Conference Session

Outreach Projects: Promoting Energy Efficiency and Education in General

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Energy Conversion and Conservation

design of the building.Fig 1a. Natural ventilation: cool and warm air Fig 1b. Day-lighting reflections (OWP/P)The rendering of Figure 1a shows the flow of cool air in through the windows and upthrough the open atrium. The cool air is exchanged for the warm air that leaves throughthe wind tower. Also seen in this figure are the heat sinks made of concrete on theceilings of each level. The concave design allows for a greater surface area to absorb andexpel energy when needed.This building also uses the same system that is used to allow for passive ventilation toallow for natural lighting to enter and reflect in the building and atrium. The dual use ofthe system allows for savings in initial cost and ongoing costs through energyconservation

Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew J Miller, University of Maryland; Robert Lent, University of Maryland, College Park; Paige E Smith, University of Maryland, College Park; Bevlee A. Watford, Virginia Tech; Gregory M. Wilkins, Morgan State University; Matthew M. Jezzi, University of Maryland; Kayi Hui, University of Maryland, College Park; Robert H Lim, University of Maryland, College Park; Nicole A Bryan, University of Maryland, College Park; Helena Mimi Martin, University of Maryland, College Park

Tagged Divisions

Women in Engineering

research teammember. Any coding inconsistencies were resolved through consensus.Results Our first research question asked about the major hurdles or challenges that studentsfaced during their first semester and whether these challenges hindered academic success orwillingness to continue in engineering. Participant responses reflected five broader categoriesincluding academic-internal, academic-external, social, financial, and health barriers. Commonacademic-internal (i.e., intrapersonal) barriers included student disinterest (e.g., in coursematerial), negative affect (e.g., feeling overwhelmed or frustrated), problems with academic,organizational, and developmental skills and adjustment (e.g., time management, academicperformance problems

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

among expert andwork separately 12. Also, Klein believed that “engineering do not engage in critical reflection ofproblem choice, the epistemology of the disciplines being used, or the logic of disciplinary Page 22.1114.2structures” 13.There is a need to further explore the possible learning models, designed learningprocess, and observable outcomes in the cross-disciplinary engineering design context with theultimate goal of being able to facilitate cross-disciplinary learning. In this paper, we ask aresearch question of:  How can students’ cross-disciplinary practice be observed and described?This question is one of the many essential

Conference Session

Faculty and Program Developments, Exchanges, and Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sowmya Narayanan, VIT University; Muniratnam Adithan, VIT University, Vellore; Robert C. Creese, West Virginia University

Tagged Divisions

International

and for professional development of its faculty members at VITUniversity is in line with the international concept of continuous training of faculty members 3. „The shortage of appropriately skilled labour across many industries is emerging as asignificant and complex challenge to India's growth and future. According to the NationalAssociation of Software and Services Companies (NASSCOM), each year over 3 milliongraduates and post-graduates are added to the Indian workforce. However, of these only 25percent of technical graduates and 10-15 percent of other graduates are considered employableby the rapidly growing IT and ITES(Information Technology Enabled Services) segments.Hence, what we have today is a growing skills gap reflecting

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Graduate Studies

teaching-as-research project as a result of participating in theinstitute.14 The latter finding indicates that participants concluded the institute with a clear planto engage in reflective teaching practice. The most common high-level engagement CIRTL program is a mentored teaching-as-research project. Although implemented differently at each institution, these programs providegraduate students an opportunity to engage in a project to improve undergraduate learning. Theteaching-as-research project requires graduate students to develop research questions abouteffective teaching, design the research project, collect data, analyze the data and report thefindings. For example, Vanderbilt University implemented the Teaching-as-Research

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leigh S McCue, Virginia Tech; Joseph A. Schetz, Virginia Tech

