Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

Tagged Topics

NSF Grantees Poster Session

studio class environment (Koretsky etal., 2018). The LA Program utilizes the three core elements suggested by the Learning AssistantAlliance (Otero, Pollock, & Finklestein, 2010). First, LAs receive pedagogical development in aformal class with their peers in their first term as an LA. Second, LAs meet weekly with theinstructor and the graduate teaching assistants as a member of the instructional team to preparefor active learning in class. Third, LAs facilitate active learning in the class in which they areassigned. Each week in the pedagogy class LAs are posed a specific prompt that connects tospecific reading and asks them to reflect on their learning and practice in writing. This process isintended to help them connect the three program

Collection

2019 Fall Mid Atlantic States Conference

Authors

Janet Liou-Mark, New York City College of Technology; Reina Li; Reggie Blake

Tagged Topics

Diversity

Improvement Program (MSEIP) grant. Dr. Liou-Mark has organized several STEM-related conferences and national conference sessions on diversifying the STEM workforce. She continues to speak at conferences and conduct workshops on best practices for under- represented minorities in STEM. Dr. Liou-Mark is selected as the 2017-2018 Scholar on Campus. She was awarded the 2017 Best of New York Award for her contributions to City Tech. Her research interest in the implementation of the Peer-Led Team Learning (PLTL) instructional model in mathematics has won her the 2011 CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instruction and the Mathematical Association of America Metro New York Section 2014 Award for

Collection

2001 Annual Conference

Authors

Alok Verma

Page 6.713.3 “Proceedings of the 2001 American Society of Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”other forms of publications is arguable 9.1. JournalsVarious journal publication opportunities are available for faculty in an undergraduate engineeringtechnology program. These include but are not limited to:a. Journal of Engineering Technology. b. Technology Interface (on-line journal). c. THE Journal2. Conference ProceedingsVarious opportunities for publications in the conference proceedings are available. Generally, peerreviewed articles are given more weight than those that are not peer reviewed. EngineeringTechnology Division of the

Conference Session

ET Curriculum and Programs I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Moin Uddin P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

, curriculum, student experience, faculty,learning resources and administrative support. A two-day long site visit was conducted by apanel of two external and two internal peer reviewers. This paper presents planning, preparationand lessons learned from this recent academic review of the program. Some of the highlightedlessons learned are plan early, develop and implement a continuous improvement plan, securefaculty and administrative support to drive success in a graduate program.IntroductionAccreditation is an integral part of most undergraduate Engineering Technology (ET) programsin the USA. Accreditation bodies like ABET ensure that a program meets the quality standardsthat produce graduates prepared to enter a global workforce (ABET, 2019

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

C. Richard Compeau Jr., Texas State University; Austin Talley P.E., Texas State University

Tagged Divisions

Design in Engineering Education

lab reports associated with other classes. One goal of capstone isto prepare engineering students for the workplace. An area of improvement in our program wasthe mentorship experience that many new graduates will encounter when employed. As a result,five semesters ago the Electrical Engineering program at Texas State University implemented amentorship model in which second semester capstone students were assigned to mentor firstsemester capstone students. It was felt that first semester students might gain valuable insightand direction since they were speaking with peers who possess a student perspective and who arespeaking the same language. Anecdotal evidence suggested that the mentorship model wasworking and as a result the other two

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

Tagged Topics

NSF Grantees Poster Session

Focus of Cohort Meetings September Kickoff/icebreaker activity to build community among cohort participants; needs assessment for CLEAR Scholars; and a Resources for Success Workshop facilitated by school-/campus-level office (e.g., Learning Assistance Center; Writing Center; Math Assistance Center) to promote Scholar achievement as the academic year starts. October Career Development Workshop, based on needs assessment, to help students prepare for Career Fairs and plan ahead for internship opportunities November Leadership Development Workshop, facilitated by an industrial representative from the Dean’s Industrial Advisory Council (DIAC) on an emerging

Conference Session

Graduate Student Experiences

Collection

2009 Annual Conference & Exposition

Authors

Catherine Hovell, University of Texas, Austin; Kimberly Talley, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin

