Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

the last class and the cue is thetelevision. The routine is to turn it on, and the result is to relax and catch up on things.This leads to the next cue, which is hunger and the routine is to go out for a quick mealand the result is feeling good. Late that night, he/she finally gets to work on somehomework and it is probably that which is due tomorrow. The work is difficult, given thelate hour, and the quality reflects neither the student’s ability nor desire. Therefore, youadvise the student to use the method shown in Figure 6 to replace his/her bad homeworkhabit with a good one. Learning a new Habit Recognize cue: conscious mind decides

Conference Session

College-Industry Partnerships Division Technical Session II: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Schmueser, Clemson University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

final step was to have OEM engineers lecture on the importance and relevance of theintegration of analysis and experimental techniques. The students’ reflection on collective learningwrapped up the course, and helped to prepare them for competence and relevance in their ownautomotive engineering careers.Course Project PreparationIn order to accomplish the previously described course objectives, two of the faculty membersworked in collaboration with a professional engineer and two additional participants from theOEM research lab. A test setup mimicking the OEM laboratory was constructed (Figure 2), andall components were checked for safety as a practice run was performed in attendance of theprofessional engineer. With the support of the

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heather Noel Fedesco, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

passivelearning is actually associated with a decrease in course performance.2,3 Conversely, activelearning includes the use of pedagogical strategies that encourage student engagement withcourse material. Research shows that when students reflect, discuss, ask questions, or pose andresolve problems, they stand a better chance of actually learning and understanding coursematerial, compared to a traditional lecture wherein they passively receive information from theinstructor.4 More specifically, when students are actively involved in their learning process, theyreceive a host of benefits including improvements in retention of information,5,6 examperformance2,7 and thinking and writing skills8 to name a few.Of course there are some challenges associated

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margo Cousins, University of Texas, Austin; Lynda K. Gonzales, University of Texas, Austin; Erin Dolan, University of Texas, Austin; Kathryn E. Flowers, Texas 4000 for Cancer; Courtney Becker, Texas 4000 for Cancer; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

Tagged Divisions

Biomedical

cards. The program sent all thecards together in a package ahead of the riders, so they would receive them when they stoppedfor lodging.Social media interactions between BME CUReS REU participants and current Texas 4000 ridersThe Texas 4000 students on the bike ride post photos and notes to the Texas 4000’s websitethrough a social media aggregator. Similarly, the BME CUReS REU participants post to theREU program’s website through a blog with photos and commentary. Blog post content variesfrom reflections on research and the impact of cancer, to letters to the Texas 4000 student riders,to fun photos from local social trips. The program shares this blog and relevant postings with theTexas 4000 throughout the 10 weeks.Adoption of Texas 4000

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Topics

Diversity, NSF Grantees Poster Session

this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography[1] S. G.-O. a. E. O. Sheybani, "Retaining Minority Students in Engineering: Undergraduate Research in Partnership with NASA," in ASEE Annual Conference, San Antonio, Texas, June 2012.[2] C. a. Z. D. Alvarado, "Women in CS: an evaluation of three promising practices," in Proceedings of the 41st ACM technical symposium on Computer science education, 2010.

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. George PhD, East Carolina University; Nathaniel Paul von der Embse, Temple University; Zachary J Domire, East Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

contactwith their home mentors throughout the summer program. Following the program, homeinstitution mentors continue mentoring by helping to reflect on the summer experience andprepare for conference presentations. The REU faculty members continue to mentor their REUstudents after the program, but students have direct access to their home institution mentors. Toencourage collaboration with the home institutions, we submitted press releases with a shortstudent biography and information on their REU research and national presentations. Thesereleases were well received.AssessmentInteractions with home institution mentors are self-reported by students in a pre-program surveyand include mode and frequency. Students are requested to meet with their home

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mikayle A. Holm, Arizona State University; Sarah E. Stabenfeldt, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

aortic valve dis- ease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses. c American Society for Engineering Education, 2016 Work in Progress: Evaluation of the Concept Mapping in a Student-centered Biomaterials CourseIntroductionConcept mapping is a reflective technique used for teaching practices in science and engineeringclassrooms. It requires students, either individually or part of a team, to create an intellectualframework that shows major ideas and emphasizes their

