Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Tanya D. Ennis, University of Colorado Boulder

Tagged Topics

CoNECD Paper Submissions, Diversity

and always thought back to (1.4)…25 just how much I had already accomplished and how all the people that were there …(1.9)26 just all the resources↑ that I was given. Um there was a lot of people to support me.27 They were definitely:: (2.8)28 a key aspect of it all. Um ((Cough))29 I think one thing is that that what definitely kept me going was that I actually liked↑30 what I was doing. I knew a lot of my friends um who were like “I don’t like learning↑31 this learning this stuff” but I really just:: once I got an answer it was just…so32 rewarding↑. I actually liked↑ it.. I think it was definitely very important.To counter the doubt of her peers, Iliana speaks to her reflection on what she had alreadyaccomplished and that a key

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Memoria Elizabeth Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

Tagged Topics

CoNECD Paper Submissions, Diversity

acknowledging the unequaldemographics of the ECE department. As of the time of the interviews, participation of womenwas only 15%, while underrepresented minorities were even fewer at 5% [16]. Meanwhile, ahigh international student population (38%) [16] posed unique cultural challenges. Thesestatistics appeared to be common talking points at faculty meetings, especially when it came toadmissions and hiring decisions, and faculty generally expressed a desire to see thedemographics of the department more closely reflect that of the population at large. Amongsome faculty, there was also an understanding of deeper concepts related to diversity andequality. For example, some acknowledged factors other than race, nationality, and gender thatcontribute to

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra J. McCall, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

never associated with inclusion or with bringing and being her entire self.She reflected on why professors interact with students the way they do: I really think it’s just, they get caught up on themselves and their research. They, in a sense, they’re very workaholic. And it’s easy to forget that you’re not just regurgitating information to these kids. You are impacting them. You are affecting them and they may be going through issues. Some people enter college so young that they still don’t know who they are. Like they’re still maturing, they’re still growing […] Not everyone’s gonna be mature and have their stuff together. If you’re not understanding everyone has their own pace, everyone has their own

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

Tagged Topics

CoNECD Paper Submissions, Diversity

NILAcurriculum was developed to have comprehensive learning objectives and desired attendeeoutcomes, supplementary pre- and post-NILA curriculum, and evaluation strategy of attendees’gained knowledge and socio-emotional development. After three years of refinement, thecurriculum’s implementation had improved the attendees’ experience and preparation to lead theirchapters which was reflected across inter-organization metrics (e.g., membership, national eventattendance, survey data). However, NILA remained limited in its ability to achieve one of itsintended aims: to align its SHPE’s strategic, tactical, and operational infrastructure to the overallSHPE mission longitudinally, particularly in terms of local, long-term chapter programming. For the

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

Tagged Topics

CoNECD Paper Submissions, Diversity

author(s) and do not necessarily reflect the views of NSF. The ideas we present here are part of a much larger thought process (Authors, 2021, in progress) in which we are thinking about the ways in which we use quantitative methods in engineering education, and how they might be better realigned or reformed to achieve the same diversity and equity outcomes we feel are more readily achieved by qualitative methods at the time. Our treatment and presentation of demographic data variables here represent a starting point. 1 The “doing” of engineering education is full of many delicate power

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Jelena Trajkovic, CSU Long Beach

Tagged Topics

Diversity

similar to the one in our paper: for twoinstances of a class (on face-to-face and another flipped) they observed students’ grades,students’ reflections using surveys, and instructor, and peer observations. Similar to ourconclusion, they observed better students’ performance: all students passed and obtained bettergrades compared to face-to-face instructions. Additionally, Hussain et al. reported that “a flippedclassroom model helped high performing students more than lower-performing students.”Several prior studies also reported that the flipped approach is beneficial by reflecting on thestudent engagement[11], motivation, and acceptance by the students[12], but unlike our work, theydo not compare flipped approach to face-to-face instructions

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

educator, one has free access to the app and you can create different grids classrooms andtopics of discussion. Each grid has a unique code that you can share with your students so theycan access the topics and the videos being posted by the professors and classmates. It is amagnificent tool for reflective learning and for building solid learning communities within yourclasses. As an educator one can post discussion prompts and students may respond with shortvideos, whether they are learning in class or at home. Flipgrid is completely free. Teachers cangrade using embedded rubrics, but they are very basic. Teachers must upgrade if they wantdetailed rubrics.SlackInitially conceived for business team communication and project management, slack can

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; James Carlton Bates, Baylor University; Timothy Russell, Baylor University

Baylor University, Waco, TX Copyright  2021, American Society for Engineering Education 2 IntroductionDeveloping teamwork skills has been established as an essential educational outcome for preparinggraduates to enter the professional practice of engineering. For accreditation periods prior to 2019-2020, this was reflected in the Student Outcomes of the ABET Criteria for Accrediting EngineeringPrograms as “an ability to function on multidisciplinary teams.”1 Beginning with the 2019-2020accreditation period, the definition of teamwork in ABET Student Outcomes has been extended asfollows2: “an ability to function effectively on a

