Displaying results 181 - 210 of 545 in total
- Conference Session
- Impact of COVID-19 on Design Education 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering
- Tagged Divisions
- Design in Engineering Education
University, Tandon School of Engineering Anne-Laure Fayard is Associate Professor of Management in the Department of Technology Manage- ment and Innovation at NYU Tandon School of Engineering, and is affiliated with the Department of Management and Organizations at NYU Stern Business School. Her research interests involve commu- nication, collaboration, culture and space, with a focus on interactions, particularly those between people and technology. Her work has been published in several leading journals such as Administrative Science Quarterly, Information System Research, Organization Science and Organization Studies. She is also the co-author of a book on The Power of Writing in Organizations. She holds a Ph.D. in
- Conference Session
- Computing and Information Technology Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Scott J. Reckinger, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Computing and Information Technology
examsencouraged them to do more independent work throughout the semester. For research question 3,students reported that oral exams were very stressful prior to taking the first one but did not findsubsequent oral exams stressful.MOTIVATIONIt has been shown that higher perceived teacher support and school belonging is correlated withless school misconduct [1]. The same study also showed that higher peer attachment is alsoassociated with higher rates of school misconduct. The most common reason students cite forchoosing to commit academic misconduct is grade pressure [2]. However, with large andincreasing enrollments in introductory programming courses, standardized assessment will be therequired for the foreseeable future.One strategy that has been
- Conference Session
- Research Methods and Studies on Engineering Education Research
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Renato Alan Bezerra Rodrigues, University of Manitoba; Jeffrey Wayne Paul, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba
- Tagged Divisions
- Educational Research and Methods
in that they suggest that the literature review should be completed afterdefining the themes. This is in part to remain open to emerging ideas and because Braun andClarke [18] argue that the writing process is part of the analysis. Therefore, comparing ourthemes to the literature while analyzing our findings in the early drafts of this paper forced us tobe more critical and work to better understand and confirm our themes.LimitationsThough this study revealed key insights into senior scholar’s motivation to join the discipline ofEER, due to the secondary nature of the data, there some limitations to our findings. First,though the nature of Johri’s introductory question aligned with our research question, it was notnecessarily asked
- Conference Session
- First-year Programs: Virtual Instruction in the First Year 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware
- Tagged Divisions
- First-Year Programs
experiencein a face-to-face (FTF) instructional setting. Inspired by well-established FYE curricula [4], [8]–[10], the learning objectives for the course focused on the engineering design process [11], [12],interdependency of the engineering disciplines through NAE’s Grand Challenges of Engineering[13], cross-cutting theoretical concepts such as mathematical modeling and conservation ofenergy, and durable professional skills like teamwork and technical writing. Delivered in a large-enrollment section format (ca. 350 students per section), the course was co-taught by 2-3 facultyinstructors and leveraged a cadre of undergraduate teaching assistants (25:1 student-to-TA ratio)to provide personalized coaching to student teams as they worked through the two
- Conference Session
- Women in Engineering Division Technical Session 7
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
items from the survey. Due to page limitsin this work-in-progress study, we opted to include strategies used by women by engineering role(faculty, student, employer, etc.) in future work. Thus, we only present strategies womenengineers communicated in their writing when they were asked to expand upon a situational HCthey had to overcome in engineering.Demographics Out of the participants who shared a strategy (n = 154), the majority were 18-29-years-old (n = 121, 79%) (Table 1: Demographic characteristics of participants). Because weintentionally oversampled at some institutions, minoritized groups (n = 69, 45%) were morerepresented in this sample than is typical in engineering. Most of the participants did not considerthemselves to be
- Conference Session
- Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Electromagnetic Induction Problems. International Journal of Science and Mathematics Education, 13(1), 215.Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103(1), 45-76. doi:10.1002/jee.20038Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology, 92(4), 694.Gainsburg, J., Fox, J., & Solan, L. M. (2016). Argumentation and decision making in professional practice. Theory Into Practice, 55(4
- Conference Session
- Labs and Experiential Learning
- Collection
- 2021 Illinois-Indiana Regional Conference
- Authors
- Gurcan Comert; Zulfikar Berk, University of South Carolina; Robert Petrulis; Balaji Iyangar; Esmail M Abuhdima, Benedict college; Negash Begashaw, Benedict College
- Tagged Topics
- Diversity, Labs and experiential learning
designed problems and activities. However, in the summer of 2020, due to the COVID-19 pandemic, the program had to be transitioned into a virtual research experience. In this study, we reflecton our experiences as supervising faculty, and the results of pre- and post-experience surveys completedby four groups of undergraduate researchers. In contrast to previous years’ REUs, team interactions werenot possible in the virtual environment, and activities were mainly training programs. Students were ableto work with previously collected real data and write code. The participants’ final presentations weretechnically better than those in the previous two years. Regarding the development of so-called soft skills,student engagement, team working skills
- Conference Session
- Holy Cow! We’re Going Online When?
