Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

reflect onperformance early in the course would improve student outcomes. In particular, we examinedcounterfactual thoughts, thoughts about “what might have been.” These thoughts contribute tocausal reasoning and play an important role in making plans for the future. Additionally, weexamined behavioral intentions, specific plans for future actions in the course, which researchhas also shown improves student outcomes.After the first exam in a large-enrollment class taken by first-year engineering majors, 290students were randomly assigned to either generate counterfactuals about what they personallycould have done differently that would have resulting in doing better on the exam (vs. describetheir actual performance) and to either generate

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert Smith, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

the key mathematical thinking skills. It is the ability to create mathematicalrepresentations of the problem at hand. In fact mathematical modeling tasks are often thought tobe the best mechanisms by which students can develop confidence with solving ill-structuredproblems[2]. This research will contribute to the body of knowledge around how students usemathematical thinking to solve engineering problems. After independently completing a 3 hourdesign task students were invited to reflect on their beliefs, attitudes and perception ofmathematical and design thinking through a semi-structured interview. In this paper, our intentis to explore their responses and understand how students perceive their abilities and the enablingand hindering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

engage with students preparing to transfer.In addition, in year 4 program leadership transitioned due to a new role at new university and morestudents support requests of leadership at both the two-year college and the four-year transferuniversity than originally anticipated. This has resulted in reflection on the program administrationand the people and structures that sustain it. This poster will include summaries of scholaractivities, transition in and impact on program leadership, program evaluation results, and researchfindings from the first cohort of students that have transferred and completed a full year at theirnew institution.IntroductionThe Engineering Scholar Program (ESP) project aims to increase the graduation and persistenceof

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; Afroditi Vennie Filippas, Virginia Commonwealth University

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NSF Grantees Poster Session

sustainability, and July focused on convertingproject course implementation to online formats (due to COVID-19).In order to facilitate effective sharing of information and peer learning, SUMMIT-P uses twoprotocols during project meetings that provide a format for effective and fruitful discussion. Thetwo protocols, Descriptive Consultancy protocol and Success Analysis with Reflective Questionsprotocol, have historically been applied in the K-12 education community [4]. The DescriptiveConsultancy protocol [5], originally developed by Nancy Mohr and revised by Connie Parrishand Susan Taylor in August 2013, was modified by McDonnough and Henschel [6] and has beenadapted for this project to help presenters think more expansively about a particular

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Morris E. Jones Jr., San Jose State University; Belle Wei, San Jose State University

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Diversity, NSF Grantees Poster Session

(the final course) can be found in ​Table 1​, reflecting averages across all semestersthat these courses have been offered. Relative to students taking other courses in the College ofEngineering, a higher percentage of Applied Computing students are female andunderrepresented minorities (Engineering: 19% female, 22% URM) [10]. The most popularmajor among Applied Computing students is Psychology, followed by Economics and lesscommon majors such as Sociology, Behavioral Science, Communication Studies, and Business.Additionally, the majority of Applied Computing students have limited or no programmingexperience prior to enrolling in the minor. Via an informal survey given at the beginning ofENGR 120, 68.4% of students report no programming

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas J. Hacker; Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Shann Bossaller, University of Missouri-Columbia

Tagged Topics

NSF Grantees Poster Session

-directedlearning towards problem-solving. Throughout the problem-solving process, IRE students areengaged with purposefully designed metacognitive reflection activities. The reflection activitiesinclude writing memos centered on their learning and problem-solving strategies utilized whilethe projects are ongoing to completion, and when completed, they write on the processes thathave gone into the projects, including what went well or what could have gone better. Thesewritten memos serve as metacognitive tools [3] that help students to monitor and control theirthinking in the process of attaining desired outcomes—both critical components ofmetacognitive procedural knowledge—and to take stock of what they have learned to helptransfer their newly gained

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; John Ray Morelock, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

, complexity, and context [4, 7]. 2   Knowledge of strategies encompasses general learning and problem-solving strategies, as well astask specific strategies [4, 8].Within metacognitive regulation, our framework focuses on planning, monitoring, controlling,and evaluating. Metacognitive planning involves integrating the elements of metacognitionfocused on a specific task, setting task goals, sub-dividing more complex tasks, and predictingtask outcomes [8, 9]. Monitoring and control are necessarily linked activities. Monitoring isbeing reflective during a task, keeping track of progress, how things are going, and if selectedstrategies are working [8, 10

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; John David Ivanovitch, Oregon State university; Julie Risien, Center for Research on Lifelong STEM Learning; Lori J. Kayes, Department of Integrative Biology, Oregon State University; Devon Quick, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Pedagogically-trained LAs Chemistry 5 2628 Pre-post assessment by topic Fall 2014 Concept Warehouse; Cooperative learning studio; Engineering 4 1389 Reflection Mathematics 1 70 Clickers; Treisman Excel Studio Physics 1 398 Clickers; SCALE-UP studio Integrative POGIL; Clickers; Inquiry-based laboratories; 4 1933 Biology Pedagogically