Conference Session

Sustainability and Hands-On Activities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yogesh Bhandari, University of Illinois Urbana-Champaign; Akshay Vora, University of Illinois, Urbana Champaign; Sengavi Thirupathy; Rashi Singh, University of Illinois, Urbana-Champaign; Oscar Azofeifa

Tagged Divisions

Energy Conversion and Conservation

estimations for practical designs. b) Cool Roofing New technologies are now becoming available to finish roofs that can divert incoming solar radiation that heat up the top floors of buildings. Conventional asphalt and tar shingle roofs are being replaced with ‘green roofs’: rooftop gardens that absorb sunlight and moderate rooftop rainwater runoff. However, green rooftops may not be appropriate atop all buildings, particularly those with steep roof slants, or where regular maintenance is problematic. Group B proposed the use of a ‘cool roof’ coating, which is a pigment or coating that reflects sunlight and insulates the top floor of a building from heat that would otherwise be transmitted to the upper

Conference Session

Strategies for Effective Education in Manufacturing

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., National Science Foundation ATE Centers; Richard Gilbert, University of South Florida; Hugh Jack P. Eng. P.E., Western Carolina University

Tagged Divisions

Manufacturing

creates a focused exposure to thecredential’s ascending skill acquisition expectations. This ET degree provides a statewide modelof industry credentialed curriculum plus the checks and balances provided within the FLDOEeducation structure. Both attributes assure the quality and consistence of manufacturingeducation in Florida.Table 2 summarizes an example of a single college's approach to a stacked credential pathway.The information was acquired from program documentation generated by Lorain CountyCommunity College in Elyria Ohio. The pathways presented reflect the options within weldingcareers and are representative of credential included curriculum programs. Additionalinformation about welding credentials is available from the NSF-ATE Center

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University

Tagged Divisions

Student

themotivation behind those decisions. An audit trail also provides an avenue for me to reflect onand communicate my role throughout my qualitative dissertation research. Qualitative researchis inherently interpretive 6,7, and my use of first person, active voice is intentional as itcommunicates the direct role the researcher plays as an “instrument” in qualitative research 4,7,8.My goal in writing a research audit trail as a conference paper is to communicate the “messiness”of qualitative research by using my own work as an example by which others can learn. Myintention is to be straightforward about the steps I took and decisions I made during my study asa way of restoring order to the messy research process. This level of transparency with

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haridas Kumarakuru, Northeastern University; Don Heiman, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

Engineering Physics & Physics

environment. When the lab environment is enjoyable, learning is accelerated.In Fig. 2 on statement 1, 44% of students were neutral and 38% agreed that the lectures wereuseful. This could signal that more demonstrations would be helpful. On statement 2, while 25%of the students strongly agreed on the usefulness of the lab instructions, 31% equally mentionedas agree or neutral. This somewhat reflects our objective of having minimal “recipe” instructionsthat require significant student attention. Statement 3 on interactive learning and discussionsduring the lab, students strongly agreed and agreed by 63% and 31%, respectively. Indeed, this isgreat news. For statement 4, 38% of students responded as strongly agree and 50% of students asagree about their

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shabnam Etemadi Brady, Tennessee State University; Walter C. Lee, Virginia Tech; Lesia L. Crumpton-Young, Tennessee State University; Germysha Emily Little, Tennessee State University; Lydia Davis, Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

= StronglyAgree, 6 = Not Sure) for participants to rate their perception of experiences in STEM majors atthe HBCU. Survey items were developed to reflect the common reasons for student departure asoutlined in Talking About Leaving and the experiences of senior leaders on the project, each ofwhich having years of experience at HBCUs.7 To ensure the survey focused on the intendedareas and that the researchers engaged in a comprehensive approach, each survey item wasaligned with a research thrust area and compared with the theoretical framework. To account fordifferences in demographic information needed, two parallel surveys were created for eachgroup.Data CollectionData were collected from students (Group 1) and faculty (Group 2) using surveys. The

