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Displaying results 181 - 210 of 1749 in total
Conference Session
Student Motivation, Identity, and Resilience
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University
Tagged Divisions
Educational Research and Methods
) Nathanael et al., Dekker & (2014) Woods (2010) Hollnagel et al. (2006)References[1] S, Flumerfelt, F-J Kahlen, A. Alves, and A.B. Siriban-Manalang, “Lean EngineeringEducation : Driving Content and Competency Mastery. Momentum Press, 2015.[2] K. O’Brien, S. Venkatesan, S. Fragomeni & A. Moore, “Work Readiness of Final-Year CivilEngineering Students at Victoria University: A survey”, Technical Paper, Institution ofEngineers Australia, Australiasian Journal of Engineering Education, Vol 18, No. 1, 2012.[3] N.V. Hernandez, A. Fuentes & S. Crown, “Effectively Transforming
Conference Session
Mathematics Division Technical Session 4: Assessing Success in Mathematics Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Johannah L. Crandall, Washington State University; Kristin Lesseig, Washington State University
Tagged Divisions
Mathematics
Crandall, a clinical associate professor of computer science atWashington State University, for his thoughtful assistance in outlining an ontology of computingtools reported by participants in this study, especially those closely associated with specializedengineering endeavors involving embedded systems, web development, and 3D drawingsolutions. 9References[1] Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture oflearning. Educational Researcher, 18, 32-42.[2] Magana, A. J., Falk, M. L., Vieira, C. and Reese, M. J. (2016). A case study ofundergraduate engineering students' computational literacy and self-beliefs
Conference Session
Approaches to Assessment and Student Reflection
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University
Tagged Divisions
Educational Research and Methods, Ocean and Marine
, Pathway, or Ecosystem – Do Our Metaphors Matter?” Distinguished Lecture, ASEEAnnual Conference, Tampa, 2019.Deslauriers, L., E. Schelew, and C. Wieman, Improved Learning in a Large- Enrollment Physics Class. Science, 2011. 332(6031): p. 862-864.Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.Freeman, S., S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M.P. Wenderoth, Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 2014. 111(23): p. 8410-8415.Friedrichsen, D. M., Smith, C., & Koretsky, M. D. (2017
Conference Session
STEM Issues in ET II
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Anne M. Lucietto, Purdue University, West Lafayette; Meher Rusi Taleyarkhan, Purdue University, West Lafayette; Natalie Hobson, Sonoma State University; Therese M. Azevedo, Sonoma State University
Tagged Topics
Diversity
Tagged Divisions
Engineering Technology
anxiety can bedevastating, as mathematics is an important part of life [3]. Math anxiety can cause individuals toavoid math or situations that require analytical and rational thought [4]. Several studies havebeen carried out with elementary and grade school students to learn more about human reactionto mathematics [5], yet fewer studies have been done on college students or later. Furthermore,the majority of these research studies on college students focus on first-year students enrolled ina mathematics course [3]. The current study of this paper is focused on a less studied populationof engineering technology students, and their tendency to engage in rational-analytical thoughtprocesses.Literature ReviewIn the 1970’s researchers indicated that
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
less than 450 per year) and is housed within anddelivered via a 15,000 ft2 makerspace. The ENGR 110/111 sequence is relatively new, resultantfrom the desire to restructure the previous iteration of the institution’s introductory engineeringcourse. A key motivational factor in the desire to restructure included aspiration(s) to conform tomodern research in engineering education methodologies, especially the implementation of activelearning.Active learning has been defined as “any instructional method that engages students in the learningprocess”. Generally, active learning refers to activities that are introduced into the classroom, withthe core elements of student activity and engagement in the learning process. In summary, activelearning
Conference Session
NSF Grantees: First Year Programming (2)
