Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindsey Pegram, "Be A Maker (BeAM)" Makerspace in the Department of Applied Physical Sciences at the University of North Carolina at Chapel Hill ; Maria Christine Palmtag; Anna Engelke, UNC-Chapel Hill / North Carolina State University

Tagged Divisions

Student Division (STDT)

. Each community cohort consists of an experienced Program Specialist facilitator andthree to four new Program Assistants. In total, 18 new staff members have participated for a fullyear in the program. Each cohort meets weekly for three hours in the Makerspace, and new staffrotate to a new tool domain every six weeks. During the sessions, the participants would practicenew skills through structured projects, design activities, and opportunities for peer teaching. Atthe time of writing this publication, new staff had completed two successful six-week rotationsof the CoP program and a third rotation is in process. CoP facilitators monitored the programthrough multiple assessment methods, including participant self-assessment through pre- andpost

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Donald W. Mueller Jr. P.E., Purdue University, Fort Wayne; Josue Njock Libii, Purdue University, Fort Wayne; Donna Dea Holland, Purdue University, Fort Wayne; Omonowo David Momoh, Purdue University, Fort Wayne; Peter A Ng, Purdue University, Fort Wayne; Reynaldo Pablo; Suleiman A. Ashur, Purdue University, Fort Wayne

Tagged Topics

NSF Grantees Poster Session

senior-levelstudents [1,6]. Students were recruited as rising juniors in three cohorts consisting of eight, eight,and ten students from 2017-2019. These students comprised the core of a Student LearningCommunity (SLC). The SLC met to every two-weeks with activities designed to promotesuccessful academic habits and professional development as well as foster a sense-of-belongingand provide opportunity for both peer and faculty mentorship. Learning communities, especiallyfor first-year students, have proven to be effective at improving retention [7,8].A Faculty Learning Community (FLC) was also formed, and the group participated in acomprehensive program designed to increase interactions between faculty and students, supportstudent retention

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Novick, University of Texas at El Paso; Melanie Realyvasquez, University of Texas at El Paso; Sebastian Palacios

: • Focusing on the content of interpersonal interactions rather than delivery style [20] • Active listening [27] • Willingness to resolve: Naming personal issues that cloud the picture [28] • Co-operative power: Eliminating “power over” to build “power with” others [22]Skills for dealing with social loafing, in particular, include: • Rewarding both group and individual effort [29] • Assigning instrumental and equitable tasks to all team members; an instrumental task is one that is indispensable to the team’s project so that each team member believes that an adequate collective performance depends on his or her personal contribution [29] • Conducting peer evaluations [30] • Having each team adopt a written team

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

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

Conference Session

Pre K-12 Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michael Frye, University of the Incarnate Word; Chaoyi Wang, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Yvonne Calvo Burns, Camp Program Coordinator

Tagged Topics

Pre K-12 Education

curriculum was introduced over the two-week camp culminating with a finalpresentation and skit. miniGEMS was the first free camp in San Antonio for middle school girlsthat had a special focus on autonomous ground, air, and underwater robots. miniGEMS campswas led by undergraduate and graduate students from various UIW STEAM programs includingEngineering and Biomedical Sciences. Middle school teachers were hired to participate in thecamp and they helped recruit the middle school students from their respective schools.miniGEMS high school student alumni came back as peer mentors for the camp. An End ofSummer Conference and Banquet was held for all campers, their parents, and teachers on August4. miniGEMS clubs are now being formed in some of the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Caitlin Cairncross, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Topics

NSF Grantees Poster Session

increased the score to pass the Calculus 1 readiness test in summer2015.)A. Voluntary Pre-First-Year Six-Week Academic Summer BridgeTarget Audience: Entering first-year students who did not pass the Calculus 1 readiness test. All42 eligible students invited, but participation was optional. In the only year offered (2014), ninestudents participated.Cost for Students: meals, insurance, booksCost for the University: faculty stipends, student housing, 20-hour per week peer mentor,transportation for field tripsAcademic Integration Component: Students complete Pre-calculus II so that they can begin thefall semester on track with their cohort. They also complete a second course within theUniversity’s core curriculum.Social Integration Component: Ice