Tagged Divisions

Aerospace

dedicated to the memory of George Inger.Abstract:At the 1973 American Society for Engineering Education Annual Conference, Profs. Schetz,Marchman, and Inger presented the case for a combined curriculum in aerospace and oceanengineering (Schetz, Marchman, & Inger, 1973). Their paper summarized the justification forthis combination, program implementation, and preliminary feedback from students andemployers. The purpose of this paper is to reflect upon the program evolution that has occurredin the 38 years since the initial creation of this merged department. The present paper describesthe current state of teaching and research in the combined Aerospace and Ocean Engineeringdepartment and provides both student and employer feedback on the dual

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Educational Research and Methods

very least different levels of each, are required to solveproblems across the technological spectrum, yet little is known about the level of capabilityamong students in the domain, how those capabilities influence creative work in the domain, orhow the judgment of creativity in the domain reflects capabilities and/or influences theirexpression. The content of creative capability enhancement efforts in technological designprojects is difficult to determine when there is little understanding of what those capabilitiesactually are or how well they assessment measures adequately capture them. There is increasingevidence that capabilities that are most useful in solving straightforward, algorithmic problemsmay not play the same role in solving more

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

L. Ralph; Singli Garcia-Otero; E. Sheybani

is fixed and one is mobile. The two mirrors will reflect the beams of light back to the beamsplitterwhere they interfere and leave the FTS through the detector. Below are the results.The peak at the center is the ZPD position ("Zero Path Difference"). Here, all the light passes through theinterferometer because its two arms have equal length. As the two beams cancel each other out, the signalbecomes a straight line. 540Next, low pass, high pass, and band pass filters were studied and the frequency of each filter wasmeasured using the network analyzer. A low-pass filter is a filter that passes low frequency. Figure 1(a)below shows the results of a low pass filter. Most low pass filters have a

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

done using student reflections recorded after completing MEAs. Students insections of the courses that used MEAs rated their knowledge and understanding of theseprofessional skills significantly higher than students in sections that did not use the MEAs. As aresult we suggest that engineering faculty seriously consider using MEAs as a tool to improveboth student learning and the attainment of a number of ABET outcomes in addition to providinga process for assessing that attainment. By combining pre- and post-concept inventories with theMEA implementation, faculty can better document learning gains, and thus have acomprehensive tool for ABET assessment. This should prove especially helpful in those areaswhere previous assessments may have shown

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard J. Van Wie, Washington State University; Denny C. Davis, Washington State University; Paul B. Golter, Washington State University; Ashfaq Ansery, Washington State University; Baba Abdul, Washington State University

Tagged Divisions

Chemical Engineering

because in oursituation we typically had about four working DLMs so with eight teams, each could use theDLM for half of a 50 minute period. Second, the optimal DLM/person ratio is three to five per-sons because that’s how many that can comfortably sit around a DLM and still visualize the car-tridge, controls and digital read-outs. Third, there’s a pedagogical reason as this number giveseach person a task because if a team is to get operating values quickly it takes one person to ad-just flow rates on a rotameter, a second to read values from a display, and a third to record thosevalues. With four and five member teams, one can supervise while another can reflect on theprocess. Team member placements were based on convenience sampling to

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; James Loren Christian, University of Michigan; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Educational Research and Methods

alternative energy for everyday jobs, such as cooking. Simple reflection and absorption of sunlight can generate adequate heat for this purpose. Your challenge is to develop products that utilize sunlight for heating and cooking food. The products should be portable and made of inexpensive materials. It should be able to be used by individual families, and should be practical for adults to set Page 22.1382.9 up in a sunny spot. Note: Specific materials for a targeted temperature can be postponed to a later stage. Do not worry about the specific quantity of heat that can be generated. Please focus on