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Monica Palomo P.E., California State Polytechnic University, Pomona; Bettina Jeanine Casad, University of Missouri - St. Louis
- Tagged Divisions
- Civil Engineering
taken in March of 2020, there was no time forsuch course development and planning.On the other hand, synchronous online learning or instruction takes place at a fixed schedule andin real-time where the instructor and learners interact in diverse and planned ways. Classengagement can happen via discussion (e.g., written chat, verbal communication, etc.), and withimmediate feedback (e.g., via polls, verbal comments, etc.) from instructors or peers. It allowsspontaneity and flexibility of the questions, answers, or content presented; and it promotesimmediacy or community development. The rigidity of the schedule and potential technicaldifficulties are drawbacks of synchronous online learning environments. The time and resourcesrequired to design
- Conference Session
- For Students to Know and Grow
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
heightened risk ofreceiving disconfirming messages regarding whether they belong in academic spaces.In response to these inequities in students’ teamwork experiences and to create a more inclusiveclassroom, in a scholarship of teaching and learning (SoTL) approach [13], we began collectingstudent information throughout a team-based design project to better understand potentiallyfraught experiences (e.g., to what extent did you feel your ideas were heard and taken seriouslyin the team meeting?) as well as relating that information to more typical peer and self-assessments.Recognizing that power is unevenly distributed within teams, and wanting to forward a moresocially just classroom, we added critical readings highlighting ways that power and
- Conference Session
- Innovative, Engaging Pedagogies for Engineering Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed
- Tagged Divisions
- Engineering Ethics
Paper ID #33863Let’s Play! Gamifying Engineering Ethics Education Through theDevelopment of Competitive and Collaborative ActivitiesProf. Michael F. Young, University of Connecticut Dr. Young (http://myoung.education.uconn.edu/) received his PhD from Vanderbilt University in Cogni- tive Psychology and directs UConn’s 2 Summers in Learning Technology program. He is the author of nine chapters on an ecological psychology approach to instructional design and has authored more than two dozen peer reviewed research papers. His work has appeared in many major journals including the Journal of Educational Computing Research
- Conference Session
- DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Pamela McLeod, Stanford University; Junko Munakata Marr, Colorado School of Mines; Richard G. Luthy, Stanford University
- Tagged Topics
- ASEE Board of Directors
REU programs have operated as a single programacross multiple, geographically dispersed institutions. Multi-campus Sites offer access to abroader network of researchers, exposure to multiple institutions, and immersion in an extendedresearch community working towards common goals. However, operating a Site acrossgeographically distant universities introduces logistical and programmatic challenges that need tobe addressed to ensure a high-quality program.Several examples of multi-campus REU programs appear in the literature (e.g., TheoreticallyInteresting Molecules (TIM) Consortium [4], National Nanotechnology Infrastructure Network(NNIN) [5], Pacific Earthquake Engineering Research Center (PEER) [6], Rosetta Commons [7],and Engineering
- Conference Session
- Business and Professional Literacy Within Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Ferris, University of New Mexico; Pil Kang, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Yan Chen, University of New Mexico; Susannah C. Davis, University of New Mexico; Sang M. Han, University of New Mexico; Abhaya K. Datye, University of New Mexico
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
and his B.S. in chemical engineering with honors from the University of California at Berkeley. Dr. Han has over 25 years of experience in electronic and pho- tonic materials engineering and fabrication. His current research topics include (1) writable/rewritable quantum structures by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories
- Conference Session
- Making in Design Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Matthew Wettergreen, Rice University; Joshua Brandel
- Tagged Divisions
- Design in Engineering Education
products are listed as statements suchas “part is smooth with no burrs or sharp edges.” For each corresponding statement, a mark ismade reflecting where students’ work falls on this proficiency scale. These scales transparently 4telegraph the standards of excellence students should strive to achieve. At the end of eachassignment, students assess the work of their peers, identifying aspects of each product thatthey either like or would want to improve. This process is random and anonymized so studentsdo not immediately know whose work they are evaluating. This is designed to help studentsdevelop a critical eye for both giving and