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Nathan Mentzer, Purdue University, West Lafayette ; Scott R. Bartholomew, Brigham Young University; Wonki Lee, Purdue University, West Lafayette ; Jessica Marie Yauney; Scott Thorne, Purdue University, West Lafayette; Daniel Bayah

Tagged Topics

NSF Grantees Poster Session

,2) classroom observations and reflections with teachers, and 3) analysis of student justificationsmade during the comparative sessions. All together, these activities have prepared us forprogress in the next phase of investigation about the efficacy of learning by evaluating. Theory of Action: Why LbE? Building on our pilot work with students, our theory of action is that the experience ofcomparing example work 1) meaningfully supports students’ design thinking mindset (helpingstudents think like designers), 2) critical thinking and reasoning (helping students to make andexplain decisions), and 3) ultimately their design performance (as students apply their thinking).These three variables are critical

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

using low-costfluorescent cameras, visible and near-IR cameras, and far-infrared thermal cameras areused to characterize the grain structure, defects, surface roughness, reflectivity,electroluminescence, photoluminescence, and photovoltaic operation of solar cellmaterials (e.g., monocrystalline and multicrystalline silicon wafers), thin-film and nanosolar cells, commercial silicon solar cells, and photovoltaic modules. Students canimport captured images into MATLAB or other widely-available image processingsoftware for analysis and interpretation. Topical laboratory modules and projects arebeing developed suitable for on-line delivery.Overview, Purpose and Broad Aims: The purpose of this work is to develop, validate,and disseminate a series of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University; Randi Sims, Clemson University; Kelsey Watts, Clemson University; Karin Jensen, University of Michigan; Evan Ko, University of Illinois, Urbana - Champaign; Gary Lichtenstein, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

development, grant proposal reviewIntroductionIt can be both thrilling and scary to receive an invitation to review on a National ScienceFoundation (NSF) panel. Conventional wisdom is that it is good for us; we know we will learnabout the differences between good and bad proposals, and developing a relationship with aprogram officer or two can’t be a bad thing. And then what? Logging into Fastlane and figuringout the process for submitting a proposal review is one part, and tutorials can help with that.Constructing a review that shows our understanding of the field, reflects an understanding of theproposed work, and provides useful feedback to both the principal investigator (PI) and theprogram officer is another part. If this were a journal article

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stan Kurkovsky, Central Connecticut State University

Tagged Topics

NSF Grantees Poster Session

changes to the product backlog to reflect the refinements to theapplication functionality identified by the research team. A sprint retrospective conducted onlyby the development team typically followed, where the team discussed the lessons learned duringthat sprint.Throughout the project, we used a number of technologies and tools to support the cohort’sprogress. Slack was used for all aspects of team communication. Trello was used for high-levelproject planning and interacting with the product owner, while GitHub Projects was used fortracking software development progress.The last meeting of this class concluded each semester with a project retrospective, during whichthe cohort reflected on what went well, what didn’t, and how students can

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas, San Antonio; Alberto Esquinca, San Diego State University; Luis E Montero-Moguel, The University of Texas, San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

and about STEM.We identified that empowering and establishing rapport with teachers was important for creatingopportunities for teachers to reflect on their teaching practices. The teachers sought to createSTEM learning opportunities that explicitly drew on students’ funds of knowledge, specificallytheir home language practices (including translanguaging) and border-crossing experiences. Theproject also allowed teachers to create materials that could result in a sustained and equitablechange in the educational experiences of working-class Latino/a/x in STEM learning. Finally,students constantly created ways to represent their identities and ways of being through theengineering activities, and reflected on the impacts of engineering design in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University; Christine Allison Gray, Northern Arizona University

Tagged Topics

Diversity, NSF Grantees Poster Session

• Based on interests • Sense of belonging • Locally applicable • Growth mindset PERIODIC/ REOCCURRING Community Involvement Survey of Classroom • Local Community Organizations Climate (e.g. City Council)Figure 1. Framework for series of classroom interventions.Authentic Project (Relevancy)• On the first day of class, an authentic project is assigned to pique student interest and demonstrate the applicability of the course. Students are asked to reflect on their

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Ann Saterbak, Duke University; Megan McSpedon, Rice University; Michael Wolf, Rice University; Kristi Kincaid, Rice University