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Tony Docal, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

deliver it toK-12 teachers and by extension to their students all over the United States. Electronic Professional development (ePDN) courses are designed to model bestpractices in teacher PD by incorporating inquiry-based learning and promoting the types ofactive interaction and reflection by participants that normally occur in effective face-to-faceprofessional development sessions. The Technology Integration Certificate consists of fourcourses designed to help teachers become more comfortable with technology tools and integratethem in their classrooms. The courses include an introduction to podcasting for novices, thecreation and implementation of vodcasts for more advanced users, on-line teaching for educatorsseeking to develop

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz, University of the Pacific; Abel A. Fernandez, University of the Pacific; Elizabeth A. Basha, University of the Pacific; Andria Patricia Ellis, University of the Pacific, School of Engineering and Computer Science ; Kristina Hammarstrom; Feliciano Leon; Jerry Bruce Hildebrand; Spencer Ton

Tagged Divisions

Civil Engineering

15-17. In addition, although not often formally linked to academic programs,globally-focused engineering student organizations, such as Engineers Without Borders andEngineers for a Sustainable World, reflect students’ growing interest in internationaldevelopment, eradication of poverty, environmental action, and application of technology forsocial benefit 18-19.However, the issue of sustainability of such efforts in terms of faculty time and universityresources is not yet resolved 20. Perpetuating these socially focused initiatives is an importantissue in smaller schools where limited resources constrain new initiatives, but, in an era ofshrinking resources, also affects larger institutions. The issue of sustainability of such effortsmay be

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

of the institution. Formore than four decades researchers and practitioners have created an extensive body of literatureexploring retention. But while the field possesses infinite theoretical schemas, Tinto 7 suggeststhat complex theoretical principles are unbeneficial for practitioners who have to translateresearch into effective practice.In previous years retention was simply viewed as a reflection of a student’s lack of individualattributes, skills, and motivation. With this view students were expected to assimilate and “riseto the task” at their institutions. This view prohibited institutions from recognizing their intricaterole in providing a successful platform for students. Since then our institutions and theoristshave begun to

Conference Session

Information Literacy Programs for First-Year Engineering Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michelle Baratta, University of Toronto; Alan Chong, University of Toronto; Jason A. Foster, University of Toronto

Tagged Divisions

Engineering Libraries

website of the Confederation Bridge (http://confederationbridge.com/en)2, aWikipedia article on the Confederation Bridge(http://en.wikipedia.org/wiki/Confederation_Bridge)3 and a personal website for theConfederation Bridge (http://www.tourcanada.com/cbridge.htm)4. Students were asked toassess the accuracy, authority, bias, audience level, and currency of each of the web sites.Students were then asked reflection questions, to help them transfer the critical thinking skillsused in this exercise to their assignments and everyday life.Selected learning objectives for this station, as stated in the handout, were to: • Reflect on the quality of habitually used online resources; • Use the criteria of accuracy, authority, bias, audience, and

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Denny C. Davis, Washington State University

Tagged Divisions

Mechanical Engineering

order to measure the enhanced learning resulting from the experimentalhomework approaches, samples of previous year’s exams are given to the students and theperformance of the study group is compared to that of the previous year’s classes. Furthermore,student reflections on those approaches compared to the traditional common homework style arecollected and analyzed by an independent evaluator to document the impacts of homeworkinnovations.IntroductionHomework is defined as instructor-initiated work to be completed by students outside theclassroom1, 2. It is well-known that homework has become a time-honored widespread learningtool used by instructors, at all educational levels, to improved student learning and achievement.Although homework was

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

strategies, monitoring and fix-upstrategies, and criteria). From the analysis, the findings suggest that the level of understanding ofthe task was clearly reflected in students‟ plans with particular emphasis on getting a goodoverview of the design task at the early stage of the project. Students were found to be lacking inthe areas of planning the methods used and anticipating the time required to solve the design taskat the early stage of the project. Overall, students excelled in monitoring and regulating thedesign process and task management, although lower scores were found on several activities,such as seeking alternative approaches to investigating the problem, design solution, timeplanning, and the effective use of resources and materials