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

community college faculty can contact the MNT-ECor visit our website (micronanoeducation.org) for more information on joining this program.AcknowledgementsThis project was supported by the Micro Nano Technology Education Center (MNT-EC), NSF ATEDUE 200028, and by the Network for Computational Nanotechnology (NCN), NSF EEC 1227110. Theopinions, findings, and conclusions or recommendations expressed are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References: 1. J. A. Hewlett, “Broadening Participation in Undergraduate Research Experiences (UREs): The Expanding Role of the Community College,” CBE-Life Sciences Education, Aug. 2018. 2. G. Bangera, S. E. Brownell, “Course-Based

Conference Session

Electrical and Computer Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xiaorong Zhang, San Francisco State University

Tagged Divisions

Electrical and Computer

equity and accessibility for all. These methods are summarized below.1) Combine synchronous and asynchronous learning options to provide both flexibility for self- paced learning and humanized interactions in the class. [10]–[13]. All the course materials, schedules, and assignments were managed using iLearn. Weekly pre-recorded lectures, usually composed of two or three 30- to 50-minute videos, were posted to iLearn as shown in Figure 2(a). At the end of each video lecture, exercises were added to reflect the topics covered in the video. A shared Google doc was created to collect questions from the students on the video lectures. The weekly video lectures were designed tailored to the weekly lab activities. Students must watch

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

undergraduate research. The survey questionswere generated based on recurrent conversations the faculty advisor had with his undergraduatestudents during research meetings, office hours, or arbitrary settings. Moreover, the survey1 Cohort 2 information is in parenthesesincluded an open-ended question that provided students an opportunity to reflect and share abouttheir experiences in engaging in a research group setting. Descriptive statistics were employed foranalysis and presentation of data results. The authors note the following limitations of the study:(a) small sample size; (b) self-developed survey instrument; (c) convenient sampling procedure.The administered survey consisted of nine questions for Cohort 1 and Cohort 2: Question 1: Faculty

Conference Session

Environmental Engineering Division Technical Session 1: Intercultural Competency-infused Teaching

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Inez Hua, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

competency. 9Fig. 2: Comparison of IDI scores pre- and post- program. Eleven students showed an increasingtrend and seven students showed a decrease.Conclusions The Sustainability Across Sectors – Sweden program impacted students’ short- and long-term academic and professional paths. The summative teaching evaluation scores reflect thatstudents gained new cultural perspectives and that the program integrated Swedish culture intothe curriculum. Students also recognized the program in the larger context of their engineeringmajor at Purdue University. The short-term benefits continued and evolved to shape studentschoices regarding graduate school, thesis research topics, additional intercultural

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Amber Simpson, Binghamton University

Tagged Divisions

Pre-College Engineering Education

guidelines: To what extentshould caregivers be provided with information and facilitation to engage their children in theprocess of STEM moments?AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1759259 (Indiana University) and Grant No. 1759314 (Binghamton University). Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. References[1] Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and instruction, 11(3-4), 365-395.[2] Crowley, K., & Callanan, M

Conference Session

Engineering Management Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kellie Grasman, Missouri University of Science and Technology; Suzanna Long, Missouri University of Science and Technology

Tagged Divisions

Engineering Management

to temporarily shiftfrom classroom to virtual participation for one or more weeks due to illness, a need toquarantine/isolate, or other health-related reasons. In these cases, classroom students were addedto a virtual team temporarily, then returned to the physical classroom when able. The logistics ofmanaging shifting participation was somewhat complicated, but students overwhelminglyappreciated the option to elect their participation preference, as reflected in end of semesterevaluations and comments.One instructor observed a notable increase in quantitative evaluation of teaching effectivenesswith this course, as measured by end of semester surveys administered by the university.Though there is no data for past semesters (this was the

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John J. Phillips, Oklahoma State University; Tom Elliott Spector; Khaled Mansy, Oklahoma State University; Jeanne M. Homer, Oklahoma State University; William Crawford

Tagged Divisions

Architectural Engineering

thought through.After specifying every material used in each BIM model with every unique material condition, Tally wasready for the second round of assumed variables. For the sake of time, these variables were largely left attheir generic values, but they were no less critical to accurate results of a real-life scenario. Tally’s abilityto accurately assess “cradle to grave” carbon impact becomes quite evident in this set of global variablesthat apply to each project. If desired, the travel distance of each material can be clarified to reflect a true-to-life analysis of transportation on carbon required for construction, and inputs for building lifedemonstrate the environmental impacts upon demolition of the structure. All these variables were

