Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vahideh Abdolazimi, Drexel; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University; Jason Henderson, Girard Academic Music Program

Tagged Divisions

Pre-College Engineering Education

approximately 700 grant proposals, including co-writing, editing and serving as the Program Manager for 9 awarded STEM educa- tion grants totaling more than $14M. She has collaborated with University offices, faculty and staff in the facilitation of recruitment strategies to increase the quality and quantity of undergraduate and graduate enrollment in STEM programs. Ms. Ward now manages the fundraising and grant writing for CAS- TLE and ExPERTS programs, including assisting with hiring and overseeing awarded projects as well as coordinating program evaluation.Dr. Adam K Fontecchio, Drexel University Dr. Adam Fontecchio is a Professor in the Electrical and Computer Engineering Department at Drexel University, and is the

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Danielle Trenchard, Harvard School of Engineering and Applied Sciences; Christopher Lombardo, Harvard School of Engineering and Applied Sciences

Tagged Divisions

Design in Engineering Education

frequently usedskills such as technical writing, presentation of calculations, and creation and iteration of drawingusing CAD or 3D modeling packages. This cycle also challenges students in leadership positionsto design assignments for their peers on a variety of topics and for a variety of project phases.These students must critically assess the project’s scope and fit the work to be done into week-by-week assignments.Though the projects completed in Humanitarian Design Projects are community-basedinfrastructure in nature, the model described in this paper has significant potential forimplementation with other PBL opportunities that are typically excluded from the classroom, suchas extracurricular engineering project and competition clubs. The

Collection

2020 ASEE North Central Section conference

Authors

Nicole L Kamm, The University of Toledo

: thestudents involved, their classroom peers, the instructor of the course, the department, college,and university where it is occurring. On a large scale, the integrity of the institution ischallenged by graduates who have not learned the techniques of their discipline, but rather,have simply cheated their way through. The employers that hire the graduates receive aproduct that is second rate. Eventually, it can affect the public perception of the institutionwhen graduates boast that their education was easy and they could fraudulently pass their waythrough. For the instructor, it presents a dilemma of whether the cheating should bechallenged, which requires extra time and effort (as outlined in the remainder of this paper) orwhether the easier way

Collection

2020 Gulf Southwest Section Conference

Authors

Marina Miletic; Vanessa Svihla; Eva Chi; Jamie Gomez; Abhaya Datye; Pil Kang; Yan Chen; Sang Han

undergraduate seniorswithin the department. We determined the types of badges to offer based on feedback from studentsurveys, a senior student focus group, and our External Advisory Board. These groups helped usidentify the badges which would be the most valued and meaningful for both students andemployers. We have offered students the opportunity to earn badges for Outstanding Team Membersince Spring 2018 and Outstanding Mentorship since Fall 2019. Two new badges, Outstanding OralPresentation and Outstanding Writing, will be awarded January 2020. These badges are usuallyearned in the Fall semester to allow students to showcase these competencies on their resume orgraduate school application. Management and Earning of Badges

Conference Session

Chemical Engineering in the Junior and Senior Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael David Mau Barankin, Colorado School of Mines; Kevin J Cash, Colorado School of Mines

Tagged Divisions

Chemical Engineering

, due before the accompanying lecture) allowed us to eliminate several lectures in the firstfew weeks of the course, as these were previously simply rehashing information in the textbook.In addition, the introduction of peer-grading of a follow-up assignment (after students havereceived feedback on the first assignment) has reduced the workload for the professors whilesimultaneously enriching the amount and quality of feedback most students receive.Students had long requested the addition of industrial or other externally sponsored projects.While this was relatively labor-intensive in the first year (making contacts, writing contracts), ithas been a highly rewarding exercise for everyone—nevertheless, the authors recommendkeeping a professor