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

andlabs were matched to align and maximize interests. Students also received formal collegeguidance and training in public speaking during the summer. The program ended with acolloquium, open to the university community and family members of students, whereparticipants gave short talks to present their work.The program includes two courses: Dimensions of Scientific Inquiry (DSI) and Basic Robotics toInspire Scientific Knowledge (BRISK). DSI, taught by a member of the NYU faculty, is adiscussion-based course that covers scientific methods and practice, including their social,cultural, political, and economic contexts; ethical questions surrounding science and technology;and writing, especially as it relates to college application materials and a

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Topics

Diversity, NSF Grantees Poster Session

project, we examined the impact of micro-interventions aimedsolely at increasing the students’ sense of community in the early career course. These included,for example, a focus on classroom norms, strategies to increase peer-to-peer interactions, andpeer testimonials to enable discussions of the challenges faced by first-year engineering students,among others. For the third and final iteration of the project, we examined the impact ofinterventions aimed at both classroom community and relevancy.Based on the findings of this study and considering the context of the research plan, we have thefollowing concluding observations. There were important instructional differences seen betweenthe two courses as shown by the COPUS observational data

Conference Session

Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Carol Gattis, University of Arkansas; Shannon Davis, University of Arkansas; Bryan Hill, University of Arkansas; Patricia Kirkwood, University of Arkansas

Tagged Divisions

Minorities in Engineering

LeadershipDuring the ECAP Peer Mentoring and Leadership program ECAP freshmen and sophomores arementored; juniors and seniors serve as mentors. The freshman year is the most important in termsof retention, because 57% of all students who leave from 4-year institutions do so within theirfirst year.13 Major causes of students leaving include academic and adjustment difficulties,incongruence and isolation.13 Programs for retention must address the holistic freshmanexperience, since over half of freshman drop outs leave because of their first-year collegeexperience, not their academics.14 Student support during the transition to college is the primeinfluence on whether a student stays or leaves.15 As a support mechanism, successful peermentoring can

Conference Session

Integrating Teaching Assistants, Tenure-track, and Non-tenure-track Faculty into a Cohesive Department

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

introductory engineering course required by multiple programs in the College ofEngineering [Kunberger and Geiger, 2015, Kunberger, Geiger and Reycraft, 2016]. One aspect,the addition of Mentor TAs, was intended to develop informal near-peer mentor experiences,considered a “practice-based” mentoring initiative [Packard, 2016]. These students would servenot only as a traditional TA in providing feedback on course deliverables, but would also serveas a mentor within this first course in engineering in order to increase retention and promote amore inclusive culture in the college.The most recent evolution of the introductory engineering course added a summer trainingworkshop for course Mentor TAs. This 30-hour workshop took place over a one-week period

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

currently working on writing a book chapter for Algebraic and Combinatorial Computational Biology, an Elseiver publication. Additionally, Prof. Ghosh-Dastidar has extensive experience mentoring more than thirty students through different programs such as the NYC-AMP program, City Tech’s Emerging Scholar Program, and MAA NREUP grants.Dr. Diana Samaroo, NYC College of Technology and the Graduate Center of the City University of New York Diana Samaroo is an Associate Professor and Chair of Chemistry Department at NYC College of Technol- ogy, CUNY. Her pedagogical research is the area of peer led team learning in Chemistry and integrating STEM into curricula. With a background in biochemistry, her research interests are in the

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Schultz, Brigham Young University; Aaron R. Hawkins, Brigham Young University

Tagged Divisions

Cooperative and Experiential Education

Fellow of the IEEE and the OSA and currently the Vice President for Publications for the IEEE Photonics Society. c American Society for Engineering Education, 2018 Intensive Mentoring and Micro-Electronics Research for Students in Engineering (IMMERSE)AbstractThis paper describes an undergraduate research program called IMMERSE that has beenimplemented in the Electrical and Computer Engineering Department at Brigham YoungUniversity. Approximately 50 students per year participate along with 12 faculty members. Theobjectives of the IMMERSE program are to prepare student to continue on to graduate schooland to enable students to publish their research in peer-reviewed venues