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Alark Joshi, University of San Francisco; Gian Bruno; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Sami Rollins, University of San Francisco; Matthew Malensek, University of San Francisco
Tagged Topics
Diversity, NSF Grantees Poster Session
Paper ID #30680Engendering Community to Computer Science Freshmen through an EarlyArrival ProgramProf. Alark Joshi, University of San Francisco Alark Joshi is an Associate Professor in the Department of Computer Science at the University of San Francisco. He was a co-PI on the IDoCode project (http://coen.boisestate.edu/cs/idocode/) that led to a change in the landscape of computer science teacher preparation and education in the state of Idaho. Currently, he is a co-PI on the S-STEM proposal focused on engaging students in the local community to enable successful outcomes for them with respect to courses and internships/jobs
Conference Session
NSF Grantees: Diversity 3
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Matthew W. Ohland, Purdue University, West Lafayette; Susan M. Lord, University of San Diego; Richard A. Layton, Rose-Hulman Institute of Technology; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Russell Andrew Long; Hossein EbrahimNejad, Purdue University at West Lafayette (COE); Hassan Ali Al Yagoub, Purdue University at West Lafayette (COE)
Tagged Topics
NSF Grantees Poster Session
- neering. Her evaluation work includes evaluating teamwork models, broadening participation initiatives, and S-STEM and LSAMP programs.Mr. Russell Andrew Long, Russell Long, M.Ed. was the Director of Project Assessment at the Purdue University School of Engineer- ing Education (retired) and is Managing Director of The Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). He has extensive experience in performance fund- ing, large data set analysis, program review, assessment and student services in higher education. One of his greatest strengths lies in analyzing data related to student learning outcomes and, therefore, to im- proving institutional effectiveness. His work with
Conference Session
NSF Grantees: Design
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Foad Hamidi, University of Maryland, Baltimore County; Shawn Grimes; Stephanie Grimes; Adena Moulton, Digital Harbor Foundation; Andrew Coy, Digital Harbor Foundation
Tagged Topics
NSF Grantees Poster Session
authors and do not necessarily reflect the views of theNational Science Foundation. 6. References [1] S. L. Chu, R. Schlegel, F. Quek, A. Christy, and K. Chen, “‘I Make, Therefore I Am’: The Effects of Curriculum-Aligned Making on Children’s Self-Identity,” in Proc. of the 2017 CHI Conference on Human Factors in Computing Systems, 2017, pp. 109–120. [2] L. Martin, “The Promise of the Maker Movement for Education,” J. Pre-College Eng. Educ. Res., vol. 5, no. 1, Apr. 2015. [3] P. Blikstein and D. Krannich, “The makers’ movement and FabLabs in education: experiences, technologies, and research,” in Proc. of the 12th international conference on interaction design and children, 2013, pp. 613–616. [4] S. Papavlasopoulou, M. N
Conference Session
Mechanical Engineering Technical Session: Outreach and Retention
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Nina Robson, California State University, Fullerton; Allison Serrano; Axel Alvarez Loya, California State University, Fullerton; Nikol Miojevic; Kimberly Krystal Lopez-Zepeda; Madeline E. Rasche
Tagged Topics
Diversity
Tagged Divisions
Mechanical Engineering
a STEM researchproject. National Science Foundation Middle/High School Student Attitudes Towards STEM (S-STEM) Survey [8] was used to assess the overall impact of the outreach program on the femalestudents’ self-confidence and motivation in pursuing future cross-disciplinary STEM careers.The results showed that the 21st Century skills related to critical-thinking, communication, andcollaboration was the section with the most radical improvement.Keywords: kinematics of mechanisms, protein kinematics, biomechanics, biochemistry, DNAnano-mechanismsIDEAL Online Summer Outreach Program Curriculum Plan and MethodsDuring the summer of 2019, mechanical engineering faculty and two undergraduate studentsfrom both NSM and ECS colleges offered a two
Conference Session
Pre-college Engineering Education Division Technical Session 11
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Thomas Neil Dempsey, Forestville Central School; M. Raymond Ng, Cathedral Preparatory School ; Zachary Rhodes; Jiawei Gong, Pennsylvania State University; Faisal Aqlan, Pennsylvania State University