Tagged Divisions

Graduate Studies

joining a research project at FSEL, a new student is assigned a desk looking out over thelab floor. For new masters’ students, the desk is located in a “bullpen” style (or cubical-farm, ifyou’d rather) room – a large room divided into five short isles with two to four desks per aisle.This personal space is highly beneficial to a new student: not only does it provide an out-of-home location to work on schoolwork, but the student is surrounded by his or her peers, who arealso newcomers to the program.A small conference room is also available to the students, which aids in teamwork for groupprojects. The room isn’t very fancy, but has enough space for five or six students to cometogether and talk, with a white-board for writing up ideas. A printer

Conference Session

New Research on Retention of URM Groups in STEM

Collection

2009 Annual Conference & Exposition

Authors

Terrell Strayhorn, University of Tennessee, Knoxville

Tagged Divisions

Minorities in Engineering

careers.3 The expressed purpose of URPs is criticallyimportant given that minorities tend to have lower self-efficacy, lower confidence in their mathand science skills, and less access to scientific courses and highly technical learning experiencescompared to their majority peers.4 And while previous research has focused on the intendedpurpose and general nature of URPs, as well as sex differences in URP participants’ perceptionsof the program,5 no studies were readily uncovered that measured the influence of URPparticipation on specific learning outcomes such as research self-efficacy. This is the gapaddressed by the present study.PurposeThe purpose of this study was to measure the influence of background traits and research-relatedexperiences

Conference Session

Communication and Collaboration

Collection

2009 Annual Conference & Exposition

Authors

Sally Blomstrom, Embry-Riddle Aeronautical University; Hak Tam, University of California, Santa Barbara

Tagged Divisions

Liberal Education

accountability.The overall assessment plan included direct and indirect measures gathered as formative andsummative assessments using quantitative and qualitative assessments [3]. The portion of theplan presented in this paper is a quantitative, indirect assessment used as a pretest and posttest.We recognized the importance of alignment [4] and examined the university’s mission, thegeneral education goals, and the student learning outcomes for the course. The instrument usedin this study was developed to align with the course outcomes and the course content. Evaluationforms used by the instructor, the student for her/his own reflection, peers, and audience memberswere developed to reflect the same criteria. The instrument reported on in this paper

Conference Session

DISTINGUISHED LECTURE: 2018 Best PIC and Zone Paper Presentations

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Joseph Ewing, University of Texas, Arlington

Tagged Topics

ASEE Board of Directors

study and identified that students were ill-equipped todeal with the rigors of the engineering curriculum, particularly in the areas of problem solving,professional writing, and computer programming. Therefore, to address these areas, UTA hasrecently created a new first year engineering course that uses the Student-Centered ActiveLearning Environment with Upside-down Pedagogies (SCALE-UP) method. This presentationwill include an overview of not only student performance broken down by several student groupsbut also early surveys showing student perception of the effectiveness of this method. The resultswill show that these pedagogies are effective in aiding students to learn the principles ofengineering. In addition, student surveys will show

Collection

2001 Annual Conference

Authors

Natalie Smith; Julie Greenberg

to further revise their developing understanding of spectral analysis.5. Students test their mettle using two previously existing instructional materials. Homework problems provide one opportunity for students to apply what they have learned about spectral analysis in slightly different contexts. In addition, students attempt to solve the cardiac monitoring challenge during a full lab session. This is done in groups of two, which provides opportunities for peer-to-peer learning.6. Students go public using two previously existing assessment tools, the lab report and the quiz. Although students work with a partner in solving the challenge in lab, each student writes his/her own report.IV. Interactive ExercisesThe main goal of

Conference Session

Promotion and Tenure

Collection

1998 Annual Conference

Authors

James R. Alexander, University of Pittsburgh at Johnstown; Donald D. Harter, University of Pittsburgh at Johnstown; Jerry W. Samples, University of Pittsburgh at Johnstown