Conference Session

Pre-college Engineering Education Division Technical Session 12

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

passenger.Students will need to collaborate on this challenge, follow Students will be able to...the steps in the engineering design process, and work Collaborate with peers to complete an engineeringunder real-world constraints of time, resources, and an challengeadditional element in order to complete this challenge. Employ the skills they have learned about engineering and other skills to complete the task Grade Level: Designed for 8th grade students. Goal: Apply what we have learned about Work under constraints and experience how constraints engineering and empathy into a real

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Hadil Mustafa, California State University, Chico

assessment). with a range of audiences 20% c) Oral presentation (individual assessment). demonstration, 10% oral presentation) Milestone 4:  Meet objectives 20% (15% report, a) Project write-up (group assessment).  Create a collaborative and 5% peer b) Peer evaluation (individual assessment). inclusive environment evaluation)Part 2: RubricsAll groups were required to demonstrate their working project at the end of the semester.Students and participating faculty

Conference Session

Biomedical Engineering Curriculum and Design - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Nicole Heckelman, Duke University; Elizabeth Kathleen Bucholz, Duke University

Tagged Divisions

Biomedical Engineering

solution card were available for each room; however, each hint added a time penalty (inminutes) equal to the total number of hints/solution cards used to the elapsed time. Additionally,a 30-second time penalty was assessed for each incorrect answer. Students were provided with aformula sheet, and were encouraged to use a calculator, blank paper, and writing utensils.The class consisted of 17 teams of 3-4 students. All teams successfully escaped all 6 rooms in anaverage (h:mm:ss) of 0:43:50 [range: 0:14:30-1:07:28]. Very few groups used hints, as moststudents did not want to be assessed a time penalty. None of the teams used a solution card toautomatically bypass a room without solving the puzzle.Our MATLAB-based escape room challenged students to

Conference Session

Online and Professional Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bharani Nagarathnam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, and tools required for classes are provided. The following are key software and servicesprovided.Software § eBooks in one Platform – Vital Source § Microsoft Office 365 § Educational Apps § Productivity AppsServices § Video Production § Closed Captioning § Mobile Device Management § Help DeskAsynchronous LearningThe entire system is set up to be asynchronous learning. This means students can log-in anytime,plan class deadlines around business travel and office projects. Student peer learning experienceis enhanced through discussion boards and group projects, all of which can be accessedasynchronously. Students can also access the MID's course contents and dedicated student servicesusing the mobile platform. These includes

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Peterek Bonner; Vittorio Marone, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio; Robin Nelson, University of Texas at San Antonio; Joann Browning P.E., The University of Texas at San Antonio

Tagged Divisions

Faculty Development Division

process in which faculty are engaged inongoing evaluation of what their students are supposed to learn, what they are actually learning,what evidence-based pedagogical approaches will help their students get to their goals, and howthese factors inform one another [6, 7]. To participate in the course transformation program,engineering faculty had to write a proposal for the courses they wanted to redesign, withendorsement from the department chair. Faculty who participated were expected to evaluate anddisseminate the outcomes of their course transformations to other faculty in their department,especially when other faculty were to teach these redesigned courses. Active learning approachessuch as student response systems, interactive digital

Conference Session

Mechanical Engineering Technical Session: Pedagogy I - Best Teaching Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patrick Alan Linford, U.S. Military Academy; James E. Bluman, U.S. Military Academy; Gregory Martin Freisinger, U.S. Military Academy; John R. Rogers, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Mechanical Engineering

, writing vsworked problems, etc.) has had mixed resulted in the literature[6], [7], [16], [17], [8]–[15]. Whenhomework has been used effectively, it typically required a grade[18], self or peer review[19] anduses metacognitive tools[1], [20]. Chickering and Gamson established seven principles for goodpractice in undergraduate education[21]. This study directly follows one (give prompt feedback)and indirectly supports three of the principles (develop cooperation among students, encouragesactive learning, and communicates high expectations).Homework facilitates learning and it can also be used to assess learning. Students can demonstratetheir mastery of concepts, while self-study allows them to apply knowledge in new ways onproblem sets. The