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
were loaded into Dedoose qualitative software; we applied open coding,selective coding, and theoretical coding [20], [21] to analyze the data. Throughout this process,memo-writing was used to identify emergent themes and explicate findings [22], [23]. Thecoding scheme includes the following parent codes: unified voice, group agency, organizational 3character, emotional investment, interpersonal rapport, and role of the RED consortium. For thepurpose of this paper, we focus primarily on unified voice and group agency, taking intoconsideration where and when codes within these two categories intersect with codes within theother categories as well as
- Conference Session
- Pre-College Engineering Education Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
collaborative notes [44], [46] Throughout the finalstages of analysis, the team reviewed collective comments to categorize codes and consideroverarching themes [44], [46]. These themes resulted in the findings described below.Triangulation and rigor were ensured through the use of varied data sources that capturedwritten, spoken, and performed moments in the process of professional development through thetwo courses [44]. Rigor was further established through prolonged engagement with theparticipants which allowed for continuous conversations, member checking, and peer debriefingalong the process of analysis and writing [45]. This participatory research approach amplified theparticipating teachers’ voices and created the space for an iterative process
- Conference Session
- Student Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
TechnologyStudies (STS). Throughout the fall 2019 semester, I began to question the ways in which I hadbeen recruited and channeled, as a woman with an interest in science and math, into studyingengineering. Upon taking an introductory STS course, I was introduced to reflecting criticallyabout engineering as a field of study. This led me to enroll in a graduate seminar, EngineeringStudies, which provided me with a much deeper introduction to STS-inflected studies ofengineering, including engineering education. During this time, my professor, along with apostdoctoral fellow, were co-PIs for a study of student experiences in engineering education andhad already convened a group of undergraduate students who were in the process of interviewingtheir peers
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston
- Tagged Topics
- Diversity, NSF Grantees Poster Session
student engagement and academic success measures (such as retention) hasbeen well-established in the literature (e.g.,[3]), the program was designed to create a smalllearning community experience for students who would be less likely to demonstrate highengagement with the university, the curriculum, their instructors, and their peers. There are manyreasons why low-income students might show low-engagement levels. One reason is that aschool and/or family obligation requires them to work a significant number of hours each week.It is difficult to attend football games or join a sorority when you are working 20-40 hours aweek off-campus. Engagement is a luxury that many low-income students simply cannot afford.The Endeavour Program was designed to
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut
- Tagged Topics
- Diversity, NSF Grantees Poster Session
programs remain extremely low. The emphasis on conventionalpedagogical methods in engineering programs, coupled with a deficit-based approach that isfocused on the remediation of weaknesses, does little to foster the unique strengths ofneurodivergent students. In addition to the obstacles posed by traditional education system, thestigma related to a disability label leads many neurodivergent college students to neither discusstheir diagnosis with peers and professors nor obtain academic accommodations that may helpthem to persist in a challenging learning environment.To address these challenges and realize the potential contributions of neurodivergent individualsto engineering fields, a research project funded by the Engineering Education and
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
compassionand empathy with respect to education (numbers identified in Table 2). A Web of Science search[48] found that the term empathy (or empathetic) was a much more common idea in highereducation and engineering than compassion, which in turn was much more common thankindness. Papers that resulted from the search on kindness and education were generally relatedto PK12 or medical settings (nursing and medical school). The pre-college papers tended tofocus on teaching kids and students to be kind in their behavior toward peers and more broadly.This had a focus on fostering kindness in pupils among an array of prosocial behaviors,sometimes included with social-emotional education. The medical school settings tended tofocus on teaching future