Tagged Divisions

New Engineering Educators (NEE)

listedbelow:Performance Teaching Professional Community/UniversityMeasures Effectiveness Development Service Evaluation by a faculty Outline or agenda tied to Advising. mentor. successful efforts.Evaluation Indications of opinions Peer reviewed work that Committees within themetrics by unqualified peers supports the discipline or department, division, (student ratings). the pedagogy of the or the university. discipline. Peer Review Seminal works, although Service to

Collection

1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

Continue documentation procedures Analyze assessment/feedback forms Analyze quizzes and exams to determine problem areas Incorporate additional collaborative learning exercises Develop funding for potential projects such as peer assisted learning groupsPhase III Continue assessment procedures Continue documentation procedures Disseminate results (successes and failures) to colleagues Page 3.609.2 Develop and implement experimental designs to test efficacy of new methods Work with others who want to use additional active learning techniques in their classes Conduct workshopsPROGRESS IN PHASE IThe decision to design the course

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Doga Yucalan, Cornell University; Celia A. Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

-centered learning activities with formal mentorship, 2) help improve students’comprehension of the course material by increasing peer interaction and reflection in the classroom, and3) provide faculty with a low-effort way to incorporate more student-centered learning opportunities intothe lecture portions of engineering courses while introducing them to pedagogical tools and strategiessuch as backward design, writing and sharing learning objectives, promoting student interaction, andpromoting metacognition. MethodsProgram participants and course characteristicsEach of the participating four instructors taught a distinct, lecture-based engineering course in a distinctdepartment, ranging from first- to

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan

Tagged Divisions

Software Engineering Constituent Committee

timelines, and high risks of failure. Managingthese risks is possible only by adopting good software engineering practices as part of the gamedevelopment process. Discussion of agile software process models and software quality practicesas they apply to game development is an important part of this course.The student work for this course includes the completion of several projects. All projects includedesign activities and students make use of several existing programming tools. Making use ofexisting programming tools and libraries allows students to focus on software engineering designrather writing all source code from scratch. The final project requires students to go through allphases of system life cycle: specification, design, implementation

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

Tagged Topics

Diversity, NSF Grantees Poster Session

.  The  reasons  why  they  drop  out  is  not  well  understood  unless  we  review  some  of  the  potential  causes  [5].  According  to  the  National  Survey  of  Student  Engagement  from  2006,  external  obstacles  for  NT  students  have  made  it  more  difficult  for  them  to  develop  peer  relationships  (study  groups)  at  the  university  [10].  Professional  barriers  are  typically  found  in  the  workplace  and  relate  to  lack  of  tuition  reimbursement,  time  management,  and/or  lack  of  release  time  from  work.  Institutional  barriers  include  lack  of  access  to  higher  education,  the  high  cost  of  tuition,  and  diminished  affordability  [2].  Furthermore,  because  adult  learners  also  face  the

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liu Junhua, Singapore University of Technology and Design; Yue Zhang, Singapore University and Technology and Design; Justin Ruths, Singapore University of Technology and Design; Diana Moreno, Singapore University of Technology and Design (SUTD); Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Educational Research and Methods

Innovations in Software Engineering Education: An Experimental Study of Integrating Active Learning and Design-based LearningABSTRACTSignificant advancements have been made in engineering education in recent years. An importantoutcome of these advancements is the integration and extension of fundamental pedagogies as part ofengineering curricula, as well as the need for continued research into the effectiveness of thesepedagogies on students’ learning within engineering knowledge domains. In this paper, we focus on anengineering educational research study in the domain of software engineering. This study considers theimportant research question of the efficacy of traditional lecture-homework-project teaching approachescompared to peer-to

Conference Session

Developing Young MINDS in Engineering - Part I

Collection

2010 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Todd Shields, University of Arkansas; Bryan Hill, University of Arkansas; Shannon Davis, University of Arkansas