Tagged Divisions
Pre-College Engineering Education
counter electrode is made by spaying Pt catalyst using atomizer on the FTO glass.Finally, both electrodes are sandwiched and sealed with 60 μm plastic (Surlyn, Dupont), followedby the injection of electrolyte through the reserved channel. Figure 2 shows the assembly of theDSSC components. Figure 2. Schematic of DSSC device assembly.The following steps convert in a DSSC photons (light) to current. The incident photon is absorbedby Ru complex photosensitizers adsorbed on the TiO2 surface. The photosensitizers are excitedfrom the ground state (S) to the excited state (S∗). The excited electrons are injected into theconduction band of the TiO2 electrode. This results in the oxidation of the photosensitizer (S
Conference Session
NSF Grantees: Student Thought
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Carla B. Zoltowski, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University of Science and Technology; Justin L. Hess, Purdue University at West Lafayette; Alison J. Kerr, University of Tulsa; Dayoung Kim, Purdue University, West Lafayette; Michael C. Loui, University of Illinois at Urbana - Champaign; Andrew O. Brightman, Purdue University at West Lafayette (COE)
Tagged Topics
Diversity, NSF Grantees Poster Session
presented at the conference. In addition, the review of criticalincidents related to RQ2 is ongoing. Future work pertaining to RQ2 will include (1) continuingextracting incidents for all remaining participants, (2) sorting incidents into current themes andcategories, and, as appropriate, defining new themes, and (3) disseminating results in a scholarlyjournal. Finally, RQ3 will seek to identify how Phase 1 and 2 results align with extant theoriesand frameworks utilized in engineering education.Acknowledgement:This material is based upon work supported by the National Science Foundation under Grant No.1737303. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily
Conference Session
Faculty and Student Perspective on Instructional Strategies
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Kristi Glassmeyer, Arizona State University; Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University
Tagged Divisions
Educational Research and Methods
). Navigating the bumpy road to student-centered instruction. College teaching, 44(2), 43-47.[4] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning, 3(3), 69-81.[5] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 11(23), 8410-8415.[6] Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32(1), 77–87
Conference Session
Materials Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo
Tagged Topics
Diversity
Tagged Divisions
Materials
outreach with underrepresented groups in STEM.Dr. Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo Lauren Cooper earned her Ph.D. in Mechanical Engineering with a research emphasis in Engineering Education from University of Colorado Boulder. She is currently an Assistant Professor in Mechanical Engineering at California Polytechnic State University in San Luis Obispo. Her research interests include project-based learning, student motivation, human-centered design, and the role of empathy in engineering teaching and learning.Dr. Trevor Scott Harding, California Polytechnic State University, San Luis Obispo Dr. Trevor S. Harding is Professor and Department Chair of Materials Engineering at
Conference Session
NSF Grantees: Diversity 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Nicholas A. Bowman, University of Iowa; Lindsay Jarratt, University of Iowa; KC Culver, University of Southern California; Alberto Segre, University of Iowa
Tagged Topics
Diversity, NSF Grantees Poster Session
study focused primarily on short-term outcomes that were specific to relevantcoursework and content, which limits the types of conclusions that can be drawn. Future researchshould explore relevant dynamics in greater detail, including the longer-term effects from suchexperiences, outcomes that extend well beyond the scope of pair programming, the conditionsunder which cross-national groupwork is most effective, and the ways in which these findingsmay or may not be similar for other forms of collaborative learning (e.g., problem-basedlearning, jigsaw classrooms). Qualitative, quantitative, and mixed-method research designswould be helpful for providing an in-depth understanding of these issues.References[1] S. Freeman, S. L. Eddy, M. McDonough
Conference Session
