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Displaying results 91 - 120 of 1116 in total
Conference Session
Improving the BME Classroom on the Ground and Virtually
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura J. Perry, Clarkson University
Tagged Topics
Diversity
Tagged Divisions
Biomedical Engineering
student assessment and reflective data, this paper takes a deep dive into lessonslearned, work required, comparisons of didactic approaches, and how students’ assessmentschanged. The first author relates how he, as an old dog and set in using his unlearned teachingmethods, had to learn new tricks in order to survive as an effective instructor during a pandemic.The Quality Matters and the RISE courses prepared the instructor for better online course man-agement, especially for the hybrid fall 2020 term. But the hours required for course managementincreased >10-fold for the fall term over the course as it was previously offered.BR200 used a highly effective interactive synchronous exercise to get naive students fired upabout the biomedical
Conference Session
Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Stephen T. Frezza, Gannon University; Justin Michael Greenly, Franciscan University of Steubenville
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)
,implementing and/or making operational the product. When considered in toto, having this (orany) marker for goodness provides a bridge between ethics and the actual business ofprofessionally-conducted engineering, and consequently the development of a competent,professional E/C professional.Competence, at some level is always our judgment on the values that we expect of the engineer,reflected through how they go about engineering. In essence they are a reflection on thegoodness of the engineer, yet these are always judged in the context of the state of the art,meaning the goodness of the engineering process applied. But it is in the choices of the engineersthemselves that the connection between the goodness of the engineering and the goodness of
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver
Tagged Topics
Diversity, NSF Grantees Poster Session
both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams
Conference Session
Research Methods and Studies on Engineering Education Research
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington
Tagged Divisions
Educational Research and Methods
Paper ID #34289Research Through Design: A Promising Methodology for Engineering Edu-cationKathryn Elizabeth Shroyer, University of WashingtonDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education
Conference Session
Working Together: Approaches to Inclusivity and Interdisciplinarity
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of
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
Kern EntrepreneurialEngineering Network (KEEN) portal (https://engineeringunleashed.com/). Also, several booksfocus on teaching, including “Teaching Entrepreneurship: A Practice Based Approach [2],” “Howto Teach Entrepreneurship [3]” and “Classroom Exercises for Entrepreneurship: A Cross-Disciplinary Approach [4]”. These resources provide many examples of entrepreneurial learningactivities, yet, are limited in two ways. First, most of the learning activities are grounded withinthe business discipline, and second, they do not reflect a holistic design approach, whereby theinstructor considers the entire learning process from curriculum development to delivery toassessment. Thus, instead of considering the learning experience from a holistic
Conference Session
Minorities in Engineering Division Technical Session 7
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Brandon Bakka, University of Texas at Austin; Vivian Xian-wei Chou, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University ; Gabriella P. Sugerman, University of Texas at Austin; Cassandra Prince, LGBTQ+ STEM Issues and Advocacy; Jeffrey Marchioni, The University of Texas at Austin; Ria Upreti
Tagged Topics
Diversity
Tagged Divisions
Minorities in Engineering
helped augment queer engineering spaces and has served as a catalyst for studentactivism. Importantly, we have included student reflections of their experiences in the group andhow the readings connect with their experiences as a queer engineering student.BackgroundIn this paper, we use LGBTQIA (lesbian, gay, bisexual, transgender, queer, intersex, asexual) asan umbrella acronym to encompass all the identities held by those with a minoritized sexual orgender identity. We also use queer as a reclaimed term identifying LGBTQIA peoples andacknowledge that historically, “queer” was used as a slur.Despite the effort to advance diversity and inclusion resources on college campuses, the culture inengineering departments remains heteronormative
Conference Session
Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
