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Displaying results 1291 - 1320 of 23198 in total
Conference Session
CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
Collection
2019 ASEE Annual Conference & Exposition
Authors
Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Cooperative and Experiential Education
technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU
Conference Session
Advancing Diversity, Equity, and Inclusion
Collection
2023 ASEE Annual Conference & Exposition
Authors
Kristen Moore, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Qiuxing Chen; Anne M. McAlister, University of Virginia; Courtney Burris; Jada Vanessa Mowatt, Department of Chemical and Biological Engineering, University at Buffalo, The State University of New York
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
. Establishing an environment of trust (362) 2. Creating an empowering space (362-363) 3. Setting a Clear Focus (363) 4. Creating an open space (363) 5. Encouraging Collaboration (363)These five values reflect our objectives in integrating a community mapping and participatorydesign methodology into our project. We assumed that our student participants (like the youthAmsden and VanWynsberghe engaged with) were seldom invited to shape the design ofprograms or engage in bottom-up critique. We created an iconographic mapping in lieu of acommunity map as an invitation to discuss/critique the whole gamut of places and people thatcomprised their experiences in the [engineering school].The iconographic map (see Figure 1) functioned much like a
Conference Session
LEES 1: Critical Humanities and Serious Play
Collection
2022 ASEE Annual Conference & Exposition
Authors
Kendall Teichert, Trine University
targeting the motivation and engagement of the students.Presented here are those changes and the associated findings.Design Project (Original Implementation)In 2018 there was a celebration for the 200th anniversary of the novel Frankenstein [8]. Asreported previously [7], in collaboration with faculty in the humanities department, the designproject for a first-year mechanical engineering course was altered to incorporate an explorationof themes from the novel. The students were required to read/listen to the text and to extractthemes that would then be incorporated into a robotic display. The students were led through theprocess with periodic “reflections” that they were to write after completing a certain portion ofthe text. Once a theme was
Conference Session
Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education
Collection
2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
Authors
Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University
Tagged Topics
CoNECD Paper Sessions, Diversity
on these choices and to exercise control over the self and the environment” (p.5),may be used to understand and examine how motivation and self-direction are realized. Beingthat the focus of the study is on non-traditional students, the utilization of properties of humanagency as described by Bandura (2006) will help reveal the motivations and interests, goals andoutcomes, action plans and self-regulators, as well as self-reflection and evaluation of these non-traditional students who are pursuing a doctorate while working full-time.Methodology This study seeks to identify factors that impact the agency of individuals pursuing theirgoals in dual roles, as doctoral students and higher education administrators, by analyzing theirlived
Conference Session
Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities
Collection
2023 ASEE Annual Conference & Exposition
Authors
Mirit Shamir, Kansas State University; Matthew R. Sanderson; Rebecca Cors, University of Wisconsin - Madison; Nathan P. Hendricks; Stacy L. Hutchinson, Kansas State University; Prathap Parameswaran, Kansas State University; Melanie Derby, Kansas State University
Tagged Divisions
Graduate Studies Division (GSD)
combinetheory and practice, and design to establish knowledge base in system thinking concepts andtools, and focus on the unique challenges for management, governance, communication, andpolicy in the FEW nexus. Course grading includes reflections and analyses, creating systemcomponent maps with Loopy (a free online tool for thinking in systems), and a final project, anintegrated system map. All assignments are individual assignments. The NRT external evaluatordesigned an annual NRT survey that assesses the NRT program at our university, including theimpacts of the NRT Integrated FEW Systems course. Student ratings about their perceivedability to perform interdisciplinary systems tasks improved from the beginning to the end of thecourse, from ‘somewhat
Collection
2022 ASEE Midwest Section Conference
Authors
Markeya S. Peteranetz; Tareq A. Daher; David Jones; Lance C. Perez; Daniel G. Linzell
is certainly not a new one.Various institutions have aimed to formalize how they develop their student’s non-technicalskills. These are skills that institutions deem important for their students’ future. For example, theUniversity of Central Oklahoma (UCO) relied on the theoretical base of transformative learningto develop their Student Transformative Learning Record (STLR) [1]. The transformativelearning theory is based on the work of Mezirow which argues that in order for authentictransformation to occur, learners need to reflect on their relationships with themselves, others,and the world they live in. Learners may have transformative experiences if they are willing toexplore other ways of thinking [2]–[4]. The STLR focuses on six tenets
Collection