Conference Session

Military and Veterans Constituent Committee Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet C. Ford, Western Carolina University; George D. Ford, Western Carolina University

Tagged Divisions

Military and Veterans

approach may be to articulate credit based uponrank for enlisted military personnel and veterans. ACE performs occupational reviews, similarto program accreditation reviews, which recommends credit based upon rank. Ford, et al (Ford &Ford, 2015) described the disparity in the number of credit recommendations for the enlistedranks. “The amount of credit recommended by ACE increased with rank. Many of the JSTs for senior NCOs reflected work in multiple occupational fields during their military enlistment. JSTs of senior NCOs in the sample contained substantial hours of credit recommendations: averaging over 150 semester hours. Much of this credit was recommended in military specific areas such as Military Science

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Judy Randi, University of New Haven; Ronald S. Harichandran, University of New Haven; Joseph A. Levert P.E., University of New Haven; Bijan Karimi, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

about the company’s expectations for the project.In a simulated “revise and resubmit” process, teams revised their proposals and submitted a finalversion to course instructors. All teams made extensive revisions. Table 1 shows the number andtypes of revisions made by each team. The increase in word count reflects the level of detailadded to the proposal, in response to feedback from reviewers. The least number of revisionswere “moves” (reorganization), possibly because the Proposal Design Guidelines outlined anddescribed the content of each section in detail. The number of insertions and deletions reflect themanner in which teams tended to work. Most teams revised section by section, deletingunnecessary or inappropriate information and

Conference Session

Construction Division Technical Session 3: Case Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper, Norwich University; John Edward Patterson, Norwich University; Nadia Al-Aubaidy, Norwich University

Tagged Divisions

Construction Engineering

programs.Norwich University’s Architecture, Engineering, and Construction Management programs’ firsttwo full-scale house design and construction projects involved a solar powered lab and a solarpowered house. During these two projects, the various Architecture, Engineering, andConstruction Management programs began collaborating, integrating students from the variousdisciplines into a single project team. The Micro-House Related Design/Construction Projects,shown in Table 1, reflect Norwich University’s institutional support of experiential learning.Lessons learned from the design and construction of each project were used to refine the projectsfor subsequent years. Table 1: Norwich University Micro-House Related Design/Construction Projects

Conference Session

Manufacturing Curriculum and Course Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Penn State Behrend; Qi Dunsworth, Penn State Behrend; Mary L Kahl, The Pennsylvania State University, the Behrend College

Tagged Divisions

Manufacturing

were measured before and after twoworkshops specifically designed to teach metacognitive awareness and teamwork. To put in anutshell, the integration of soft skill development into manufacturing simulations consists thefollowing steps: (1) students conducted a manufacturing simulation, (2) student soft skills weremeasured, (3) students attended soft skill development workshops, (4) students conducted moremanufacturing simulations using what they learned from the workshop, (5) student soft skillswere measured again, (6) student change in soft skills were compared and project evaluated, (7)researchers drew conclusions and reflect on the project. The following sections will discuss thesesteps in detail.3. Course and Project Components3.1

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Markeya S. Peteranetz, University of Nebraska, Lincoln; Duane F. Shell, University of Nebraska, Lincoln; Leen-Kiat Soh, University of Nebraska, Lincoln; Elizabeth Ingraham, University of Nebraska, Lincoln; Abraham Flanigan

Tagged Divisions

Educational Research and Methods

two suns, four different cultural groups with different resource constraints and industrial needs. Path Finding I Create a step-by-step instruction on drawing lines to create a quilt pattern on a n x n grid and identify similar structures in other teams’ quilt patterns. Path Finding II Use rotation, reflection, and loop to generate a more complex quilt pattern based on simpler base pattern. Marble Maze I Each team member creates a sub-structure allowing a marble to travel at least for n seconds in week 1 and the team puts all sub-structures together to make a super- structure in week 2. Marble Maze II Teams are broken up and now must