Conference Session

FPD7 - Global Warming & Sustainability for First-Year Students

Collection

2008 Annual Conference & Exposition

Authors

Alex Friess; Carol Briam, Dubai Aerospace Enterprise University; Linda Thompson, Dubai Aerospace Enterprise University; Hemdeep Dulthummon, Dubai Aerospace Enterprise University

Tagged Divisions

First-Year Programs

multinational teams that in the context of the 2007 Dubai AirShow explored different branches of the industry with regards to environmental policies andstrategies. These branches included the airlines, airports, manufacturers, and regulatoryagencies. In addition, a series of workshops on research skills, presentation skills,professional communication and behavior, were offered to prepare the students both for asuccessful experience at the Air Show and to assist them in presenting their findings in aclosing presentation to their peers, a faculty panel, and industry representatives.The results assessment was initially constructed on the assumption that the student motivationto participate in the project would be strong, because a portion of the grade for

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Dan Cordon, University of Idaho; Barbara Williams, University of Idaho; Steven Beyerlein, University of Idaho; Donald Elger, University of Idaho

Tagged Divisions

First-Year Programs

, for students who are just learning these processes, auniversal model may not be the best way to build performance skills. This work was undertakento help novices understand unique characteristics of each process and the circumstances underwhich each process is most effective and efficient. This paper examines two tools that werecreated to build this understanding: (i) a matrix analyzing the similarities and differences amongthe processes and (ii) a graphical presentation highlighting key skills that are hypothesized foreach process. Effectiveness of the two tools was evaluated in a freshman design course whereteams of five students work on a six-week design mini-project. Data collected included notes bythe instructor, observations by peer

Conference Session

Web Education I: Delivery and Evaluation

Collection

2004 Annual Conference

Authors

J. Mark Pullen

simple and robust, functioning in almost any Internet environment • To be accepted, the system must make online teaching and learning easyScalable network delivery: In 2001 our laboratory took on the challenge of creating a solutionthat meets this challenge. We have created Network EducationWare (NEW) primarily fromopen-source software that is available with no license fee to all. The tools with which we startedwere created for use with Internet multicasting5, where one station sends an identical message tomany others. This approach is sometimes called peer-to-peer operation because all computershave identical ability to send to each other. It offers a simple model for scaling to large numbersof participants and has attracted talented

Conference Session

Teaching Teaming Skills Through Design

Collection

2004 Annual Conference

Authors

Pei-Fen Chang; Jiunn-Chi Wu

rewarded forbeing competitive, getting the right answer, and getting higher grades than most of theirclassmates. However, in courses where team performance becomes part of the evaluation process,the student must master an entirely different set of abilities that demonstrate knowledge by [3]: (1) Help team members and cooperating in a group; (2) Helping to plan; (3) Pacing and scheduling projects; (4) Getting peer and teacher feedback on work; and (5) Teaching classmates. Therefore, learning teamwork skills may be difficult for engineering students. The shiftfrom the traditional system of education to one based on groups and student participation alsoredefines what a good student does, which can threaten and raise the

Conference Session

Teaching Teaming Skills Through Design

Collection

2002 Annual Conference

Authors

John Feland

student teams. The peer assessment appears in the figure below: Page 7.275.8 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education Please write the names of all of your team members, INCLUDING YOURSELF, and rate the degree to which each member fulfilled his/her responsibilities in completing the homework assignments. Sign your name at the bottom. The possible ratings are as follows: Excellent Consistently went above and beyond, tutored teammates, and routinely went above and beyond the basic team

Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hector Palala, University of Nebraska, Lincoln; Amy Millmier Schmidt, University of Nebraska, Lincoln; Mara Zelt, University of Nebraska, Lincoln; Bethany Zelt, University of Nebraska, Lincoln; Andrew Stiven Ortiz Balsero, University of Nebraska, Lincoln; Maria Jose Oviedo Ventura, Cornell University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

mentioned during the interviews, “...they [thestudents] are going to be the messengers that carry the message of AMR forward to their peers,into their homes, to their parents.” The curriculum incorporated storytelling elements in the formof narrative-based educational videos, retellings of student experiences, and humanizingpathogens in story building (Figure 5).Figure 4. Examples of the curriculum's utilization of storytelling elements. (Left) Discussionslides use human-scaling for pathogens to create context, (Right) narrative-based storytelling instudent activities.Preparing the students to become the “messengers” to their communities required the ability toarticulate the concept of AMR orally. With the goal of fostering communication skills