Tagged Divisions

Minorities in Engineering

persisting in engineering disciplines. Theprogram has already demonstrated significant increases in the number ofunderrepresented students entering and persisting in engineering. The ECAP studentsshow higher GPAs, greater satisfaction with engineering and the College, have astronger commitment to the university and maintain a more positive overall outlookregarding their college experiences than other students.The following paper describes the program and findings of an evaluation showing thatECAP students are more successful than their non-ECAP peers and compared toprevious cohorts of students (underrepresented students and all students). Quantitativestudies showed statistically significant results. The ECAP program includes sixcomponents: 1) an in

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Benjamin Flores; Rosa Gomez-Martinez; Joseph Ramos; Lourdes Sanchez-Contreras

Session 2793 Developing a learner centered environment to meet the needs of a growing urban commuter student population Lourdes Sánchez-Contreras, Rosa M. Gómez, Joseph Ramos, Benjamin C. Flores, and Helmut Knaust Model Institutions for Excellence Program The University of Texas at El PasoAbstractThe Colleges of Engineering and Science at the University of Texas at El Paso havedeveloped a multi-faceted system based on peer support to address the particular needs ofscience and engineering majors. At the core of this strategy is a strong commitment todevelop

Conference Session

First-Generation Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Jennifer Blue, Miami University; Brielle Johnson, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University

Tagged Topics

Diversity, First Generation

, feelings, andbehaviors of first-generation and low-income students in prerequisite and introductoryengineering courses: calculus, physics, and computer science. There were not many of thesestudents; 16.7% of students indicated that they did not have a parent or guardian who hadcompleted a bachelor’s degree or higher, and only 13.2% of students surveyed indicated thatthey had an annual family income of $50,000 or less. After a brief literature review, we willdescribe the participants, materials, and procedure before comparing the readiness, beliefs,achievement, and behaviors of both the first generation college students and low incomestudents to their peers. I. Literature Review External obstacles

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

Shane Brown

research suggests that the peer groupand faculty support are both important factors in student retention and academic success. It haseven been suggested that the peer group is the single most influential factor on personaldevelopment in college. Student social capital was assessed in one-on-one and focus groupinterviews with both students that have left engineering and students that remain. The focus ofthe interviews was on student interactions with peers, faculty, and teaching assistants, andstudents’ integration and perception of the engineering culture. Student responses indicate thatsocial capital does play a role in the retention of engineering students. Both students that remainin engineering and those that have left reported that positive

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julia Ellen Melkers, Geogia Institute of Technology; Agrita Kiopa, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Joseph M. Ernst, Purdue University; James V. Krogmeier, Purdue University, West Lafayette; Amos Johnson, Morehouse College

Tagged Divisions

Design in Engineering Education

learning of professional skills. In thispaper, we ask: From an instructional perspective, how can learning outcomes be better observed so thatfaculty can provide appropriate guidance and occasional control? What are the sources of this diversity oflearning within student groups? How do the ways that engineering students interact in team networkenvironments matter for the skills that they develop through this experience? Scholars working in thescience of learning argue that peer-relations form a social context of knowledge creation that constitutes afoundation for the development of team-skills. In this paper, we show how peer relations develop, andsubsequently provide knowledge and learning resources within multi-ranked student teams over time

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

that student acquisition of the “technologies” of reading and writing werecausally responsible for cognitive and developmental benefits that could subsequently be transferred to othereducational tasks. [1,2,3,4] This “autonomous” model has gradually given way to a more “social” model of literacythat takes into account the context in which a literacy practice takes place, and the effects that setting may have onhow literacy is conceived and enacted.[5,6,7,8,9] One of these new literacies, Academic Literacy, indicates a fluencynot only in reading and writing, but also in particular ways of thinking, doing and being that are peculiar toacademic contexts such as undergraduate engineering education. This paper reviews the changes in the concept

Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University and A&M College

Tagged Divisions

Chemical Engineering Division (ChED)

courseAbstractRecent years have shown increased success in the use of undergraduate students as teachingassistants or supplemental instructors in core chemical engineering courses. While typicallyutilized in traditional lecture-based courses, there is significant promise in utilizingundergraduate students as a peer resource in a lab-based course. This paper summarizes howundergraduate teaching assistants, referred to at Louisiana State University as coaches, wereintegrated into a junior level lecture/laboratory course. The course is designed to teachexperimental statistics in the lecture component (two days a week) with the students performingexperiments on three different unit operations (one day a week) for 3 four-week experimentalcycles. The main