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber Janssen, California State University Maritime Academy; William W. Tsai, California State University Maritime Academy

Tagged Divisions

Engineering Libraries

completed by both a testand control group. They found the faceted taxonomy was useful for categorizing the sourcesused for the assignment, understanding the assignment was geared toward online sources and hadno requirement to use scholarly sources. For this pilot study, 30 bibliographies were scored.Rosenzweig, Thill, and Lambert [7] adapted the same faceted taxonomy to assess researchpapers in an English writing course. Their goal was to better understand the sources selected bystudents and how they determined authority. They chose to use only the facets for authoridentity, editorial process, and publication purpose. They did not use the numerical scores usedby Leeder, Markey, and Yakel [6] instead taking a more descriptive approach. They scored

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and with what levels of effectiveness. For that research, we will seekadditional funding to study how teachers use and apply these materials. References1. S. E. Lopez, W. H. Goodridge, M. Tajvidi, K. H. Becker, Assessing the Need for Professional Development in Engineering Among Ru-ral High School Science Teachers (Fundamental) (2017).2. T. Porter, M. E. West, R. L. Kajfez, K. L. Malone, K. E. Irving, The effect of teacher professional development on implementing engineering in elementary schools. Journal of Pre-College Engineering Education Research (J-PEER) 9, 5 (2019).3. K. Eby, The Essential Guide to Writing S.M.A.R.T. Goals 2019 (2019).4. T. J. Moore, A. W. Glancy, K. M. Tank, J. A

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Migotsky, University of Illinois

Tagged Divisions

Faculty Development Division

with similarconcerns.Observation of an Excellent TeacherWhile the weekly sessions provide exposure to teaching theory, pedagogy, and research, it isalways beneficial to see good teaching practices implemented in a real classroom. We recruitexcellent teachers to open up their classrooms to the new instructors. Every year, we schedulevisits to about 15 engineering instructors who have been identified as excellent by their studentsand peers. The new faculty sign up, in small groups, to visit these role models. An instructionaldevelopment specialist accompanies them on the visits to help guide the observation and debriefafterward. Every semester, we also reserve time in the weekly seminar to further discuss theexcellent teacher visits and

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, faculty mentoring, extra-curricular activities, peer group support interactions, and research/work experiences.A pilot group of 92 students from ten different engineering programs and four different entrylevels, joined the project. At the end of the first year indicators shows encouraging preliminaryresults. 97.9% students in the study group performed above the college-wide average. Freshmensuccess indicators in terms of academic performance, retention, and sense of belonging were upand career goal planning and actions began to show.BackgroundSuccess in higher education institutions by itself is a subjective concept that depends on themetrics defining it. Factors such as retention, quality, completion, and attainment are typicallyaddressed by

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

SummariesModule 1 - research web jigsawBy the end of module 1, students should be able to examine and qualify facets of the designproblem through independent and collaborative research as well as explore and discussdissenting views.TeamingMaximum 25 students in the classTeams are formed in the beginning of class, through Purdue’s CATME tool4 to 5 students in the team, stays in the same team the whole semesterDeliverables and student assessmentTeams will write a Problem Definition Statement together, assessed through the class’ peerfeedback (formative)Final problem definitions will later have a summative grade in a deliverable separate to thesemodules, but related to the course, i.e. instructor check-inDeployment/resourcesJigsaw: students will be divided

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville

Tagged Divisions

First-Year Programs

an introductory course in engineering fundamentals atthe J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL). The course,titled Engineering Methods, Tools, and Practice II (ENGR 111), is the second component of atwo-course sequence and is primarily focused on application and integration of fundamentalengineering skills introduced and practiced in the first component of the sequence (ENGR 110).Fundamental skills integrated within ENGR 111 include 3D printing, basic research fundamentals,circuitry, communication, critical thinking, design, engineering ethics, hand tool usage, problemsolving, programming, project management, teamwork, and technical writing. The course isrequired for all first-year SSoE students (no