Industrial Engineering Division Technical Session 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Lisa Bosman, Purdue University, West Lafayette; Aasakiran Madamanchi, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue University, West Lafayette; Vetria L. Byrd, Purdue University, West Lafayette
Tagged Divisions
Industrial Engineering
SCMcurriculum [10], and is proven to be very effective and popular across all levels of programsincluding undergraduate, graduate, and executive education [11]. Developed by MIT′s SloanSchool of Management in the 80s, the Beer Game was originally created to teach students systemsconcepts and systems thinking [12]. However, as the content area of SCM continues to expand, sodo the Beer Game learning extensions which now span demonstrating the bullwhip effect, risk-pooling, and technology integration, to name a few [13]. In response, student participants get thechance to actively learn about the benefit of supply chain awareness and communication, theimportance of supply chain collaborative strategic decision making, and the benefit of working asa team to
Conference Session
Software Engineering Division Technical Session 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Danielle Marie Fredette, Cedarville University; Nathan Jessurun, University of Florida
Tagged Divisions
Software Engineering Division
cycles, with definite goals reached each iterative cycle. Agile requiresteams to break large tasks, such as designing a system to act upon GPS data, into small, bite-sizedpieces. In the GPS example, this would involve turning the overall goal into objectives able to becompleted in 1-2 weeks like: • Design an interface to poll the EMLID system for positional data Figure 4: Drive by wire hardware for braking and steeringFigure 5: The Reach GPS unit and an example of the waypoints collected along a driving path.Data plotted using ♠❛♣s✳❣♦♦❣❧❡✳❝♦♠. • Develop an algorithm to extract heading and velocity data from progressive geographical timestamps • etc.The Agile mindset proved highly useful to our senior design team
Conference Session
Around the Water Cooler: Ideas and Issues in Civil Engineering Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Cassandra J. McCall, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Ashley Shew, Virginia Tech; Denise Rutledge Simmons P.E., University of Florida; Courtney Zongrone, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
civil engineers do.AcknowledgementsThis material is based upon work supported by the National Science Foundation under AwardNo. EEC-1733636. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We would also like to thank our participants, who have given generously oftheir time to help us better understand their experiences.References[1] M. W. Ohland, S. M. Lord, and R. A. Layton, “Student Demographics and Outcomes in Civil Engineering in the United States,” J. Prof. Issues Eng. Educ. Pract., vol. 141, no. 4, p. 7, 2015.[2] C. Groen, L. D. McNair, M. C. Paretti, D. R. Simmons, and A. Shew, “Exploring
Conference Session
Postgraduate Pathways and Experiences
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Divisions
Educational Research and Methods
for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the Purdue University 2018 recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award. c American Society for Engineering Education, 2020 Exploring the Early Career Pathways of Degree Holders from Biomedical, Environmental, and Interdisciplinary/Multidisciplinary Engineering Jacqueline Rohde, Jared France, Brianna S. Benedict, and Allison
Conference Session
Research! Research! Research! in Faculty Development
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Amber Gallup, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Pil Kang, University of New Mexico; Kristen Ferris, University of New Mexico
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division
analytic lens may contribute to understanding about how co-peersand peer-designers might most effectively play roles in changing faculty practice, and ultimately,in creating more inclusive learning environments for diverse students.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.#1623105. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] M. Meyer and S. Marx, "Engineering dropouts: A qualitative examination of why undergraduates leave engineering," Journal of Engineering Education, vol. 103, no. 4, pp. 525-548, 2014.[2] S. E
Conference Session