ASEE-NE 2022
Authors
Sharif IM Sheikh, Wentworth Institute of Technology; Ahmed Hassebo, Wentworth Institute of Technology; Forhad Hossain, King Fahd University of Petroleum & Minerals; Kai Ren, Wentworth Institute of Technology
trunk.The simulated reflection response (S11) of the antenna is plotted in figure 2, which indicatesdifferent resonance frequencies for different stages of RPW infestation. Note a damaged tree turnksuperstrate with r=50.7 caused the antenna to resonate around f=0.83 GHz. For a partially damagedtree trunk with r=35.3 the antenna resonated at around f=0.863 GHz and for a healthy tree trunkwith r=30.3 the antenna resonated around f=0.923 GHz. Note that the change in the dielectricproperties of the infected tree trunk is mainly caused by increasing wet oozing discharge within theinfested trunk. The simulation results can be made more accurate by carefully adding water contentsto the simulated model. This novel approach can be integrated with
Conference Session
First-year Programs: Focus on Student Success 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Randy Hugh Brooks, Texas A&M University
Tagged Divisions
First-Year Programs
engineers relating events in their careers. e. Student product is a reflection about the sectors that appeal most to them. 2. Explore the 14 NAE Grand Challenges (GC). a. Description of each with an example of a solution being pursued. b. Students reflect and record their thoughts on groupings of 3-4 GCs. c. Student product is a passion reflection about the GC that appeals most to them. 3. Address college life such as balance/wellness, time management, and teamwork. a. Describe the life change about to occur and how to prepare. b. Share some studying strategies within a time management structure. c. Note the importance of building teamwork skills. d. Student product is their
Conference Session
Biological and Agricultural Engineering Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Rachel Ibach, University of Nebraska, Lincoln; Jennifer Keshwani, University of Nebraska, Lincoln; Deepak R. Keshwani, University of Nebraska, Lincoln; Sydney E. Everhart, University of Nebraska, Lincoln; Leah Sandall, University of Nebraska, Lincoln
Tagged Topics
Diversity
Tagged Divisions
Biological and Agricultural Engineering
programwith career professionals (mentors) and undergraduate college students (ambassadors). Duringprogram activities youth from underrepresented groups are paired with a mentor employed in aSTEM-related agriculture field. Cultivate ACCESS ambassadors are University of Nebraska-Lincoln students who study a STEM-related major. Mentors and ambassadors are recruited fromdiverse backgrounds that reflect the demographics of high school scholars. Scholars receivementoring from an adult and a peer who physically looks like them and can share personalstories of overcoming obstacles and facing adversity that youth may have encountered.Participation in mentoring experiences aids students in gaining scientific knowledge and engagesthem in career exploration and
Conference Session
Pre K-12 Track - Technical Session VI
Collection
2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors
Gina Navoa Svarovsky, University of Notre Dame; Patrick K. Kirkland, University of Notre Dame
Tagged Topics
Pre K-12 Education
year 3Background and Context•  STEM Teaching Fellowship: –  Teachers apply in school teams of 3-4; typical composition includes both science and mathematics teachers, mostly middle school –  Three main strands: STEM Integration, Core Teaching Practices, Schoolwide STEM Strategic Plan 4Background and Context•  Approach to STEM Integration Strand –  Experience STEM integration as learners –  Reflect and unpack as educators –  Introduce tools, strategies, and templates to empower teaching fellows to engage their students in STEM Integration•  Summer 1: Platform Design•  Summer 2: Flint Experience
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Stephanie Ruth Young M.Ed, University of Texas, Austin; Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin
Tagged Topics
NSF Grantees Poster Session
Feedback e Research from other fields suggests the practice of video recording presentations andreceiving feedback yields even greater gains in communication skills. The use of video to recordpresentations and review for feedback has been referred to as the “gold standard” ofcommunication education, and is widely used in professional education in the “helpingprofessions” such as education, medicine, psychology, and social work[13]. Video recordingallows for students to reflect on their presentation at a distance, and offers a realistic picture oftheir abilities[14]. Furthermore, the video medium offers the ability to parse out specific aspectsof communication, such as
Conference Session
NSF Grantees Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Senay Purzer, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Molly H Goldstein, Purdue University, West Lafayette (College of Engineering)
Tagged Topics
NSF Grantees Poster Session
a data-intensive approach to study one of the most fundamental research topics inlearning sciences and engineering education: “How do secondary students learn and applyscience concepts in engineering design processes?” We have collected data from over 1,000middle and high school students in Indiana and Massachusetts through automatic, unobtrusivelogging of student design processes enabled by a unique CAD tool that supports the design ofenergy-efficient buildings using earth science, physical science, and engineering scienceconcepts and principles of design. Data collected includes fine-grained information of studentdesign actions, experimentation behaviors, electronic student reflection notes, and virtual designartifacts. These process data