Conference Session

Teaching Methodology & Assessment 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Connor Ott, University of Colorado Boulder; Kathryn Anne Wingate, University of Colorado Boulder; Aaron W. Johnson, University of Colorado Boulder

Tagged Divisions

Aerospace

, the University changed the end-of-semesterevaluation questions and they did not include questions on instructor effectiveness or coursedifficulty. We include this discussion of student evaluations to note a limitation of the study,which is that we compare two fundamentally different courses. Though the survey questions donot ask students about personal interest, intellectual challenge, or the instructors, differences inthese areas exist and contribute to students' overall perception of a class and may influence howthey perceive the goal structures we have asked them to reflect on.In addition to the goal structures a classroom presents to students, students themselves mayidentify more closely with some motivations than others. The box-and

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

seen no evidence forsystematic differences in intrinsic motivation between men and women in either cohort.Therefore it seems unlikely that self-selection bias played a significant role.Our findings suggest that students were less motivated to learn in Fall 2020 (remote instruction)than in Fall 2019. However, the decrease in motivation over the course of the semester wasidentical in both conditions. This consistent decline may be an artifact of multiple surveying, ormay simply reflect the inevitable decline in enthusiasm under the burden of exams, impendingproject deadlines, and extracurricular commitments.Our unique dataset offers a narrow glimpse into the effect of COVID-19 on our students.However, we have assumed that the constructs measured

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Singh Batra, Texas A&M University; Sunay Palsole, Texas A&M University

Tagged Divisions

Educational Research and Methods

/TAs,and with other students—during the course. Again for clarity, the difference betweentechnology/platforms and methods was defined throughout the survey with examples from theentertainment industry.Face-to-face courses: This type of course typically has an in-person session, and may haveoutside components to the course. There were no face-to-face courses offered in the summer2020 semester, however, the students were asked to reflect on their interaction in face-to-facecourses from the fall 2019 semester. The students were asked the following qualitative questionsabout their interaction during the face-to-face session as well as outside the face-to-face session– (i) how the student interacted with instructors/TAs, and (ii) how the student

Conference Session

Machine Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dennis O'Connor, California State University, Chico

Tagged Divisions

Mechanical Engineering

benefit to the course material. Their response and anecdotal feedback suggestedpositive value. Finally, the last question was an early check on their reflection of improvedwriting skills. Although they had only one assignment, their reponse indicated substantialimprovement. This makes sense given that they apperently had little experience in technicalwriting prior to this course. 5 4 3.9 3.9 Response 3.5 3 2.6 2 1 I II

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alejandra Hormaza Mejia, University of California, Irvine; Mark E. Walter, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

the team’s stated goals clear from the beginning? How successful do YOU think the team was in achieving its stated goals?IQ15. Considering all your activities (academic, social, work, family, etc) at the time, what priority was your project work, and why?Proposed Data AnalysisWe will use an inductive-deductive thematic analysis approach to our data analysis [20]. Usingthe literature on teaming and psychological safety, we will create a preliminary code book. Then,based on the interview data, we will update the code book to reflect ideas and concepts that arisefrom the data.Expected ResultsBased on the literature review, we expect to find themes related to psychological safety, includingpersonal characteristics, past experiences

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Taylor Maida, University of Notre Dame; Simran Moolchandaney, University of Notre Dame; Gabrielle Tanjuatco, University of Notre Dame; Caroline Lubbe, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

focused on gaining exposure tothe engineering in ski resorts including lift operations and snow making processes while buildingstudent-student and student-faculty relationships. During the 4-hour bus ride to the ski resort,students were asked to read a scholarly article on one of eight topics related to ski resorts.Students met in small groups with others that selected the same ski related topic and gave areport out to the larger group. At the ski resort, students had a behind the scenes tour of the liftoperations and of the snow making process. Students had the rest of the day to ski or take alesson with other women on the trip. The evening included a team building workshop whichincluded reflection on the day’s activities and how their

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

instructor reflects on the day’s work and also talks about thenext meeting and the preparatory work required prior. This pattern generally continues for all the meetings except for the final projectpresentations. It is important to know that student groups also meet outside of class hours towork on projects and complete the prep work. With the outbreak of COVID-19, there was a sudden shift in the design thinking coursedelivery in the Spring 2020 semester. In March 2020, the class was asked to meet online for therest of the semester after the Spring break. The instructional team met before the Spring break tobrainstorm on how to proceed the instruction during the online learning and finalized theirindividual approaches before resuming