- Conference Session
- Designing and Evaluating Engineering Leadership Programs
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Harindra Rajiyah, California State University, Sacramento; Lorenzo M. Smith Ph.D., California State University, Sacramento; Susan L. Holl, College of Engineering & Computer Science, California State University, Sacramento
- Tagged Divisions
- Engineering Leadership Development
August of 2011, Dr. Smith accepted a position as associate dean in Oakland University’s School of Engineering and Computer Science. Dr. Smith has published over 40 articles across various dissemination venues, including peer re- viewed journals and conference proceedings. His sponsored research activities are supported by a variety of sources: William Beaumont Hospital, Department of Energy (through the USAMP), United States Au- tomotive Manufacturing Partnership, Ford Motor Company, Chrysler Group, Pacific Northwest National American c Society for Engineering Education, 2021
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Carlotta A. Berry, Rose-Hulman Institute of Technology; Audrey Bowden, Vanderbilt University; Monica Farmer Cox, The Ohio State University; Tahira N. Reid, Purdue University at West Lafayette (COE); Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
2010 Annual Conf. and Expo., Louisville, KY, USA. [Online]. Available: https://peer.asee.org/advance-peer-mentoring-summits-for-underrepresented-minority-wo men-engineering-faculty. [Accessed: 07-Mar-2021].[2] “National Institute for Faculty Equity.” Serc.carleton.edu. . [Online]. Available,: https://serc.carleton.edu/facultyequity/index.html. [Accessed: 07-Mar-2021].[3] “2019 Symposium.” Arlnetwork.org. [Online]. Available: https://arlnetwork.org/symposium/2019/. [Accessed: 07-Mar-2021].[4] D. Bell, “Who’s afraid of critical race theory?,” Univ. of Illinois Law Review, pp. 893–910, 1995.[5] K., Crenshaw, N. Gotanda, G. Peller, and K. Thomas, Ed., Critical Race Theory: The Key Writings
- Conference Session
- Building Success in the Online Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Reihaneh Jamshidi, University of Hartford; Eoin A. King, NUI Galway
- Tagged Divisions
- Mechanics
learning path. It will alsopromote the following key elements of high-impact practices (HIPs) suggested by theAssociation of American Colleges and Universities: significant investment of time and effort bystudents over an extended period of time; interactions with faculty and peers about substantivematters; frequent timely and constructive feedback; periodic, structured opportunities to reflectand integrate learning; and opportunities to discover the relevance of learning through real-worldapplication. An example of modeling assignment currently developed for the Machine Designcourse is the simulation of shaft deflection using finite element analysis (FEA).Students’ engagement throughout the remote lectures could be enhanced by increasing
- Conference Session
- Electrical and Computer Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amy Fritz, Stanford University; Mark Horowitz, Stanford University; Atindra Jha, Stanford University
- Tagged Divisions
- Electrical and Computer
at theirmeasurement data and noticed that all these students measured the feedback loop many timescompared to their peers. For example, student 11’s final six measurements were clicking back andforth between the two breadboard rows on either side of the loose feedback wire. This makes sense,since from the picture presented, the circuit is wired correctly, and the voltage difference betweenthese points is surprising. Many feedback measurements strongly indicate that the student noticedsomething was wrong in this region, but it is not sufficient to indicate that they understood the rootcause of the issue: 5 students measured the feedback loop at least 4 times without writing thecorrect cause in the follow-up questions. Since students are so
- Conference Session
- Engineering Libraries Division Technical Session 1: Diversity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Anamika Megwalu, San Jose State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Libraries
form and Qualtrics. The purpose of the survey is twofold: a. Tounderstand what students’ expectations and the diversity in their expectations are, and b. To helpstudents actively recognize the diversity among their peers. Librarians can get a sense ofclassroom diversity by looking at the results of the survey. However, that alone does not advancethe concept of inclusion. According to McNair, inclusion is the “active, intentional, and ongoing engagement withdiversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social,cultural, geographical) with which individuals might connect—in ways that increase awareness,content knowledge, cognitive sophistication, and empathic understanding of the complex
- Conference Session
- CoNECD Session : Day 3 Slot 5 Technical Session 3
- Collection
- 2021 CoNECD
- Authors
- Annette L. Pilkington, Colorado School of Mines; Amy E. Landis