historical context using a variety of instructional modes and pedagogicalinnovations.This paper presents the experience of developing and teaching MMW for the first time in 2020 inthe midst of the COVID-19 pandemic. MMW was designed and co-taught by an interdisciplinaryfaculty teaching team from the departments of history, theology, and environmental science. As adesignated “Complex Problems” course, a type of first-year interdisciplinary Core course, MMWoffered 70 students the opportunity to satisfy BC’s Core requirements in Natural Science andHistory through three linked pedagogical components: lectures, labs, and reflection sessions. Ourgoal was to integrate engineering, the history of science and technology studies, and ethical andmoral modes of
Conference Session
First-year Programs: Focus on Student Success 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Randy Hugh Brooks, Texas A&M University
Tagged Divisions
First-Year Programs
engineers relating events in their careers. e. Student product is a reflection about the sectors that appeal most to them. 2. Explore the 14 NAE Grand Challenges (GC). a. Description of each with an example of a solution being pursued. b. Students reflect and record their thoughts on groupings of 3-4 GCs. c. Student product is a passion reflection about the GC that appeals most to them. 3. Address college life such as balance/wellness, time management, and teamwork. a. Describe the life change about to occur and how to prepare. b. Share some studying strategies within a time management structure. c. Note the importance of building teamwork skills. d. Student product is their
Conference Session
Design Mental Frameworks
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Shraddha Joshi, James Madison University
Tagged Divisions
Design in Engineering Education
, and gears, which generate and convey mechanical motion. Inaddition to studying these physical elements, the students investigated the mechanics ofstorytelling, and they explored the historical and creative relationship between automation andnarrative. Through hands-on projects, students designed and fabricated basic automata that givelife to stories of their own design. From the project deliverables and student reflections, theauthor finds that incorporating storytelling and automaton creation had three major impacts onstudent learning. First, it allowed students to create connections between elements of storytellingand engineering and provided a new perspective to approach engineering problems. Second, itallowed students to think out-of-the
Conference Session
Pre-College Engineering Education Division Technical Session 8
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire
Tagged Divisions
Pre-College Engineering Education
Professional Identity Development”, where she explored Secondary Science Teacher beliefs and practices through reflective practice. Her research interests have focused broadly on issues of understanding (i) how teachers’ beliefs impact their classroom practice, (ii) teachers’ conception of STEM and (iii) teachers’ attitudes toward culturally diverse students. Additionally, she is passionate about working to help prepare culturally responsive science and math educators.Dr. Feng Li, Florida International University Feng Li has a Ph.D. in Curriculum and Instruction with a specialization in STEM Education. His research interests include integrated STEM education in K-12 settings.Dr. Jeanna R. Wieselmann, Southern Methodist
Conference Session
First-Year Programs: Virtual Instruction in the First Year II
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Randy Hugh Brooks, Texas A&M University
Tagged Divisions
First-Year Programs
, guiding feedback is key in constructivist design operation. “Gagne and Driscoll consideredthe provision of informative feedback to be as important as setting of problem situations” [1].Any student work must have a mechanism in place to provide timely, constructive feedbackwhether that feedback is through reflection, instructor grading, or as part of an IntelligentTutoring System (ITS). Multimedia offerings must be followed by a relevant discussion orreflection regarding the content, and assessments must be followed by timely feedback.The nine events of instruction provided by Gagne create a somewhat strict template in thelecture-based lesson environment while providing a skeletal framework for guiding studentsthrough problems worth solving in the
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University
Tagged Topics
NSF Grantees Poster Session
to market-driven design approaches and tools in an engineering design course. Thefollowing research questions (RQs) are explored:RQ1: To what extent do undergraduate engineering students’ initial conceptions of design account for the market context, such as competition and consumer considerations?RQ2: In what ways do these design conceptions change after introducing market-driven design techniques and tools in a design course?RQ3: What types of student assessment (e.g., surveys, written reflections, project reports) are significant predictors of evolving design conceptions at a topic level? andRQ4: Does the introduction and use of a market simulator tool correspond with a change in design conceptions?By exploring how current
Conference Session
Engineering Communication II: Curricular Practices, Integrations, and Collaborations
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy
Tagged Divisions