Student Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Hossein EbrahimNejad, Purdue University, West Lafayette; George D. Ricco, University of Indianapolis; Matthew W. Ohland, Purdue University, West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Student
of students. References[1] S. Olson and D. G. Riordan, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President," Executive Office of the President, 2012.[2] A. W. Astin, "College retention rates are often misleading," Chronicle of Higher Education, vol. 40, no. 5, pp. A48-A48, 1993.[3] A. W. Astin, "What matters in college? Four critical years revisited," San Fran, 1993.[4] R. M. Hall and B. R. Sandler, "Out of the Classroom: A Chilly Campus Climate for Women?," 1984.[5] S. M. Lord, M. M. Camacho, R. A. Layton, R. A. Long, M. W. Ohland, and M. H. Wasburn
Collection
2020 Gulf Southwest Section Conference
Authors
M. Javed Khan; Chadia Affane Aji
college degrees awarded in STEM fields are much smaller in comparison to othercountries such as China2. While there was a steady rise in undergraduate enrollment in science andengineering (S&E) from 2000 (243,500 students) to 377,410 in 2014, this is in stark contrast toChina where in 2000 the undergraduate enrollment in S&E was 281,270 and in 2014 it was1,447,3303. In 2014, 40 percent of bachelor's degrees earned by men and 29% earned by womenwere in STEM fields. The engineering degrees were only 4.4% of all the undergraduate degreesawarded in 2014 as compared to for example, European countries (13%) or Asian countries (23%),according to a report by the National Academy of Engineering4.President’s Council of Advisors on Science and
Conference Session
NSF Grantees: RED 2 / Civil Eng
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Nicholas Anthony Clegorne
Tagged Topics
NSF Grantees Poster Session
.[4] K. Charmaz, Constructing grounded theory. London: SAGE, 2014.[5] S. R. Komives, J. E. Owen, S. D. Longerbeam, F. C. Mainella, and L. Osteen, “Developing a Leadership Identity: A Grounded Theory,” Journal of College Student Development, vol. 46, no. 6, pp. 593–611, 2005.[6] S. R. Komives, S. D. Longerbeam, J. E. Owen, F. C. Mainella, and L. Osteen, “A Leadership Identity Development Model: Applications from a Grounded Theory,” Journal of College Student Development, vol. 47, no. 4, pp. 401–418, 2006.[7] S. R. Komives, S. D. Longerbeam, F. Mainella, L. Osteen, J. E. Owen, and W. Wagner, “Leadership Identity Development,” Journal of Leadership Education, vol. 8, no. 1, pp. 11– 47, Jan. 2009.[8] P. Kirkbride
Conference Session
Learnin' Lessons about Faculty Development
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Laura Ann Gelles, University of San Diego
Tagged Divisions
Faculty Development Division
efforts, especially if they are untenured.References[1] M. Davis, “Engineering as profession: Some methodological problems in its study,” in Engineering identities, epistemologies, and values, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry (Eds)., Springer, 2015, pp. 65–98.[2] J. R. Lohmann and J. E. Froyd, “Chronological and ontological development of engineering education as a field of scientific inquiry,” in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, (Eds). Cambridge, MA: Cambridge University Press, 2010, pp. 283–309.[3] S. M. Lord, E. J. Berger, N. N. Kellam, E. L. Ingram, D. M. Riley, D. T. Rover, N. Salzman, and J. D. Sweeney
Conference Session
Engineering Design Graphics Division Technical Session 4
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Nandita Biswas, Washington State University; David Torick, Washington State University
Tagged Divisions
Engineering Design Graphics
conference on Learning@ scaleconference, March, 2014, pp. 41-50.[5] M. K. Ardebili and A.M. Sadegh, A New Approach to Teaching Engineering Graphics UsingActive Learning and Product Realization, American Society for Engineering Education AnnualConference & Exposition, Salt Lake City, Utah, June 20-23, pp. 9.76.1-9.76.7, 2004.[6] G. Baronio, B. Motyl, P. Diego, “Technical Drawing Learning Tool‐Level 2: An interactiveself‐learning tool for teaching manufacturing dimensioning”, Computer Application inEngineering Education, vol. 24, no. 4, March, 2016.[7] V. Sriraman, J.D. Leon, “Teaching Geometric Dimensioning and Tolerancing in aManufacturing Program”, Journal of Industrial Technology, vol. 15, no. 3, p. 2-6, May-July1999.[8] S. A. Durham, W. M
Conference Session