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah Giersch, Broad-based Knowledge; Flora P. McMartin, Broad-based Knowledge, LLC; Elizabeth Nilsen, National Collegiate Inventors & Innovators Alliance (NCIIA); Sheri Sheppard, Stanford University; Phil Weilerstein, National Collegiate Inventors & Innovators Alliance (NCIIA)

Tagged Divisions

Entrepreneurship & Engineering Innovation

faculty development, community building, peer review of learning materials, and dissemination of educational innovation. She is PI for the project ”Learning from the Best: How Award Winning Courseware has Impacted Engineering Education.” This research focuses on determining how high quality courseware is being disseminated and how it is impacting the culture of engineering education as measured by changes in student learning, teaching practices, and the careers of the authors of these materials.Elizabeth Nilsen, National Collegiate Inventors & Innovators Alliance (NCIIA) Elizabeth Nilsen is Senior Program Officer for Epicenter at NCIIA. Her professional focus is on the de- velopment and growth of STEM and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

involvesconfidence in taking on research challenges, learning new skills, and contributing to the project team.Finally, recognition by others plays a pivotal role in solidifying an engineering identity. It can be definedas “recognition (i.e., beliefs that they are seen as a good student in the subject by peers, parents, andteachers) as being the type of person that can do a particular subject” [17, p. 2]. In the context of thisstudy, recognition reflects both interpersonal validation from engineering peers and mentors as well aspersonal internalization of external recognition. Through others identifying their engineering talent andtechnical contributions, students begin to think of themselves as good engineers worthy of that field. Withengineering interest

Collection

2017 ASEE Midwest Section Conference

Authors

Ali Self; Hannah Johnson; Molly McVey; Caroline Bennett

learning canstrengthen academic performance as well as provide social benefits (Gafney and Varma-Nelson2007, Haidet, Kubitz et al. 2014, Talbot, Hartley et al. 2015, Van Dusen, Langdon et al. 2015),particularly for low-performers (Conway, Johnson et al. 2010, Haidet, Kubitz et al. 2014). Inaddition, team-based learning is relevant to the development of interpersonal, communication,and leadership skills that are in high demand in the engineering industry (Kumar and Hsiao2007). In cooperative learning, students can create a network amongst their peers and develop anincreased sense of confidence, encouraging participation in class discussions (Astrachan, Duvallet al. 2002).In an effort to shift to an active learning culture, the classroom environment

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Melody Baglione, Cooper Union

Tagged Topics

NSF Grantees Poster Session

scoring rubric of teacher/assessor observations of student performance/behavior) and qualitative (semi-structured interviews and rapid ethnography) evaluation techniques. 3. It is performance assessment, since it uses a scoring rubric based on Bloom’s taxonomy to classify student cognitive understanding based on writing assignments and closely follows the design of the project from inception.6An external evaluator assessed the impact of the project by observing lectures, labs, and toursand by interviewing key informants. Initially, the course interventions were implemented by theprimary investigator (PI). In year 4, after the three-year implementation phase, the new courseinterventions were tested by a new lecturer and

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana Engineering Education Research Center; Tariq Akmal, Washington State University; Phillip Himmer, Montana State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. i knew how to do the math and one of the other group members was confident enough to check my math and they were much better at the write up portion so they focused on rewriting my explanations into a good lab write up. Unfotunatly we didn't collaborate far enough in advanced so we ended up writing it the night before and the morning of. But their working pre-med students. what can you do? meh. We worked well and met a handful of times as well as collaborated on a google document to get the report written. Group collaboration was a little frustrating. Out of three people, two of us did everything. It would be nice to include some peer evaluation of group mates. Not very good, we didn't know each

Conference Session

Improving ME instructional laboratories

Collection

2006 Annual Conference & Exposition

Authors

Mohammad Elahinia, University of Toledo; Constantin Ciocanel, University of Toledo