Conference Session

Automation in Manufacturing

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University; Qinbo Li

Tagged Divisions

Manufacturing

intelligent tutoring systems for engineeringapplications and embedding animations, simulations, and/or videos into future system designs tomake abstract concepts easier to grasp.AcknowledgmentThis material was supported by a National Science Foundation Advanced Technology EducationProgram grant (No. 1304843) and a gift from Rockwell Automation. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the author and do notnecessarily reflect the views of the National Science Foundation or Rockwell Automation. QinboLi and Peng Bo’s programming and evaluation efforts in making this vision become reality.References[1] Graesser, A.C., M. W. Conley, and A. Olney, Intelligent tutoring systems. Washington, DC:American

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice E. Grimes, Air Force Institute of Technology; Sharon Claxton Bommer, KBRWyle; Adedeji B. Badiru P.E., Air Force Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

will allow participants to integrate into theirdepartments and receive teaching assignments. Additional revisions are expected each yearbased on feedback and best practices to create the most effective orientation for the new facultyat AFIT.DisclaimerThe views expressed in this paper are those of the authors and do not reflect the official policy orposition of the United States Air Force, the Department of Defense, or the U.S. Government.References[1] R. M. Felder, “New STEM faculty support: Why aren’t we providing it?” Journal of STEMEducation, vol. 13, no. 5, pp 5-6, October-December, 2012.[2] J. Barlow and M. Antoniou, “Room for improvement: the experiences of new lecturers inhigher education,” Innovations in Education and Teaching

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education

earlier literate documented as well. Given the nature ofthe mouse, the cards are the only way of capturing the algorithm outside the device, yet it is onlyused by participants to enter the program. As noted earlier, the preference, if a problem occurs,is to try again from scratch, so the participants generally used the cards only after beingreminded. Without revisiting the past plan, it seems less likely the novice would update thenotional machine based on traditional learning theory, as they spend no time reflecting on themistake. Yet, perhaps slower than if they were reflective, they do gradually come to understandthe controls and programming strategies for using the mouse. At times, adding a layer of designseems to initially hinder rather than

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Virginia Tech; Cassandra J. Groen, Virginia Tech; Amy L. Hermundstad Nave, Virginia Tech; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Prof. Thomas Martin, Virginia Tech Tom Martin is a Professor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech, with courtesy appointments in Computer Science and the School of Architecture + Design. He is the co-director of the Virginia Tech E-textiles Lab and the associate director of the Institute for Creativity, Arts, and Technology. He received his Ph.D. in Electrical and

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel

Tagged Divisions

First-Year Programs, Mathematics

. computer lab work and group exercises [25].Table 3. Description of categories within the Assessment Methods theme. Description Example Student reflections Students are asked to report A five-point scale was used to on their perceptions of the ask students about the course innovation(s), impacts of an engineering typically using Likert scales professor visiting precalculus and/or open response courses [17]. questions. Pre

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Siny Joseph, Kansas State University - Polytechnic Campus; Jung Oh, Kansas State University - Polytechnic Campus; Raju S. Dandu, Kansas State University - Polytechnic Campus

Tagged Divisions

Graduate Studies

presentations and were expected to prepare students for theircapstone project thoroughly.Objective of the paperThis paper describes a relatively new and growing program (PMT) at KSP and uses a multi-disciplinaryteam-taught course (COT 706) as a case study to reflect on the outcomes from implementing industryadvisory board's recommendations. While low student enrollments characterize the program/course, theexperience and process involved in the design of COT 706 provide valuable insights on pedagogy, team-teaching, and best practices for student learning.The purpose of this pedagogical research study is to assess using COT 706 course whether a team-taught8-week hybrid format accomplishes the objectives of providing the flexibility in format and skill

Conference Session

Software Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Bruce R Maxim, University of Michigan, Dearborn; Jeffrey J. Yackley, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division

improved commitment to theirstudies [14]. Students taught using active learning gain confidence in their abilities and performbetter on hands on tasks than students taught using lecture only and this learning is reflected inpre-test to post-test performance gains [15]. Active learning can increase student performance inscience, engineering, and mathematics [16]. Active leaning is critical in developing the cognitiveproblem-solving skills used in synthesizing solutions to engineering problems [17]. Project-basedlearning increases student motivation in upper level courses [18].Sousa reports that students experiencing lecture only content delivery retain 5% of the material,when discussions are added to lecture presentations students retain 50% of the