Pre-college Engineering Education Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Younkyeong Nam, Pusan National University; Jina Yoon, Pusan National University; Jeanna Wieselmann, Southern Methodist University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
‘selection’ (shown in yellow)or ‘non-selection’ (shown in pink) of renewable energy were described in a box. Figure 7. Group 1’s (girls) decision-making Figure 8. Group 2’s (girls) decision-making process in the first discussion
Collection
2019 ASEE Midwest Section Conference
Authors
A. Kunza; K.A. Brauning; A.S.A. Shairi; R. Asmatulu
characterizations parts of the project, engineering BS, MS and PhDstudents were involved in every step and gained huge hands-on experiences on composite tech-nology. These activities also synchronized the team work ability among different levels of engi-neering students to enhance the engineering educations.Acknowledgement The authors greatly acknowledge Wichita State University for financial and technicalsupport of the present study.References1) Brauning, K. A. “Mitigation of Machining Damage on Delamination of Fiber Reinforced Composite Tensile Coupons,” M.S. Thesis, Wichita State University, May 2013.2) Shirvanimoghaddam, K., Hamim, S. U., Karbalaei Akbari, M., Fakhrhoseini, S. M., Khayyam, H., Pakseresht, A. H., Naebe, M. (2017). Carbon
Conference Session
Mechanical Engineering Technical Session: Dynamics I
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Daeyeoul Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette
Tagged Divisions
Mechanical Engineering
new theylearned at the end of the lesson for promoting enactive mastery experiences. In addition,instructors could help students set clear and specific goals at the beginning of semester, becausegoal setting affects students’ initial self-efficacy beliefs for achieving the goal [11]. On the other hand, engineering undergraduate students’ test anxiety was not asignificantly negative predictor of their academic performance in a dynamics course, which isconsistent with Hsieh, et al.’s study finding [29]. The findings of the present study show that thepredictive power of test anxiety for academic performance in engineering education settings isdifferent from that in general academic settings. Although this difference has not been
Conference Session
First-year Programs: Professional Development and Skills
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida
Tagged Divisions
First-Year Programs
, no. 2, pp. 108–114, 2018.[5] A. K. Ribera, A. L. Miller, and A. D. Dumford, “Sense of peer belonging and institutional acceptance in the first-year: The role of high-impact practices,” J. Coll. Stud. Dev., vol. 58, no. 4, pp. 545–563, 2017.[6] C. Sandeen, “High-Impact Educational Practices: What We Can Learn from the Traditional Undergraduate Setting,” Contin. High. Educ. Rev., vol. 76, pp. 81–89, 2012.[7] K. Lund Dean and S. Wright, “Embedding engaged learning in high enrollment lecture- based classes,” High. Educ., vol. 74, no. 4, pp. 651–668, Oct. 2017, doi: 10.1007/s10734- 016-0070-4.[8] W. R. Watson, S. L. Watson, S. T. Magar, and L. Tay, “Comparing attitudinal learning of large
Collection
2020 Gulf Southwest Section Conference
Authors
Irma Rocio Vazquez; Sakineh Chabi
. Materials for solar fuels and chemicals. Nat. Mater. (2016). doi:10.1038/nmat47782. Gust, D., Moore, T. A. & Moore, A. L. Solar fuels via artificial photosynthesis. Acc. Chem. Res. (2009). doi:10.1021/ar900209b3. Roger, I., Shipman, M. A. & Symes, M. D. Earth-abundant catalysts for electrochemical and photoelectrochemical water splitting. Nature Reviews Chemistry (2017). doi:10.1038/s41570-016-00034. Zhang, T. & Lin, W. Metal-organic frameworks for artificial photosynthesis and photocatalysis. Chemical Society Reviews (2014). doi:10.1039/c4cs00103f5. Chabi, S., Papadantonakis, K. M., Lewis, N. S. & Freund, M. S. Membranes for artificial photosynthesis. Energy and Environmental Science (2017). doi
Collection
2020 Gulf Southwest Section Conference
Authors
Ryan Campbell; Danny Reible; Roman Taraban; Jeong-Hee Kim
reflection through arts- and humanities-basedactivities. Work is ongoing to support this claim (e.g., see [9] and [10]).This material is based upon work partially supported by the National Science Foundation under Grant No. 1806889. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. References1. Yenawine, P., & Miller, A. (2014). Visual thinking, images, and learning in college. About Campus, 19(4), 2-8.2. King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment. San Francisco, CA USA: Jossey-Bass.3. Grant, A. M., Franklin, J., &