghamton University Previously member of the faculty at U.S. Military Academy and Louisiana State University. Two time Fullbright Scholar – Italy and Germany. c American Society for Engineering Education, 2016 Ten Steps for Improving Critical and Reflective Thinking Skills in the Engineering Classroom: Moving towards a Contemplative Paradigm AbstractThe present work seeks to develop and implement
Conference Session
Construction Session 3: Curriculum
Collection
2016 ASEE Annual Conference & Exposition
Authors
Eric A Holt, University of Denver; Mark Shaurette, Purdue University, West Lafayette; Christine L Chasek, University of Nebraska at Kearney
Tagged Divisions
Construction
practices [38-41]. Despite the questioning of theapplication of learning style research and assessment tools in the classroom, learning styleassessment is still widely utilized in classroom settings in many different types of courses.Of the many models, there are three learning style models that are utilized in engineeringeducation [13, 16, 42, 43]. The first is Kolb’s Learning Style Model [23]. Learners are classifiedinto four types. Type 1 are concrete and reflective. They ask “why” and want to connect howcourse materials relate to their experience, interest, and future careers. Type 2 are abstract andreflective. They ask “what” and connect with information that is presented in an organized andlogical order. They will then think about the
Conference Session
Notable Topics in Civil Engineering Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Derek G. Williamson, University of Alabama; Kenneth J. Fridley, University of Alabama; W. Edward Back, University of Alabama
Tagged Divisions
Civil Engineering
the content and spirit of the BOK as much as possible.The BOK is a formal embodiment of what the U.S. Civil Engineering Profession values in itsstudents and practitioners.While ABET accreditation may be viewed by some as a compliance activity, at its heart is anassessment program to demonstrate continuous improvement in student learning. It is axiomaticthat students learn better when they know the expectations or goals of the particular learningactivity. In terms of performance, the program outcomes represent the faculty’s learningexpectations of the student. Since the department’s student learning outcomes (SLOs) areconstructed to reflect the ASCE BOK, they are also a representation of the profession’sexpectations of the students
Conference Session
Distance Learning in ET Programs
Collection
2016 ASEE Annual Conference & Exposition
Authors
Vukica M. Jovanovic, Old Dominion University; Megan Mize, Old Dominion University; Rochelle Rodrigo, University of Arizona; Alok K. Verma P.E., Old Dominion University
Tagged Divisions
Engineering Technology
inthe higher levels of learning, as it encourages students to reflect on their learning processes anddraw connections between course-work and “real-world” experiences. Specifically, ePortfoliosencourage novice engineers to consider their learning processes over time, drawing connectionsbetween coursework and their intended profession, as well as cultivating an online identity thatsupports their efforts to pursue a career in Engineering. The use of ePortfolios is one method forfostering integrative learning, focusing on the application of digital communication andassessment and awareness of self- competence. By training students to archive digital artifactsrelated to their learning, ePortfolios encourage student to draw connections between
Conference Session
Innovative Use of Technology in K-12 Outreach
Collection
2016 ASEE Annual Conference & Exposition
Authors
Hugo Gomez, University of Texas - El Paso; Mike Thomas Pitcher, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso
Tagged Topics
Diversity
Tagged Divisions
Computers in Education
. Through this progression they were able to master most if not all of the challengesand learning outcomes.In this paper we will look at some examples of sessions based on these learning blocks and wewill examine if the camp met the expectations of the campers based on pre- and post-activitiesfor particular learning blocks and the end of camp surveys. We will also look at their level ofengagement during activities as well as how formative assessment was built into the campthrough one of the self-reflection pieces that was part of the process.Materials and MethodsThe primary design strategies for our camp were based on the implementation of learning blocks,which were strongly focused on formative assessment strategies, Blooms Taxonomy
Conference Session
First-Year Programs Division Technical Session 7: Experiential Learning
Collection
2016 ASEE Annual Conference & Exposition
Authors
Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame
Tagged Divisions
First-Year Programs
not trivial for a first-year student. (2) The design requirements can be structured to allow for many different designs or more highly constrained to force an outcome of more specific designs. (3) The cost of materials needed for the project is relatively low and all materials are easily obtained. The project could easily be changed by simply changing the allowable materials for construction.In both implementations, students were asked to write a short reflection on the skills acquiredafter completing the project. Reflections were categorized based on reflection themes todetermine common themes and trends. This assessment, while largely qualitative in nature,provides a snapshot of how well students internalize the
Conference Session
Electromagnetics & Power Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Marc Mitchell, University of Evansville; Dick Blandford, University of Evansville; Katherine Michelle Chandler