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

lessons in ethics were lacking in the classroom.Involvement Influenced Students’ Abilities to Articulate Ethical Development The students who attended the engaged institutions often articulated their ethicaldevelopment by demonstrating how they process various scenarios. As students reflected onethical decision-making, common elements emerged: acknowledging an ethical dilemma,processing how to respond, and finally, identifying where they are in the decision makingprocess. One senior at Charlie University offered a reflection on the ethical decision-makingprocess: I feel like I‟m often surprised at our school. Like I think they teach us to be very ethical engineers but I‟m often surprised by how unethical some people‟s behavior

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Art Duval, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder; Alexandria Nicole Ogrey; Kien H. Lim, University of Texas, El Paso; Catherine Tabor, El Paso Independent School District; Rebeca Q. Gonzalez, UTEP-Graduate Student and EPISD-Teacher; Alan Siegel, New York University

Tagged Divisions

Electrical and Computer

Thinking, which fairly reflects our ambitions – that engagementwith graphical programming will propel students towards exploration of computational thinking.While iMPaCT-STEM is a work-in-progress, there is sufficient teaching material and evidence of itseffectiveness to motivate further efforts to replicate, extend and more deeply examine its pedagogy.Figure 1 is a prerequisite graph of iMPaCT learning modules, most of which are being incrementallytranslated to use the programming environment provided by the TI 83/84 calculators that are alreadypresent in many high-school and college classrooms,This paper relates iMPaCT’s pedagogy to long-standing challenges in math education, recent educationalreform objectives, and describes efforts to

Conference Session

Techniques to Enhance Environmental Engineering Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Environmental Engineering

). The students were junior level, Civil Engineering majorsand there were no other majors enrolled in the course. The class demographics consisted of 56%minority groups (i.e. African American, African, and Hispanic). Students were asked to completethe Felder and Soloman “Index of Learning Styles Survey (ILSS assessment,http://www.ncsu.edu/felder-public/ILSpage.html). This survey instrument is a 40 questionassessment instrument tool which categorizes the student’s learning into several groups. Theselearning styles are: Active Learners versus Reflective learners, Sensing Learners versus IntuitiveLearners, Visual Learners versus Verbal Learners, and Sequential Learners versus GlobalLearners. The PI provided a discussion about learning styles which

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiannong Meng, Bucknell University; Song Xing, California State University, Los Angeles

Tagged Divisions

Computing & Information Technology

cultivate the attitudes, skills, and knowledge necessary for students to benefit maximally from a Bucknell University education and to negotiate the complexities of the modern world. The seminars stress the following: active, independent learning; collaborative learning; development of students’ capacity for analysis, reflection, judgment, and creativity; multiple perspectives; and development of skills students need in order to engage in intellectual endeavors at Bucknell and beyond. These courses address foundation skills in reading, writing, listening, and speaking and also develop students’ ability to use the library effectively and to use computers (e.g. word processing, simulations, use of

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

become „Junior Colleagues‟ who considerthemselves as fellow faculty and become concerned with the impact they may have on studentlearning and engagement. Most studies on teacher concerns have employed survey methods andmost surveys were developed based on Fuller‟s[23] model. Researchers often revised andextended survey items to reflect unique needs and characteristics of diverse teacher populationsand teaching contexts. Mok[26] proposed that teacher concerns are context-specific and thereforedifferent teacher populations in varying educational contexts may express different teachingconcerns, which should be considered to address teaching concerns appropriately within GTAdevelopment programs.An important first step in addressing this issue for

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships, Graduate Studies

-III, the final in the series. The student would report on the results of the action learning projectat that time, share what they had learned in their leadership of that project, and how they hasimpacted their organization through their leadership of the team. Finally, the students wereasked to continually update their plans to reflect new learning, new progress and newinformation about themselves, integrating new knowledge and lessons from experience.At that time, much remained to be done in order to know the overall impact of this innovativedesign. As we looked to the future, we had some hunches about overall outcomes. It was ourintention to continue to monitor the individual and collective outcomes as the students movedforward in their