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette; Nathan M. Hicks, Purdue University, West Lafayette; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

through undergraduate courses?In this work, we aim to answer this question through a sequential exploratory mixed methodsdesign. Using the Multiple-Institution Database for Investigating Engineering LongitudinalDevelopment (MIDFIELD), we qualitatively coded records of courses offered to engineeringstudents at one public institution between 1989 and 2011 to generate profiles reflecting differentlevels of data analysis preparation. These profiles were then quantitatively clustered into sixdistinct levels. The cluster analysis revealed variable patterns of data analysis preparation acrossdifferent engineering majors. Results from this study also provide a baseline for employers toevaluate the data analysis training of engineers, especially as it

Conference Session

Energy Conversion and Conservation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy C. Ferrell, Appalachian State University; Brent Jason Summerville P.E., Appalachian State University

Tagged Divisions

Energy Conversion and Conservation

low-tech, low-cost, and safe for students to construct with minimal experience. This paper details the development ofthe “Appalachian Street Lamp,” an off-grid renewable electricity kit, provides an evaluation of studentlearning outcomes, and a summary of survey responses. Our objective is to reflect on the value ofincorporating hands-on learning during a study abroad program.Global CompetencyGlobal competency is of increasing importance in our complex and interconnected world. It inspiresstudents to appreciate cultural value differences, learn new language, and better understand a globaleconomic and cultural marketplace. It also fosters working effectively in diverse and multi-culturalenvironments while developing attitudes that cultivate

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

Tagged Topics

Diversity, NSF Grantees Poster Session

responses is being analyzed to determine the most impactfulprogram aspects and to assess the participant’s feelings of belonging and inclusion.This material is based upon work supported by the National Science Foundation under Grant No.1644119. Any 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.6.0 References[1] O. Brown, M. Morris, R. Hensel, and J. Dygert, “An Integrated Supplemental Program to Enhance theFirst-year Engineering Experience,” ASEE Annual Conference & Exposition, Salt Lake City, UT, USA, June2018.

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hernán Gallegos, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

buildingconnections and shared identities between and among stakeholders in a school or department ofengineering; this result suggests that a carefully developed assistant program may go a long wayto support diversity and inclusion efforts. Future research is needed to explore additionalstakeholder experiences with different variations of learning and teaching assistant programs,especially those at institutions with different cultural norms than those sampled for this initialstudy.AcknowledgementsSpecial thanks to the participants who agreed to be interviewed for this project and generouslygave their time and reflections. We would also like to give special thanks to the Louis StokesAlliance for Minority Participation (LSAMP) and the Bridge to Engineering

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eline Boghaert, University of Waterloo; Jason Grove P.E., University of Waterloo

Tagged Divisions

Educational Research and Methods

completed in preparationfor each class, as well as guiding questions for students to consider as they studied.Unfortunately, it was not possible to track the extent to which students engaged with the content.Students were required (via a participation grade) to submit responses to reflection questionsprior to class asking them to identify: i) the main concepts covered, and, ii) any specificquestions they would like addressed in class. Understanding of concepts covered online wasassessed in class using iClickers, with the remainder of class-time focusing on problem solving.3. Study Design Total enrolment for the course was approximately 1400 students in twelve lecture sectionsranging in size from 80–160 students, depending on program. Based on

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Topics

Faculty Development Constituency Committee

forteaching and learning, CTL) to collaborate with departments and colleges in these studentretention efforts. This process of developing and sustaining collaborations between the CTL,department chairs, faculty members, administration, and other units in efforts to improve studentretention in STEM courses is grounded in educational change strategies and motivation theory.Using as starting points the four types of change strategies (disseminating curriculum andpedagogy, enacting policy, developing reflective teachers, and developing a shared vision) [6-7]and expectancy-value theory of motivation [8], the Center for Excellence in Teaching andLearning (CETL) at USI is leveraging its networks and programs to intentionally initiate andfacilitate