Tagged Divisions
Electrical and Computer
there must be a forward transmitted and backward reflected wave at adiscontinuity in the characteristic impedance in order to conserve energy. We exploit thisconsequence to calculate the attributes of the transmission line. This project can be conductedunder the pretext of a power company or communications company who want to locate faults intheir transmission lines.CharacteristicsStudents are asked to find: 1. velocity of propagation in the transmission line, 2. length of the transmission line, 3. attenuation coefficient of the transmission line, 4. impedance of an unknown termination.Initial ConditionsThis project is best presented a laboratory project. In other words, the only equipment need is anoscilloscope, function generator
Conference Session
Materials Division Technical Session 2
Collection
2016 ASEE Annual Conference & Exposition
Authors
Cindy Waters, North Carolina A&T State University; Stephen J. Krause, Arizona State University; Janet Callahan, Boise State University; Barry Dupen, Indiana University - Purdue University, Fort Wayne; Mary B. Vollaro, Western New England University; Peggie Weeks
Tagged Divisions
Materials
improve teaching is to employ muddiest point reflections.Muddiest point reflections involve simply asking students to anonymously reflect on what was“muddy”, i.e. confusing, during class and to rank their level of confusion which not onlyaddresses students falling behind, but also shows students a commitment to their educationespecially when the instructor puts direct student quotes on the screen. Initially, developing aformative feedback process takes some effort, but once established, using a formative feedbackprocess requires little effort. The formative feedback process includes four steps: 1) acquiringdata from student reflections; 2) assessing and characterizing student responses in order todiagnose the learning issues that can impede
Conference Session
Assessment II: Learning Gains and Conceptual Understanding
Collection
2016 ASEE Annual Conference & Exposition
Authors
Kristen Bethke Wendell, Tufts University; Jessica Watkins, Tufts University; Aaron W. Johnson, Tufts Center for Engineering Education and Outreach
Tagged Divisions
Educational Research and Methods
processes 41.Taken as a whole, this body of literature centers on students’ processes of engineering design.This represents another important area for instructors’ assessment: how are students talking andacting in ways that reflect expert design practice and support their engineering.Students’ perspectives within and about engineering designA third line of research in engineering education explores students’ perspectives within andabout learning engineering design. Some of this research examines student perspectives based onevidence gathered in situ as students work on engineering design tasks. Researchers draw on thenotion of framing 42, 43, 44 and emphasize the importance of examining how students interpret andcoordinate different perspectives of
Conference Session
Case and Scenario in Engineering Ethics Instruction
Collection
2016 ASEE Annual Conference & Exposition
Authors
Colleen Janeiro, East Carolina University; Teresa J Ryan, East Carolina University Department of Engineering ; William E Howard P.E., East Carolina University
Tagged Divisions
Engineering Ethics
studies of theirchoice. Each week, two to three presentations were followed by general discussion. Studentscompleted a short synopsis form that included a summary of the main points and the keytakeaway for each case. At the end of the semester, the students wrote personal reflection paperson what they learned in the course during the semester. Leaving the choice of the cases discussedto the presenters (both guest lecturers and students) resulted in inclusion of cases beyond theclassic examples (e.g. the Challenger, the Ford Pinto, the Hindenburg, the Titanic). Some of theless widely discussed failures presented included the groundwater contamination at CampLejeune, North Carolina, the structural failure of the Skyline Tower in Washington, D.C
Conference Session
First-Year Programs Division Technical Session 7: Experiential Learning
Collection
2016 ASEE Annual Conference & Exposition
Authors
Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville
Tagged Divisions
First-Year Programs
framework primarily through a series ofwritten assignments.This year, the instructors aimed to enhance students’ understanding of the PE framework anddevelopment of critical thinking skills through a collaborative team project investigating vectors.Students mapped out paths on campus using a tape measure and compass, then described theirpaths using vectors. They were asked to reflect critically on the results, considering sources oferror in their measurements, and write a team report explicitly addressing elements from the PEframework.Student surveys conducted at the end of the semester suggested a better student impression ofcritical thinking development as a result of the added vector assignment compared to previousyears with only written
Conference Session
Focus on the Classroom: Innovative Pedagogies
Collection
2016 ASEE Annual Conference & Exposition
Authors
David I. Spang, Rowan College at Burlington County; Kathryn E. Strang, Rowan College at Burlington County
Tagged Topics
Diversity
Tagged Divisions
Two Year College Division