Tagged Topics

NSF Grantees Poster Session

program administratorshave determined those to be the courses students struggle with most in their first year in STEMat Rice [12]. Further, as not all topics can be covered in six weeks, individual topics within eachsubject area have been selected to ensure students are taught material on which underpreparedstudents at Rice have historically performed poorly compared to the rest of the class.Summer courses in RESP are taught by university professors, who cover the same content duringRESP that is taught in their classrooms during the regular semester. RESP students receivegrades for their work that reflect the same grading standards as regular fall and spring semesterclasses, though these grades do not count as part of the student's official

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Priya Mohabir, New York Hall of Science; Satbir S. Multani; Katherine McMillan Culp, New York Hall of Science

Tagged Topics

Diversity, NSF Grantees Poster Session

participation. The diversityof the participants reflects the diversity of the local community. Over half of the participants arefemale, the majority are immigrants themselves or children of immigrants, and members of thegroup speak over twenty different languages. Currently 24% of participants are Latino/Hispanic,18% are Asian/Pacific Islander, 14% are South East Asian, 12% are African American, and 10%are West Indian.Conducting the participatory action researchDuring this twelve-month project, researchers and program leaders worked with a cohort of eightNew York City public high school and early college students who were already working for thescience museum as docents with a focus on a major exhibition about design engineering. Theseyoung people

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

reform to impact graduate education: a case studyAbstractFor more than a decade, American industries have complained that the skills of engineersentering the workforce are not sufficient to meet the challenges of a high-performance workplace[1]. In addition, ABET has recently changed the student outcomes required for engineeringgraduates to reflect many of the skills lacking in undergraduate training [2]. Additionally,national studies suggest the preparation of US graduate students is too narrowly focused onacademic research skills, at the expense of professional skills such as communication, teamwork,mentoring, and leadership [3]. In response to these studies, many departments are trying toradically change their

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

participants. Our poster will present anoverview of our: 1) conceptual model informing our data collection; 2) workshop developmentand implementation; and 3) instrument revision and piloting.Project OverviewThis project is a multi-case study with three phases in the research plan and two phases in theeducation plan. The project is guided by a conceptual model developed during Years 1 and 2 ofthe project. Phase 1 of the research plan is a single case study, which involves data collection atthe PI’s home institution, which is the current stage of the project. Part 1 of the education planrelated to developing and implementing Situational Judgment Inventories is currently underwayas well.Before we began collecting data, we reflected on the research

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Russell, Northern Virginia Community College; Josh Labrie, Northern Virginia Community College; Antarjot Kaur

Tagged Topics

NSF Grantees Poster Session

were devoted to design thinkingusing papercraft and rough prototyping materials. Fellows were provided with user bios and arough outline detailing how to structure the afternoons. During fellows’ practice, PL facilitatorsobserved and provided feedback.For the last stage of their fellowship, fellows developed a lesson plan integrating design thinkinginto their classroom instruction. After testing out lessons in their own classrooms, fellowsprovided NOVA with a copy of their lesson plans and a brief reflection explaining how theirlesson went and what advice they would give another educator who wanted to use their ideas.Results. Fellows completed a presurvey asking them whether they have past experienceintegrating design thinking / digital

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. American c Society for Engineering Education, 2021 Investigating professional shame as experienced by engineering

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard John A. Paulson School of Engineering and Applied Science; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

NSF Grantees Poster Session

automates the dataprocessing and report generation, allowing the system to scale to larger numbers of users withminimal added effort.The core of the DEFT system is a weekly questionnaire which asks students to describe theirclass-related activities during the preceding week, to rate and comment on the performance oftheir peers, and to answer some questions intended to elicit reflection on their own approach tothe design process. Figure 1 shows an excerpt from the “beta version” of the student weeklyquestionnaire. The resulting data is used to construct an overview of the design processfollowed by each student; this overview can then be used as research data; as a reflective toolfor students; and as a class evaluation tool by instructors

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Olga Pierrakos, James Madison University

Tagged Topics

NSF Grantees Poster Session

are necessary for assessing educationaloutcomes across engineering problem contexts. We are in the process of updating and refiningthe rubric’s content and structure to reflect current practices and ensure its applicability acrossdisciplines. A systematic literature review of sustainability and sustainable design in engineeringcurricula and practice confirmed most criteria in the rubric but also indicated several gaps. Somegaps were expected because the original rubric was directed towards civil and environmentalengineering projects, but most of the themes were confirmed in other disciplines. Examples ofpotential gap areas included ethics, affordability and equity, and innovation. While these areasare reflected in the SD Rubric 1.0, the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

STEM courses and postsecondary majorsin the STEM fields.BackgroundScience, technology, engineering, and mathematics (STEM) is critical for our future advancement.However, the diverse workforce required to drive STEM advancements forward is lacking. Thisshortage is due in-part to academic preparation disparities, which appear early in the elementaryschool years and continue into the 8th grade [1]; national test scores suggest that many U.S.students finish the middle grades underprepared in STEM subjects [1-5]. The National Assessmentof Educational Progress finds roughly 75% of U.S. 8th graders are not proficient in math at theend of 8th grade [2]. Reflecting on the disparity of URMs in the U.S. that enter the STEM fields,fostering success among