Tagged Divisions

Mechanical Engineering

)further developed laboratory and technical writing skills.”Prior to this redevelopment, as part of the subject-based approach, a classroom lecturepreceded each laboratory session. The lecture consisted of the review of the theorypertaining to each experiment to help students refresh their knowledge on the subject.Additionally the description and procedure of the laboratory experiment was coveredduring this lecture. Prior to each class, the lecture notes, along with the laboratoryprocedures, were posted on the course website. The step-by-step instructions for eachexperiment were provided to assist the students in setting up and conducting eachexperiment. Throughout the semester, eleven experiments were performed.The students wrote individual

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

data analysis showed differentpatterns between male and female students‟ peer relationships and support systems. Furthermore,male and female students also tended to adopt slightly different coping strategies relative to thedemanding course workload. While male students were more likely to form a quick socialnetwork and to build “learning relationships” with “like-minded” others most female studentstended to work alone and exclusively focused on academic work while not seeking more diverseand non-academic social networking opportunities. Each strategy seems to present some positiveand negative consequences.IntroductionDuring the last two decades, there has been growing consensus among engineering educators andpolicy makers that the retention

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Sunni Newton, Georgia Institute of Technology; Lydia Soleil, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

Enhancement of Teaching and Learning and is Assistant Director for the Scholarship and Assessment of Teaching and Learning at the Georgia Institute of Technology. Formerly, he was Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching diversity, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin – Madison. His technical expertise involves analysis of thermal systems for fusion reactor designs.Donna

Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Zhang, University of Louisville

complete Linux commandline tutorial, and how to install Ubuntu and programming in C and Linux. At the end of the first week,we also introduced topics on how to read research papers, how to write research papers, how to give aresearch talk, and how to prepare a research poster.We also hosted a virtual weekly seminar between the 2nd and the 9th week. PIs and the faculty mentorspresented various computer systems research areas in embedded and multicore systems; mobile andextensible distributed systems; cloud and data-intensive processing systems; machine learning; and 4memory, storage, and file systems. We also covered various computation, storage

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Renee Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

reflection and metacognitionactivity in the engineering curriculum (Ambrose, 2013). The present researchaims to address this and investigate the outcomes.To this end, in a fluid mechanics course at a large southeastern university, in-classproblem-solving in a flipped classroom was coupled with intentionalmetacognitive skills instruction and repeated reflection to enhance undergraduatestudent metacognition. As part of this NSF IUSE study, intentional, step-by-stepinstruction in planning, monitoring, and evaluation was provided in conjunctionwith weekly exercises to support metacognitive skills development and problem-solving. Each week, students intentionally planned, monitored, or evaluated theirproblem-solving and were asked to reflect in writing

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; M Brunhart-Lupo, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

grades over the course of the semester?Final grades for the course were determined through two individual assignments (20% of thefinal grade), and five team assignments (40% of the final grade), where every team memberreceives the same grade. The remaining 40% consisted of a combination of individual- and team-based grades: reflective journal, peer evaluation, mentor evaluation, and engineering graphics.Because assignments in engineering graphics contribute 20% to the final grade, and were gradedon a pass/fail basis, we compared student performance both with and without the graphics Page 26.1740.2grades.On an overall basis, we have not found a

Conference Session

Statics and Dynamics: What's New?

Collection

2008 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Lisa Benson, Clemson University; Matthew Ohland, Purdue Engineering Education; Sherrill Biggers, Clemson University

Tagged Divisions

Mechanical Engineering

minor in Education from the University of Florida in 1996. Previously, he served as Assistant Director of the NSF-sponsored SUCCEED Engineering Education Coalition. In addition to this work, he studies peer evaluation and longitudinal student records in engineering education.Sherrill Biggers, Clemson University Sherrill B. Biggers is a Professor of Mechanical Engineering at Clemson University. His research interests include computational solid mechanics, progressive failure and nonlinear response of composite structures, and optimum design. He has taught courses in structural and solid mechanics, and finite element methods. He received his PhD in Mechanical Engineering from Duke