Conference Session
College-Industry Partnerships Division Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Bobbi J. Spencer, Texas State University; Vedaraman Sriraman, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University
Tagged Divisions
College Industry Partnerships
career. In academia, thus, understanding anddesigning programs to enhance professional identity is vital to the successful placement ofgraduates into industry. This study will use Higgs’ [1] definition of professional identity as aperson developing “the attitudes, beliefs and standards which support the practitioner role andthe development of an identity as a member of the profession with a clear understanding of theresponsibilities of being a… professional.”As students apply and intentionally pursue a degree in a specific discipline towards becoming aprofessional, they are acting as agents per Bandura’s [2] social cognitive theory of agency intheir own future and make decisions according to their self-reflections, identified desires
Conference Session
Changing the Engineering Classroom
Collection
2017 ASEE Annual Conference & Exposition
Authors
Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University
Tagged Divisions
Educational Research and Methods
perceptions of the peer review process.The study was implemented over two semesters with iterative revisions in instruction madebetween semesters based on initial findings. Results suggest that peer review can increasestudent performance, as long as reflections are used to prompt student revision, regardless of theclass delivery method or assignment type.IntroductionEarly in their careers, engineers spend 20-40% of their time writing; as they move to middlemanagement, the writing requirements increase to 50-70% of their day; finally, engineers insenior management spend 70-95% of their days writing [1]. Despite job requirements for writingthat cut across professions [2], in most disciplines writing is rarely emphasized outside of Englishcomposition
Conference Session
Experimentation and Laboratory-Oriented Studies Division Technical Session 2
Collection
2019 ASEE Annual Conference & Exposition
Authors
Spencer Rosen, Harvey Mudd College; Sabrine Griffith, Harvey Mudd College; Eli Byrnes, Harvey Mudd College; Steven Michael Santana, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College ; Matthew Spencer, Harvey Mudd College
Tagged Divisions
Experimentation and Laboratory-Oriented Studies
integrating mechanical, chemical and quantum devices into circuits and communication links. c American Society for Engineering Education, 2019Relating Level of Inquiry in Laboratory Instructions to Student Learning OutcomesAbstract​ -- This research paper will describe the results of an experiment in which the level ofinquiry in a laboratory manual is varied from guided inquiry to open inquiry by reducing thespecificity of the instructions in the lab manual. The hypothesis is that less specific instructionswill cause students to reflect on their actions in lab and, as a result, circle further around Kolb’sexperiential learning cycle during each step of the lab. This should result in improved recall andbetter
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington
Tagged Topics
NSF Grantees Poster Session
students in reflecting on experience, how to help engineering educators make effective teach-ing decisions, and the application of ideas from complexity science to the challenges of engineeringeducation. c American Society for Engineering Education, 2019 Engineering with Engineers: Revolutionizing a Mechanical Engineering Department through Industry Immersion and a Focus on IdentityAbstractThe Mechanical Engineering Department at Seattle University was awarded a grant by theNational Science Foundation (NSF) Revolutionizing Engineering and Computer ScienceDepartments (RED) program in July 2017. This award supports the development of a mechanicalengineering program where
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
Curriculum Exchange
Collection
2015 ASEE Annual Conference & Exposition
Authors
Elizabeth Gajdzik, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University
Tagged Divisions
K-12 & Pre-College Engineering
, record, and use their own data design challenge mathematics to an authentic engineering• Solve a problem with a fictional • Observe, measure, and record their own design challenge character while actively participating in data • Observe, measure, record, and analyze the story • Solve a problem with a fictional friend their own data• Collaborate and reflect on their solution while actively participating in the story • Solve a problem for a fictional business • Collaborate in a team using real-world trade-offs
Conference Session
Measuring the Impact of Community Engagement on Students
Collection
2015 ASEE Annual Conference & Exposition
Authors
Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Tony James Bailey; Leigh Anna Folger, University of Cincinnati; Rachel Schwind, Mechanical Engineering, University of Cincinnati; Gabrielle Anne Notorgiacomo, University of Cincinnati Honors Program; Jacob Daniel Wells
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division