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Jeremi S. London, Arizona State University, Polytechnic campus; Bevlee A. Watford, Virginia Tech; Teirra K. Holloman, Virginia Tech; Gilbert Jew, Arizona State University; Atota Bedane Halkiyo, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

the Innovation Cycle of Educational Practice and Research be modified to reflect a meaningful agenda for broadening participation of African Americans in engineering and computer science?The conceptual framework guiding this study is the Innovation Cycle of Educational Practiceand Research [3]. This model depicts an idealized, cyclical relationship between research andpractice: a scenario in which practical issues drive research questions and research insightsinfluence what happens in practice. Unfortunately, this is rarely what happens in reality—mostof what happens in practice is not informed by research, nor is it properly assessed for accuracyof meeting objectives [3]. The same is often true in the reverse, as research

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin, Stout; Elizabeth Anne Buchanan, UW-Stout

Tagged Topics

Diversity, NSF Grantees Poster Session

in fall 2015, all engineering students taking the UW-Stout course Impacts ofEngineering have participated in a pre- and post-survey, examining their values and ethical beliefsregarding professional responsibilities and humanitarian service learning work. This courseintroduces students to the engineering design process, explores “past and present impacts onpeople, society, and the environment,” and examines “contemporary and emerging issues relatedto engineering.” Survey questions measure attitudes and competencies surrounding ethics,sustainability, the need to include social and environmental factors in designs, and attitudestowards including pro-bono and international work in careers. Text response questions askedstudents to reflect on the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Billiar, Worcester Polytechnic Institute; Jeanne Hubelbank PhD, Independent Program Evaluator; Jared Quinn, Overlook Middle School; Thomas Andrew Oliva, Worcester Public Schools; Marsha W Rolle, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

practice. K-12 science teachers are increasingly pressured to include engineeringdesign in their curriculum; however, there are relatively few engineering-focused professionaldevelopment programs in comparison to those for traditional science and mathematics. [3] [4] Professional development can improve teacher practice,[5] [6] especially if the programsare content specific,[7] inquiry-based, and learner-centered. [8] [9] Successful professionaldevelopment provides teachers with content, pedagogical knowledge, and training; training thatincludes guidance, support, feedback, and time for reflection and planning.[10] [11] In addition,effective professional development approaches include peer support, teacher-developed researchexperiences, and

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

. Describe contemporary challenges caused by or related to energy resources, such as economic impacts, sociopolitical tensions, and environmental impacts 5. Explain how various methods of both passive (e.g. evaporative cooling) and active (e.g., electric, fuel-powered, heat pumps) heating and cooling in buildings work 6. Analyze how the natural environment (e.g., tree shade, sun angles) and built environment (e.g., windows, insulation) impact heat transfer into and out of buildings, with consideration for cultural and climatic contexts 7. Apply concepts from class to inform decisions about energy consumption or conservation in your everyday lifeThese learning outcomes reflect several salient aspects from our research

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

between cv and cP. Warehouse. 50 min studio 4 students Fall 2013; Available on Concept Work Pv work as an energy transfer process interviews, 155 students for Warehouse. reflections 50 min studio Definition of a reversible process; 4 students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 24.422.3hands-on and minds-on experiences. At the Figure 1. The EFFECT framework.conclusion of each active learning session, students reflect on their learning by responding toquestions in an online journal system developed for this purpose, called the Online AssessmentTool (OAT). Instructors rate student responses using a rubric designed to assess both coreknowledge and critical thinking. Written feedback is provided within OAT to explain the ratingsand identify student misconceptions or misunderstandings. Each EFFECT concludes with astudent report that contains a final answer to the driving question, which is supported with theproposed solution and how the solution has changed as a result of the active learning exercises.These

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerul Suthar, Auburn University; Thomas Mitchell ; Anna Claire Hartwig, Auburn University; Jin Wang, Auburn University; Shiwen Mao, Auburn University; Laura Parson, North Dakota State University; Peng Zeng, Auburn University; Bo Liu ; Peter He, Auburn University

Tagged Topics

NSF Grantees Poster Session

institutions. course DataFest[12] using on the data source and have immediate multiple datasets of variety domain expert support applications fields; availability. Temple: multiple climate datasets[13]The proposed approachTo address the above-mentioned limitations, we propose to develop data-enabled engineeringproject (DEEP) modules guided by the latest research on experiential learning theory (ELT).Experiential learning (EL) is the process of learning through experience, and is more specificallydefined as “learning through reflection on doing”[15], [16]. Kolb helped to develop the moderntheory of experiential learning, which focuses on the learning