Collection

2020 St.Lawrence Section Meeting

Authors

Kyle Trenshaw; Emily Weber; Rachel Monfredo

classroom. • Strongly agree • Agree • Neutral • Disagree • Strongly disagree 2. I make effective use of my peers by regularly engaging in group study and collaborative learning. 3. I schedule my time, utilizing time and priority management principles. 4. I would give myself an A+ on the amount of time and energy I devote to my studies. 5. I prepare for each lecture by reviewing my notes, reading ahead in the text, attempting some problems, and writing down questions. 6. I keep up in my classes by mastering the material presented in the last class meeting before the next class meeting. 7. I am aware of the importance of being immersed in the academic environment of the

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was elected as the 2018 STC.UNM Innovation Fellow. Dr. Han holds 17 UNM-affiliated U.S. patents and 6 pending U.S. and PCT patent applications. He currently serves as the Chief Technical Officer of Osazda Energy LLC, a

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

S. Norma Godavari, University of Manitoba; Anne E. Parker, University of Manitoba

Tagged Divisions

Engineering Libraries

. The goal is to encourage students to step back, as it were, and reflect on things thatwent well and things that didn’t go so well; we also encourage them to consider ways to avoidsuch pitfalls in the future and build on what they’ve learned. For example, the portfolioassignment asks students (as part of the assignment) to provide thoughtful responses to whateach of them has learned about their strengths and weaknesses as a writer (such as their use oflanguage, organizing their writing effectively, and developing clarity in their writing), and whatareas each of them will continue to work on as they move forward. We also ask them to considerthe value of the two peer reviews we have conducted during two writing labs, where studentsboth give and

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

First-Year Programs

c American Society for Engineering Education, 2020 Paper ID #29553 Carter Neal is an Instructor in English at the University of Waterloo, where he teaches communications courses in the sciences and Engineering.Dr. Katherine Zmetana, University of Waterloo Katherine Zmetana teaches Communications in the Engineering Profession at the University of Waterloo. She has taught communications and technical writing in the health and science professions for over 20 years.Dr. Rania Al-Hammoud P.Eng., University of Waterloo Dr. Al-Hammoud is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

career paths, reflect on how their personal strengths [8] andinterests align with a particular path and consider what educational experiences would supportthe development of necessary skills required.When the assignment was originally developed in Fall 2018, students submitted a writtenreflection on two career pathways of interest, incorporating strengths, relevant skills and aconsideration of a day in the life of an engineer in this career. While this assignmentincorporated some element of choice in relation to career paths to reflect on, it required no actionbeyond reflective writing and students had limited experience upon which to base their response.Students indicated during focus groups that the reflective writing nature of the assignment

Conference Session

Perceptions, Projects, and Practical Approaches

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seyed Mohammad Seyed Ardakani P.E., Ohio Northern University

Tagged Divisions

Civil Engineering

balcony. The Competition was limitedby requiring students to design alternative viable solutions and using the alternative solutionsas the Competition. Each member of the group had to investigate and design a uniqueframing plan. Finally, the Benefits were to be articulated through evaluation metrics considered in the design such as cost and constructability. An example of the written proposal is shown in Appendix 1.3.) Peer Evaluation (10%) Two rubric evaluations are conducted. Failure to complete the peer reviews by the deadline will result in zero score for the peer evaluation portion of the project.  Due: Wednesday, November 28, 2018 & Friday, December 7, 20184.) Presentation (15%)  Each team is to give a

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

might be all but one. In this method,students can also choose to work towards the grade they want in order to spend their timeelsewhere (Nilson, 2015). Another instructor might use a mix of traditional grading and pass/failgrading. For example, to earn an A in a course, a student may have to receive an average examscore of 80%. The instructor can also set bars for specific grade levels such as a C resulting fromfailing a peer evaluation. In all of these systems, missing one element on the overall gradechecklist results in a lower grade.As all elements become pass or fail, the specifications for an assignment must be made veryclear. Writing good specifications is a lot like writing good requirements for a project. Just likerequirements in