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

A. Fort Gwinn, Lipscomb University; Todd Gary

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

awareness activities, transfer transition support, cohesive learningcommunities, and scholarships. The program’s emphasis on an uncommon pathway toengineering reflected both the anticipated attraction of new students plus the shift of students totwo-year pre-engineering programs in response to the Tennessee Promise initiative, whichprovides free tuition at all state community colleges beginning in the fall of 2015. The proposedpathway to a senior engineering school was designed to pre-empt the unintended but wellrecognized consequences of students starting their engineering training at two-year schools byimproving student preparedness for transfer, providing structured support for students preparingto transfer, and rapidly establishing connection

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

influencedtheir grade, (3) impressions of other members in the study group, (4) opinions about the mostvaluable and least helpful parts of the study group and (5) reflections on how participating in thestudy group changed their confidence in completing the engineering degree and their feelingsabout being a student at ASU. Pseudonyms were given to participants to ensure theconfidentiality of the interview.ResultsThere were 22/50 respondents for the post-survey (response rate of 44%). Of these, 16 could bematched to the pre-survey, due to the fact that some students did not use the same personal codethat they generated on the pre-survey. Of the 16, 14 had been placed in PLSGs, and one hadbeen placed in TARs (one student did not identify a group).Table 2

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sanjeev Adhikari, Kennesaw State University; Caroline Murrie Clevenger P.E.; Rui Zhang, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

sustainability engineering education has been widelyrecognized. However, reflecting the concept of sustainability in the course content and providingsufficient sustainability education standards are also issues that need to be considered. Some highereducation institutions have added sustainability courses to their construction courses and madethem compulsory courses for students. But there is a challenge in sustainable design education:recognizing the need for change and applying it to the enterprise [5]. Therefore, it still needs todiscover an appropriate way to improve sustainable education. Through appropriate engineeringactivities and education, students can increase their understanding of the world and theircommitment to sustainable development [6

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nagash Antoine Clarke , University of Michigan; Joi-lynn Mondisa, University of Michigan; Kinnis Gosha, Morehouse College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

mentor can be accessible at any time and any place frompotentially any smart device. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1831964. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] E. National Academies of Science, and Medicine, NASEM. (2019). The Science of Effective Mentoring in Science, Technology, Engineering, Medicine, and Mathematics (STEMM) Available: http://sites.nationalacademies.org/pga/bhew/mentoring/index.htm[2] F

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Florida International University; Adam R. Carberry, Arizona State University; Medha Dalal, Arizona State University; Matthew J. Miller PhD, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

National Science Foundation grant #1849430. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] S. Brophy, S. Klein, M. Portsmore, & C. Rogers, “Advancing engineering education in P‐12 classrooms,” Journal of Engineering Education, vol. 97, no. 3, pp. 369-387, 2008.[2] S. Purzer, J. Strobel & M. E., & Cardella, M. E. (Eds.). (2014). Engineering in pre-college settings: Synthesizing research, policy, and practices. Purdue University Press[3] N. V. Mendoza Díaz, & M. F. Cox, “An Overview of the Literature: Research in P-12 Engineering Education,” Advances in Engineering

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Joseph H. Hammer, University of Kentucky; Ellen L. Usher, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

priority in their position, which could misrepresent how thegeneral population of engineering faculty feel about student mental health. Finally, this surveyfocused on faculty self-reported confidence levels about communicating with students aboutdifferent mental health concerns rather than quantifiable skill levels. Literature shows that evenwith trained therapists, there is little relationship between confidence and competence when itcomes to treatment efficacy. In fact, it has been found that therapists who have higher levels ofself-doubt can help facilitate better patient outcomes [25]. This is possibly due to positive self-reflections that result in improved therapeutic interventions. As a result, lack of confidence doesnot necessarily mean

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

providingstudents with “opportunities for reflection to connect thinking and doing” [19] in lecture, labs,and design studio classes help in the growth of students’ metacognition. Specifically, as shown inTable 2, students might appreciate the value of honing their metacognitive skills every step alongthe way if the course (a) offers learning resources (like screencasts) to enrich their understandingof metacognition and (b) students with the help of instructors, teaching assistants, and teammembers find ways on how to apply such skills in coping up with the demands of highereducation which are more challenging than what they have had in their high schools. As onestudent recalled (under postliminal state) that “I saw positive changes in my learning

Conference Session

Engineering Technology Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clayton J. Hahola, Montana State University; Kevin R. Cook, Montana State University; William J. Schell IV P.E., Montana State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

behaviors,encouraging monitoring of those behaviors, encouraging reflection of those behaviors, gradingthe process as a whole not only the result, and using a standardized assessment to do so [10].Researchers and teachers using these methods can create relevant, dynamic, impactful, andvalue-added changes to their curriculum, the approach leveraged in this work.Study MethodsFelder and Brent’s 2003 article [7] defines a model by which to create course material basedupon accreditation requirements. The model is summarized in Figure 1. Figure 1: Elements of Course Design [7]From the defined model and as shown in the figure, course improvements are a continuous cycleof learning objectives, instruction methods, and assessment