. Inaddition, a subset of the students in the course present their own experiences with the course andhow their participation has affected their view of engineering and their future careers. Thesestudents first reflected on their own unique experiences with the course, specifically focusing onworking in a multidisciplinary and vertically-integrated team, the development of teamwork andtechnical skills, and the impact of the course on their view of engineering. After reflecting, eachstudent analyzed the reflections of the other participating students and the commonalities anddifferences in the experiences were identified and are presented, with implications for similarcourses/programs.Background:One of the significant issues facing engineering over the
Conference Session
Fundamental: K-12 Students and Engineering Design Practices (Part 2)
Collection
2015 ASEE Annual Conference & Exposition
Authors
Michelle E Jordan , Arizona State University; Mia Delarosa
Tagged Topics
Diversity
Tagged Divisions
K-12 & Pre-College Engineering
processes when peers were willing and able to providesupport. Kolodner and colleagues4, 5 developed ritualized activity structures that facilitate peerinteraction. The purpose of the present mixed-methods study was to investigate how middle-school students’ respond to communication challenges during a set of design-reflect-designprocesses associated with collaborative engineering design. Two questions guided analysis: RQ1: What do learners’ written reflections reveal about their perceptions of their group’s communication patterns, and how do these perceptions shift across the two design challenges? RQ2: What are learners’ perceptions of the quality of their individual-level interactions, and how do these perceptions
Conference Session
Integrating Social Justice in Engineering Science Courses
Collection
2015 ASEE Annual Conference & Exposition
Authors
Donna M. Riley, Virginia Tech
Tagged Divisions
Engineering Ethics, Liberal Education/Engineering & Society
considerations in our core courses. I reflect on lessons learned from twoassignments in two different core courses, each implemented in the larger context of engineeringat a liberal arts college. Here introducing a social justice dimension of sustainability was a smallpart of a larger effort to integrate liberal education into core courses.One module introduced students in a first year Mass and Energy Balances course to the tool ofLife Cycle Assessment (LCA) for developing and analyzing green products and processes, whilesimultaneously offering a critique of green consumerism which was incorporated into studentLCA projects. A key learning outcome was that students understood not only the promises of thetool but also its limitations and when it is and is
Conference Session
Entrepreneurship & Engineering Innovation Division Technical Session 4
Collection
2019 ASEE Annual Conference & Exposition
Authors
Lisa Bosman, Purdue University; Sandhya Arumugam, Purdue University
Tagged Divisions
Entrepreneurship & Engineering Innovation
" but provides little emphasis on "thinking." Assuch, little is known about how to incorporate competency-based education into traditionaland professional bachelor degree programs such as engineering, which requires a greaterfocus on knowledge and skill integration. The purpose of this paper is to highlight a newapproach to learning that goes beyond the proverbial "checking boxes" to provide anapproach for demonstrating the integration of abilities and reflection. This innovative andexperimental approach offers three unique attributes. First, it is competency-based in thatstudents are required to demonstrate mastery of meeting core innovative competenciesthrough submission of an artifact (“transdisciplinary-doing”) and reflection
Conference Session
Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology
Tagged Topics
Diversity, Learning Spaces, Pedagogy & Curriculum Design
Perspectives requirement, introduces students to a variety ofmetacognitive issues and practices including: developing a growth mindset; Bloom’s and Perry’staxonomies for content and intellectual development; inaccuracy in self-assessment; lateral andlongitudinal transfer of knowledge and experiences; and the benefits of self-reflection. Over200 students in five years have taken the course, with very promising results. Retention ofIMPRESS 1st-generation and DHH students into their 2nd, 3rd and 4th year are all above 80%,at or exceeding the institutional average. IMPRESS student demographics are inclusive: 35% arewomen; 32% from identities historically excluded from STEM disciplines; and 17% Deaf or Hardof Hearing (DHH). Retention results are consistent
Conference Session
Reimagining Engineering Ethics
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
reflect on how ethics instruction can be modified to incorporate imaginationconcepts. Examples of modifications to an ethics curriculum that is currently in use for thesenior-level engineering class, Design of Steel Structures, in the Department of Civil andEnvironmental Engineering at the University of Massachusetts Amherst in the United States arepresented to initiate discussion.We invite educators to engage with the questions of moral reasoning and reflect on the role ofimaginal capacity in designing and developing pedagogies. Treating imagination in connectionwith fantasy and images of the impossible downplays the significance of its importance inreasoning and understanding, as illustrated by the scholars whose works we briefly review in
Conference Session
FPD12 -- Novel Approaches to First Year Programs
Collection
2007 Annual Conference & Exposition
Authors
Christopher Rowe, Vanderbilt University; Stacy Klein-Gardner
Tagged Divisions
First-Year Programs