Conference Session

EM Program Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary A. Viola, School of Engineering, Tufts University

Tagged Divisions

Engineering Management

’ understanding of moral issues and their ability to assess these issues through ethical standards and analysis. • Enable moral analysis in a more systematic, coherent way. • Encourage reflection on students’ own moral values, rules or guidelines. • Facilitate development of students’ own definition of moral leadership and how it can be translated into action. • Elevate self-awareness and to expand students’ abilities in ‘perspective-taking’. • Develop reflection skills for professional and personal growth.Module Learning OutcomesAs a result of this module students will: • Understand how moral leadership is different from leadership in general. • Be able to recognize and analyze different types of

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

International

. Page 22.12.1 c American Society for Engineering Education, 2011 “It’s gonna be a long trip…but we’re gonna get it done.” A student’s experience with engineering abroad.AbstractThis paper uses a narrative to take the reader on a reflective journey of a student’s, the author’s,perspective of a water filtration project that was developed at Purdue and implemented inEldoret, Kenya. While involved in this global engineering project, I was placed in scenarios thatwere different from traditional classroom experiences, and my classmates and I had to overcomevarious obstacles. Engaging these obstacles provoked thoughts about the various learningexperiences presented to me. How will I

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

William J. Kelly, Villanova University

Tagged Divisions

Chemical Engineering

. Page 22.77.3The objective of this paper is to describe a new inter-college (Villanova College of Engineeringand Villanova School of Business) course at Villanova University : The Global PharmaceuticalIndustry. In this course, technical and business issues from the industry will be examined in aunique interdisciplinary environment, with students and faculty from both colleges involved. Theintended audience is multidisciplinary, reflecting the fabric and organization of the industry as itoperates today. The opportunity created by this course is unique in that engineering, science andbusiness students work together to understand and attempt to solve some of the complex issuesregarding an industry whose life-saving products create significant

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

Page 22.1169.2issues of rhetoric (audience, purpose) and analysis (claims, reasoning, evidence)” 9. Although itcan be helpful to think about different categories such as these when responding to writing, wewere concerned by a general sense in engineering education literature that grammar is somehowseparate from the concerns of content, analysis, purpose, and audience.Rather than assuming grammar can be separated from meaning, we decided instead to investigatewhether even sentence-level grammatical choices reflect the content and values of engineeringpractice, and whether different grammatical choices by students are likely to be one factor thatmakes them appear unprepared for writing in the workplace. For the analyses reported here, wefocused

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Mobrand, University of Washington; Jennifer A Turns, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education. Page 22.1257.1 c American Society for Engineering Education, 2011 Revisiting Communication Experiences to Prepare for Professional PracticeAbstractThe ability to communicate effectively is a critical competency for engineers. According to thefuture envisioned in the Engineer of 2020,1 in ABET criteria for accreditation,2,3 and scholarshipin the fields of

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

of mechanical engineering at Cal Poly, which he joined in 2008. Prior to that he was on the faculty at Rowan University.Jonathan D. Stolk, Franklin W. Olin College of Engineering Page 22.1334.1 c American Society for Engineering Education, 2011 Student Lifelong Learning Outcomes For Different Learning EnvironmentsAbstractCalls for educational reform emphasize the need for students to develop a capacity for lifelonglearning. Lifelong learners may be characterized as curious, motivated, reflective, analytical,persistent, flexible, and

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

New Engineering Educators

AC 2011-2527: OCCASIONING THE EMERGENCE OF KNOWLEDGEAND PROMOTING MOTIVATION FOR ALL STUDENTS: APPLYING IN-STRUCTIONAL PRINCIPLES TO ENGINEERING SITUATIONSJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design & Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teachings decisions, and the application of ideas from complexity science to the challenges of engineering education