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #30695Designing Little Free Libraries for Community Partners in a First-YearGraphics and Design CourseElizabeth Johnson, Playful Learning Lab Elizabeth is an undergraduate student studying Mechanical Engineering. She works as a peer mentor for the Engineering Graphics and Design course and is a Research Assistant in the Playful Learning Lab.Elise Rodich, University of St. Thomas Elise Rodich is studying mechanical engineering with a minor in materials science at the University of St. Thomas. She works for the Playful Learning Lab as an undergraduate student researcher on a variety of projects, including the

Conference Session

Computing and Information Technology Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jared Oluoch, University of Toledo

Tagged Divisions

Computing and Information Technology

CAC and ETAC. In this example, let’sfocus on CAC and ETAC student outcomes 1 and 2. Below is a list of questions that were used inan examination to test and demonstrate achievement of the student outcomes. 1. Write a program that accomplishes the following Generates a random number Asks the user to guess the random number generated If guess is not between 1 and 10, print message “no!” If user has guessed the number correctly, print out “You got it!” Otherwise, print the correct random number generated. 2. Write a Java program that asks the user to enter three integers. Use an if else statement to print out the largest integer. 3. Write a for loop that asks the user to enter five integers

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

to studentsLarge classes can improve the student experience in at least four ways.1 The ASEE Engineering Technology listserv, ETD-L@listproc.tamu.edu; SIGCSE-members@listserv.acm.org, forComputer Science educators; and discussion@podnetwork.org, from the Professional and OrganizationalDevelopment NetworkThe first is community. A large class can grow into a supportive learning community. Studentshave more opportunity to partner with, and learn from, other students. Questions are answeredmore quickly on Piazza or a message board. Students can learn from their peers. Clicker-stylepolling provides immediate feedback, regardless of class size. It can even work better in a largeclass, since there is bound to be a critical mass of students who have

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph A. Lyon, Purdue University, West Lafayette; Aparajita Jaiswal, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

traditional lecturing with assigned homework andquizzes, with the lab section of the course being the time for modeling projects and the seniordesign project.Learning DesignThe final learning design was developed based on modeling-based learning. The development ofa four-phase process from these frameworks has previously been reported on [citation blindedfor peer review]. The four phases of the modeling process that students used during theirmodeling activities were: (1) planning the model, (2) building the model, (3) evaluating themodel, and (4) reflecting on the model. Table 1 below overviews the tasks that students didduring each phase of the modeling process.Table 1. Overview of learning design for the modeling projects during the course. Phase

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln

Tagged Divisions

Faculty Development Division

their participation in the program would supporttheir current or future teaching and overall growth as a teacher. Students must also submit arecommendation letter from their adviser.The program consists of five main activities. First, students complete a 3-credit STEM Teachingcourse that focuses on evidence-based course design and instructional practices (fall semester).Second, students participate in the Peer Observation of Classroom Activities program byconducting 4 engineering classroom observations along with other graduate students and afaculty member (both semesters). Observers receive training on and use the ClassroomObservation Protocol for Undergraduate STEM (COPUS). Third, students write and receivefeedback on a teaching philosophy

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Jill L. Roter, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

active learning and peer-to-peerinteraction in the online environment. Expert talks feature faculty members from variousinstitutions and industry professionals discussing their research and industry related-work aroundspecific challenges within each theme and promote deeper understanding of the issues.Throughout the course, students also work on a project involving entrepreneurially-mindedlearning (EML). They identify an opportunity to create value related to one or more of the fourthemes; perform customer discovery and needs analysis; imagine and develop a futuristicsolution to address the needs; identify and research current technologies, which, when furtherdeveloped, could enable the development and implementation of their futuristic solution