teachers using their traditional teaching methods. The experimental sections of the studybegan the course with a grand challenge focusing them on determining the strengths andweaknesses of the different tools and computer software engineers might use. Instructors thenintroduced three challenges that helped students learn the content goals listed above for thecourse in addition to focusing continually on the strengths and weaknesses of the tools andcomputer software packages.Three types of data were used in this study: survey responses, answers to test questions, andreflective responses. The surveys were required of students in all eleven sections of this course.These surveys were completed on-line and submitted to a database. The reflection
Conference Session
Engineering Leadership Development Constituent Committee Division Technical Session 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology
Tagged Divisions
Engineering Leadership Development Division
). Moreover, at the ten universities graduating the largest number of civilengineering undergraduates, two (of eight) engineering leadership criterion emerged as the most widelyintegrated within the current curriculum: “The Ability to Conceive and Design within RealisticConstraints,” and “Understand Economic, Environmental, Global and Societal Contexts and Impacts.”One criterion emerged as entirely absent from the ten universities: “Reflection and Lifelong Learning.”Introduction and BackgroundMuch has been written on the distinctions between management and leadership. Bass (1990) separatesmanagement from leadership in the following way: leaders facilitate interpersonal interactions andpositive working relations and generate excitement at work
Conference Session
Innovative Pedagogy in Civil Engineering Education
Collection
2013 ASEE Annual Conference & Exposition
Authors
Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette
Tagged Divisions
Civil Engineering
that are required to solve thechallenge as the course progresses. This processengages students in high level problem solvingtasks of design, trouble shooting and systemsanalysis which they will do during theirprofession.Challenge-based instruction has been usedsuccessfully in multiple engineering contextsincluding bioengineering[2], civil engineering[6]and first year engineering to name a few. Figure 1: STAR Legacy Learning CycleCommon to each of these efforts was the use ofthe STAR.Legacy learning cycle to guide the instructional design[7]. STAR stands for SoftwareTechnology for Action and Reflection. Action and reflection define the primary pedagogicalapproach. The learning cycle, shown in Figure 1, illustrates a common
Conference Session
Beyond the Classroom: Summer and Scholarship Programs to Engage Minorities
Collection
2013 ASEE Annual Conference & Exposition
Authors
G. Padmanabhan P.E., North Dakota State University; D. Darshi De Saram, North Dakota State University; Thomas Charles Schanandore, North Dakota State University; James Schanandore, North Dakota State University; Robert V. Pieri, North Dakota State University
Tagged Divisions
Minorities in Engineering
book that was rigorously graded, and write a reflective journal to emphasize theneed to develop into reflective practitioners. Two advanced graduate students assisted theengineering professor in instructing the students on fieldwork and processing field observationsusing spreadsheets. Beyond that, they took the lead in designing and conducting a series oftutorials making students create survey maps using computer aided graphics, and gainexperiences in algebra, trigonometry, numerical methods, statistics and calculus. Further, thetwo performed yeoman service helping students catch up whenever they fell behind, thus gainingan in-depth knowledge of challenges faced by students. Another activity was demonstration ofGPS and GIS technology by two
Conference Session
State of the Art in 1st-Year Programs
Collection
2005 Annual Conference
Authors
Tom Walker; Hayden Griffin; Tamara Knott; Richard Goff; Vinod Lohani; Jenny Lo
the College of Engineering. This redesign resulted in changes tocourse curriculum and coordination and hiring/management of faculty.The increased focus on educational research has had multiple effects on EngE1024, including theincorporation of outcomes of ongoing research projects, such as the incorporation of electronicportfolios for assessment and reflection purposes originated from an NSF Bridges to EngineeringEducation grant and use of a ‘spiral curriculum’ approach from an NSF Department-levelReform grant.The change in paradigm resulted in significant personnel changes. For the first time, thedepartment hired graduate and undergraduate teaching assistants to aid in course developmentand implementation. Also, to provide faculty time to
Conference Session
ASEE Multimedia Session
Collection
2002 Annual Conference
Authors
Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden
& Exposition Copyright ©2002, American Society for Engineering Educationwe considered Felder and Silverman’s index of learning styles (ILS). They identify preferencesfor learning as Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global.7Felder identifies active learners as those who like to experiment with working things out workingwith others, while reflective learners are those who prefer thinking things out and working bythemselves. Sensing learners prefer collecting facts and following procedures, while intuitivelearners are more oriented toward concepts, theories, and significance of meaning. Felderdescribes visual learners as those who prefer visual representations and verbal learners