Liberal Education/Engineering & Society
ability to identify and use appropriate technical literature” [4].Program GoalsWhatever form it took, an enhanced technical writing program would have to meet these goals: • Support ABET’s instruction to produce students proficient in technical communication skills • Respond to employer requests for freshman co-op students more versed in business and technical writing tasks • Teach students a portable set of writing and presentation skills • Help students develop a process approach to writing that includes audience, purpose, context, research, and format considerations • Encourage students to develop a self-reflective approach to writing projects with the goal of becoming more proficient writersEmbedded Technical
Conference Session
Computers in Education 1 - Programming 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Ben Tribelhorn, University of Portland; Heather Dillon, University of Washington Tacoma; Andrew M. Nuxoll, University of Portland; Nicole C. Ralston, University of Portland
Tagged Divisions
Computers in Education
. Exam scores were improved when measuring studentsability to create use cases, especially clarity and completeness. Student performance was greatlyimproved when writing use cases, especially clarity and completeness which was reflected inimproved projects. Quantitatively, the same mindset objectives were assessed in other coursemodules as part a larger curriculum wide effort in Engineering. The numerical results indicatethat the modules in this course outperformed other modules in the curriculum for most of themindset objectives. Ultimately, the results indicate these types of modules may play an importantrole in entrepreneurial mindset development for computer science students.IntroductionThis paper describes a set of modules designed to
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington
Tagged Topics
Diversity, NSF Grantees Poster Session
. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. American c Society for Engineering Education, 2021 Engineering with Engineers: Fostering Engineering IdentityIntroductionThe Mechanical Engineering Department at Seattle University was awarded
Conference Session
First-year Programs: Focus on Student Success 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University
Tagged Divisions
First-Year Programs
department is always looking to improve how material relevant to major explorationis incorporated into its introductory course as it can have a significant impact on individualstudents as well as the retention and persistence statistics in the engineering majors.Over the years, the General Engineering department has implemented a variety of methods toencourage and/or require students to learn about the different engineering majors offered atClemson. For several years, students were required to complete a series of assignments as part ofan “Individual Reflection Portfolio.” These assignments required students to researchinformation about the different engineering disciplines then write reflections related toengineering ethics and future engineering
Conference Session
Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Hector Enrique Rodriguez-Simmonds, Purdue University; Avneet Hira, Boston College
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
, 2016). We use themetaphor of the soul to narrate our experiences in the field, a majority of which includeexperiences we shared being in the same engineering education PhD program. The metaphor ofthe soul serves as a vehicle to communicate our experiences, conceptions, hopes, fears, andaspirations. The soul is as much an idea felt, as it is a scholarship known through inquiry. Weexperienced this essence as it moved across individuals in our department, and believe it is feltfurther in the engineering education community. The soul fuels continuous evolution by creatingtension and using it as energy to find purpose in our work.IntentionOur intention is to share our experiences and prompt reflection from the engineering educationcommunity so that
Conference Session
Working Against Unjust Social Forces
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education, Equity
global, cultural, social, environmental, and economic factors. 5) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 8) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.Riley’s text uses a modular format that engages students in a four-step process (Engage, Analyze,Reflect, and Change). Figure 1: Learning Process for ModulesThe modules presented in Riley’s text can be integrated “as-is” into typical thermodynamicscourses. However, as the modules are not
Conference Session
Improving the BME Classroom on the Ground and Virtually
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jeffery Ethan Joll II, Vanderbilt University; W. David Merryman, Vanderbilt University
Tagged Divisions
Biomedical Engineering