- Tagged Topics
- CoNECD Paper Submissions, Diversity
• Formal mentoring (peer and otherwise)• Living-learning communities• Affinity groups (e.g. SWE) WISEM.MINES.EDUSLIDE Notes: Research tells us that a sense of community can increase retention. Community can be built througha variety of practices (listed on slide) WISEM.MINES.EDU Community Building at MinesSociety of Women EngineersFlorence Caldwell Scholarship WISEM.MINES.EDU #womenatminesCommunity Building Best Practices Mines Examples:The Mines student section of the Society of Women Engineers (SWE) is the largest student organization on campus
- Collection
- 2021 First-Year Engineering Experience
- Authors
- Jutshi Agarwal, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati
- Tagged Topics
- Diversity
team projects based on engineering design. The projects aremajorly evaluated as team assignments, however there were minimal individual components(reflection and peer-critique).Data collectionData for this study was collected both from a self-reported survey and student records. Thelearning styles, social skills and personality data came from a survey administered at the end ofthe semester. The preferred learning style was obtained by the VARK scale [15]. It is a 16 itemsquestionnaire with four categories V-A-R-K. The preferred learning style is the category with thehighest score. The reliability estimates for the scores of the VARK subscales are .85, .82, .84,and .77 for the visual, aural, read/write, and kinesthetic subscales [16]. The
- Collection
- 2021 First-Year Engineering Experience
- Authors
- Jonathan Krones, Boston College; Jenna Tonn, Boston College; Russell C. Powell
- Tagged Topics
- Diversity
accessibility on theBC campus. Weekly near-peer-led reflection sessions draw on BC’s Jesuit-Catholic traditions ofstudent formation in which small groups of students grapple with the ethical dimensions ofengineering and consider how course content influences their personal and academic paths.One of MMW’s pedagogical challenges was how to create opportunities for students to take onthe interdisciplinary learning outcomes of the course: namely, to think creatively across history,engineering, and ethics and to apply their learning to real world situations. Our solution was aseries of interactive case studies to model the ways in which practicing and thinking aboutengineering connects with pressing social, environmental, regulatory, and political
- Conference Session
- Software Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tamaike Brown, State University of New York at Oswego; Bastian Tenbergen, State University of New York at Oswego
- Tagged Divisions
- Software Engineering Division
model the learningoutcomes for the course remain the same for all who enroll regardless of the mode of attendance. Our HyFlex SQA approach consists of lectures (in class, with video recordings), face-to-face activities, as well as group assignments, group projects, and exams all facilitated through anonline campus management system. During the lecture period, the instructor delivers content inthe form of lecture slides and writing on a whiteboard. This poses significant challenges for theinstructor, as the learning outcomes have to be delivered in different modalities, but with the samequality. This is particularly difficult in SQA courses, as these require instruction in formal methodsas well as systematic justification of engineering
- Conference Session
- Industrial Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Bosman, Purdue University at West Lafayette; Nathalie Duval-Couetil, Purdue University at West Lafayette
- Tagged Divisions
- Industrial Engineering
development. Here, it is important to remember that theentrepreneurial mindset focuses on one’s mental attitude and belief system, which is acquired andnurtured over time with continued practice, reflection and feedback. As explained by Carol S.Dweck, a change in mindset requires effort, practice, and challenging tasks [7]. Regardless ofwhether it is the entrepreneurial mindset or the growth mindset, practice and more practice canchange one’s beliefs and attitudes, which in return can instill and reinforce the entrepreneurialmindset. Common methods for integrating practice, reflection, and feedback into the curriculumcan be through semester-long scaffold projects, journaling, peer feedback, and formativeassessments.#4: Curriculum Design for Best
- Collection
- 2013 North Midwest Section Meeting
- Authors
- Sousada Chidthachack; Mark A. Schulte; Forster D. Ntow; Jia-Ling Lin; Tamara J. Moore
communicate” such as instead of b) Approximately half of these “strategies” that are unique to students specifically associated engineers. this knowledge with their PBL experience. Use language that For example: use layman’s terms, use clients can understand to make analogies, visual interpretations; your project much more valuable technical writing; knowing audience. in their eyes; One student added the importance of For example: bring a story into it people skills, “You