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering

different majors, the course has been very popular and has proven to enhance studentengagement in engineering-related topics for students from diverse academic backgrounds.To broaden the opportunities for students, an on-line version of the course has been developedwhich transforms the current course through: enhanced use of electronic portfolios and on-linecollaboration tools for group work; design of peer evaluation activities which leverage the on-line nature of the course to provide additional collaborative content and encourage thedevelopment of communication skills; a modular approach to provide key readings and videocontent while linking the analysis of real-world examples to key engineering and managementprinciples; design of a multimodal

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; Luke Nogales, New Mexico State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

30% Progress as measured by weekly write-ups and presentations 30% Skills homework 25% Final “lessons learned” presentation and video reportAssessment of the course and continuous quality improvementA thorough evaluation of the course is imperative to understanding what strategies worked best.A pre-assessment questionnaire will be developed to first gauge the student’s familiarity with thecourse topics at the beginning of the semester. This evaluation will be in addition to the regularcourse evaluation process for all college of engineering courses. Students will be asked in theend of semester questionnaire specifically if they felt that the course met each of its specifiedgoals. Additionally, we plan to implement a peer review

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Electrical and Computer

courses, andapply knowledge learned in different settings to solve new problems.Faculty members must promote student engagement inside the classroom through a variety ofapproaches, including being attentive to students’ backgrounds and talents, experimenting withengaging pedagogies, providing new students with adequate feedback about their academicperformance, requiring them to take advantage of writing centers, math and science tutorials, andtechnology support centers, as well as encouraging students to learn through peer evaluation,group projects, and study groups [1]. These actions, and many others, can be promoted with thehelp of curricular initiatives, institutional assistance and academic interventions, studentdevelopment initiatives

Conference Session

Technology-Based Entrepreneurship Courses

Collection

2004 Annual Conference

Authors

Clifton Kussmaul

market analysis and financial plan. These proposals also allow teams to revise their plans for the remainder of the term. 9. Each team reviews the other product proposals. 10. Finally, students submit a final product proposal and make a final presentation.The initial stages of the product proposal have been adapted as an extended project in a non-majors’ course19, and have been proposed as a framework for a first-year writing seminar.Having each student develop a product concept has several advantages. First, all students havethe experience of developing an idea. Second, there is a larger pool of potential ideas, fromwhich the instructor can select those most appropriate and feasible in terms of scope, cost, etc.Third, team assignments

Conference Session

Impact of the Gulf Coast Oil Spill on Chemical Engineering Education & Misc.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Frances C. Ray-Earle, University of Colorado, Boulder, Colorado Center for Biorefining & Biofuels (C2B2); Nancy S. Tway, University of Colorado

Tagged Divisions

Chemical Engineering

to engage in research collaboration beyond traditionalgeographic barriers.Goal 3: Train students in the skills and knowledge needed to conduct research – Throughout the10-week REU Program in Biorefining and Biofuels, students attend a minimum of six (6) one-hour seminars as a group at one of the four research sites and engage in the remainder of theseminars via videoconferencing technology through his/her assigned research institution.Seminar topics are aligned by program administrators and are specific to the field of biofuels andbiorefining, and are designed to teach other important research practices including laboratorysafety, writing and presentation techniques.Students share their research in a peer presentation forum which enables

Conference Session

Tools of Teaching and Learning

Collection

2003 Annual Conference

Authors

Elizabeth Davis; David Socha; Valentin Razmov

-personal conflict when a student finds it easier to put blameelsewhere than to change them self. In this case, dealing with the inner conflict would reduce theinter-personal conflict.This paper describes a model for designing a course that uses the above interpretation of conflict.Student writings and conversations during the course and their feedback four months after the Page 8.1307.2course indicate that while their conflict levels were sometimes high, many of the students valued Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society