inrelated fields indicates students in blended engineering courses have improved attendance,motivation, and collaboration. We hypothesized that restructuring to a blended course wouldimprove coding confidence and competence over the traditional course. Two courses werecompared: one traditional course and another with programming content moved to weekly onlinemodules. A programming project was assigned after completion of the coding material in eachclass. Modules were created using a backwards design approach. The desired codingcompetencies were identified as: pseudocode, loops, matrix operations, and data visualization.Modules for each of these subjects contained review, practice, and reflection components.Review and practice materials were
Conference Session
Hybrid and Online Learning
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis
Tagged Divisions
Materials
content and reflections from the instructor, TAs, and students.1. IntroductionThe COVID-19 pandemic disrupted higher education worldwide in March 2020. Colleges anduniversities abruptly stopped in-person instruction and instead required remote teaching.Instructors’ challenges included preparing virtual lessons, learning videoconferencing software,and selecting appropriate graded assessments. At the same time, students’ learning routines weredisrupted as many returned home and were away from their peers; some students also lost thesafety net that the university provided, such as reliable food and shelter [1]. Furthermore, bothstudents and faculty were affected by limited internet connectivity and additional familyresponsibilities due to the
Conference Session
Designing and Evaluating Engineering Leadership Programs
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Teresa J. Didiano, University of Toronto; Annie Elisabeth Simpson, Troost Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve P.Eng., University of Toronto
Tagged Divisions
Engineering Leadership Development
, and a practical leadershipexperience. We discuss the pedagogical approaches that: 1) foster reflective self-leadership; 2)support the emergence of personal vision; and 3) create learning communities. We conclude bysharing recommendations for engineering educators to implement engineering-graduate-student-specific, leadership development initiatives at their institutions.ContextThe Faculty of Applied Science and Engineering at U of T is home to approximately 3000graduate students and postdoctoral fellows and 5000 undergraduate students. The graduatestudent population is divided equally into three degree-programs, PhD, research-based Masters,and course-based, professional Masters. Of all graduate students, 29% identify as women and42% are
Conference Session
Mathematics Division Technical Session 3
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Emre Tokgoz, Quinnipiac University; Elif Naz Tekalp; Hasan Alp Tekalp
Tagged Divisions
Mathematics
. APOS theory is initiated with Piaget’stheory of reflective abstraction [17] and got expanded to K16 mathematics education and RUME in recent years. Itwas applied in 1997 to mathematical topics for analyzing combined math knowledge of a student in a specificsubject [1]. Action, process, object, and schema are the mental structures proposed as a part of the APOS theory tofollow developmental stages of the learners. The main goal of this theory is to observe and categorize mentalstructures through observations of learners’ mental mechanisms; it is important to understand the totality ofknowledge and its’ reflection in applications.In the relevant APOS literature, learners’ conceptual view of the function was studied in [3] by relying on
Conference Session
Pre-College Engineering Education Division Technical Session 15
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Diane Elisa Golding, University of Texas at El Paso; Heather Kaplan, University of Texas El Paso
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
empiricalstudy of art classrooms as a way to describe “the kinds of thinking developed by the arts [thatare] important in and of themselves, as important as the thinking developed in more traditionallyacademic subjects.” According to Hetland et al. [4], the eight Studio Habits of Mind include:Developing Craft, Engaging and Persisting, Envisioning, Expressing, Observing, Reflecting,Stretching and Exploring, and Understanding Art Worlds.Hetland et al. [4] define the eight Studio Habits of Mind in the following ways: Develop Craft- Technique: Learning to use tools (e.g. viewfinders, brushes), materials (e.g. charcoal, paint); learning artistic conventions (e.g. perspective, color mixing) Studio practice: Learning to care for tools
Conference Session
Pre-College Engineering Education Division Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Sapna Shah, Harvard University; Alex Beaudette, Harvard University; David R. Bergandine, University of Illinois Laboratory High School; Savindi N. Devmal , University of Illinois Laboratory High School; Conor Walsh P.E., Harvard University; Holly M. Golecki, University of Illinois at Urbana - Champaign
Tagged Divisions
Pre-College Engineering Education