accompanyingrubric(s), reviews them with the assessment coordinator, and meets with, trains, and collectscompleted assessments from all instructors who teach the course. The assessment chair alsomeets with and receives feedback from the instructors and constructs a reflective summary forthe course. The chair then compiles all of the assessment results, including the reflectivesummary, and transmits them to the assessment coordinator.At the discretion of the assessment chair (and approved by the assessment coordinator),assessment devices may include qualitative, quantitative, and/or mixed direct and indirectmeasures. Rubrics are used to assess essay questions, projects, portfolios and presentations, andthey are provided to the instructors who conduct and
Conference Session
Multidisciplinary Capstone Courses
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jacqulyn Baughman, Iowa State University; Gretchen A. Mosher, Iowa State University; Ann M Gansemer-Topf, Iowa State University ; Tejas Dhadphale Ph.D., Iowa State University
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering
benefits and challenges of creating a multidisciplinarysenior capstone course from the perspective of engineering faculty. From this study five overallthemes emerged: 1.) multidisciplinary courses reflect real world, 2.) students are primarybeneficiaries of multidisciplinary courses, 3.) current university structure and organization cancreate obstacles, 4.) senior capstone is a critical component in engineering education, and 5.)dedication of resources. The paper will conclude with recommendations for working with facultyto create a more multidisciplinary learning environment for students and initial thoughts on thenext steps in the development process.Capstone as Part of Engineering EducationThe requirements of a 21st-century engineer are
Conference Session
K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice
Collection
2016 ASEE Annual Conference & Exposition
Authors
Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo
Tagged Divisions
Pre-College Engineering Education Division
for Engineering Education, 2016 Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning CourseAbstract: This paper documents new engineering focused curricula for an undergraduate LiberalStudies course directed at future K-12 teacher candidates. The engineering design process isintroduced to students within the context of a Project-Based Learning environment. Students arepresented with engineering design challenges for which they must generate possible solutions,ask questions, seek information, reflect on project directions, and finally develop an artifactrepresenting their design solution. Course learning objectives are centered on applying theengineering design process
Conference Session
K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers
Collection
2016 ASEE Annual Conference & Exposition
Authors
Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger
Tagged Divisions
Pre-College Engineering Education Division
similar summer research programs offered at universitiesaround the country. The framework of the supporting features of Northeastern University’sprogram is what enables participants to succeed in the labs, build self-efficacy in STEM andprepare them for their academic journey into college. The weekly schedule is supported throughmorning homerooms during which a variety of topics and activities are introduced, in addition tolunchtime technical seminars, and field trips to local companies and research facilities. Utilizingformative evaluations, such as weekly reflections to inform program design and implementation,allows staff to make adjustments that might be necessary to ensure a high level of participant andfaculty satisfaction with the program
Conference Session
Entrepreneurship & Engineering Innovation Division Technical Session 8
Collection
2016 ASEE Annual Conference & Exposition
Authors
Barbara A. Karanian, Stanford University; Mona Eskandari, Stanford University; Ville Taajamaa, University of Turku
Tagged Topics
Diversity
Tagged Divisions
Entrepreneurship & Engineering Innovation
not an easy practice. Students discover the characteristics of story as they experience it with the class.In this sense, storytelling is emotionally co-imagined. Previous work25 defines the SBL as an environment where individual participantsact as both storyteller and audience member. In both of these roles, specific use of theconcepts of mindfulness48 and social proof39 provide a theoretical foundation and drawsfrom constructs in socio-cognitive psychology. In the context of mindfulness, the aim isto consciously create new categories and levels of awareness. In practice this is done bydiscussion through reflective questions from both facilitating teacher and the class.Relevant here, is that while there is a syllabus that
Conference Session
Foundations for Pedagogical Success
Collection
2016 ASEE Annual Conference & Exposition
Authors
Sarah Lucchesi, Michigan Technological University; Jennifer Sams, Michigan Technological University; Lauren Movlai, Michigan Technological University; Erin S Matas, Michigan Technological University; Nora Allred, Michigan Technological University
Tagged Divisions
Engineering Libraries
types of instruction.Literature ReviewThe implementation of a continuous improvement plan ensures that a library instruction programmeets the needs of students, librarians, and faculty. While many academic libraries have adopteda range of assessment methods and tools to apply to student work in order to ensure thatgraduates have critical information literacy skills, it is also necessary to close the loop with aplan for improving and updating instruction1.Continuous improvement plans can take a range of forms in library instruction, including pre-and post-tests or evaluations, student surveys, evaluation of student work, self reflection, peer orsupervisor evaluation, and pedagogical workshops2,3,4,5,6. Libraries that have implementedcontinuous