K12 soft robotics activities werepresented as practitioner-delivered outreach. This paper details development and pilot of ateacher facilitated Soft Robotics Toolkit program for K12 schools that includes a design thinkingcurriculum and a physical toolkit, specifically designed to complete in school or at home. Forteachers to confidently deliver the emerging curriculum, we describe a teacher professionaldevelopment to facilitate adoption of soft robotics topics into middle and high school classrooms.We provide reflections on the experience of the classroom teacher delivering the curriculum inthe remote environment and results from a 9th grade student in the course. This pilot will informfuture work in assessing teacher confidence in teaching
Conference Session
Supporting Biomedical Engineering Students in Holistic Development
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Biomedical Engineering
twoundergraduate student developers of this curriculum participated in the honors program,so they were familiar with the rigors and expectations of honors coursework. Finally, thehonors program awards funding for a student teaching assistant for each course selectedthrough the competitive process.Course Topics and ThemesThroughout the course, students are asked to reflect on who gets to be a scientist orengineer, who defines which questions researchers ask and which problems engineerssolve, who benefits from these solutions, and what role social justice plays in science andengineering practice.Through a social justice lens, we explore the ethical implications involved in howtechnologies impact underrepresented people with specific focus on race, gender
Conference Session
Design Across the Curriculum 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University
Tagged Divisions
Design in Engineering Education
feedback can be more constructive for students in adesign curriculum [36]. As such, verbal feedback plays a significant role in success and teamperformance for students in engineering design curriculums [37]. Prior research shows evidencethat elementary students have navigated the demands of giving engineering design peer feedback[38]. Even more, student discourse helps students to understand how their drawn designs (e.g.conceptual models) can be used during an engineering design challenge in an elementary scienceclassroom [39].Peer comparison can also facilitate student reflection. Through reflection, students can evaluatethe pros and cons of student models, intentionally select solutions, and purposefully chooseimprovements. Prior studies
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Renee Rigrish Pelan, Ohio State University; Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Amber Dyche, Ohio State University
Tagged Topics
NSF Grantees Poster Session
, Energy.Theoretical FramingIn order to investigate the impact of the program on faculty identity and motivation, weemployed the Longitudinal Model of Motivation and Identity (LMMI) to frame our research [8].The LMMI combines Self-Determination Theory [9] and Possible Selves Theory [10] to studymotivation and identity development during an experience. This model gives us the capability toobserve how the program has made an impact on individual faculty members as well as seeingthe impact of the program holistically across the participants.The LMMI has previously been used to study graduate teaching assistants’ motivation andidentity development as teachers [8]. For that work, one data collection measure included havinggraduate teaching assistants reflect on
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kaitlin Mallouk, Rowan University; Alexandra Coso Strong, Florida International University; Courtney June Faber, University of Tennessee at Knoxville; Darby Rose Riley, Rowan University
Tagged Topics
NSF Grantees Poster Session
Society for Engineering Education, 2021 Engineering Education Guilds: Understanding Their Vision for InnovationIntroductionThe major aim of this project is to understand how, and the extent to which, engineeringeducation guilds (e.g., the Consortium to Promote Reflection in Engineering Education (CPREE)and the Kern Entrepreneurial Engineering Network (KEEN)) foster propagation and adoption oftheir respective pedagogical innovations. Engineering education guilds like CPREE and KEENseek to work at the forefront of educational innovation by creating networks of instructor changeagents who design and implement a particular innovation in their own context to further theprofessional formation of
Conference Session
First-Year Programs: Student Perceptions and Perspectives
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo
Tagged Divisions
First-Year Programs
engineering research practices, information-literacy skills, andcritical evaluation of information. Students undertook an iterative writing process and submittedfinal projects, recording their resource-selection process. These were evaluated to determine theimpact of the asynchronous learning module on students' information-seeking behavior. Finally,the results of this pedagogical reflection were compared to similar data recorded the previousyear following in-person instruction of the same material [8]. Our results demonstrate that theasynchronous learning module significantly enhanced the students’ critical evaluation of sources.These results have dramatic implications for how we understand students’ information-seekingbehaviors, pedagogical design