Displaying all 10 results
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- DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A
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- 2020 ASEE Virtual Annual Conference Content Access
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- Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Casey Jane Ankeny, Northwestern University; Jay Oswald, Arizona State University
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- 2019 Best Zone & PIC Papers
Southwest. Each of these sectionswere taught in different ways: (a) traditional lecture format, (b) flipped style classroom, and (c)mixed version, which utilized videos created for the flipped classroom as supplemental materialbut delivered course content primarily through lecture style. Student-level data were collected forall three of the Statics sections of interest in this study. Data were analyzed to determine ifstudents enrolled in flipped or mixed sections experienced improved achievement outcomesgreater than their traditional-lecture peers. Initial data showed that the mixed course design hadthe greatest impact on student achievement as measured by grade distribution, DEW rates, andstudent performance on class assignments, quizzes, and
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- Bryan Mealy, California Polytechnic State University, San Luis Obispo
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(GPA=2.38) 4 (N=26) Count 3 Quiz 2 (GPA=2.21) 1 (N=23) 0 A A‐ B+ B B‐ C+ C C‐ D F Grade Figure 1: Course grade distribution.Figure 2 shows a chart of the average quiz scores for the course. The trendline in Figure 2 showsthat the average scores slightly decreased during the course. Table 2 shows how quiz
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- Alexander John De Rosa, Stevens Institute of Technology; Maxine Fontaine, Stevens Institute of Technology
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Novice and Intermediate categories after testing. 11% 29% 15% 45% 74% 26% (a) Spatial Novices (b) Spatial Intermediates Figure 1: Summary of behavior exhibited by students after initial testing 2018 ASEE Mid-Atlantic Fall Conference, October 26-27, 2018 – Brooklyn Technical High SchoolFollowing workshop session one, the average test score of
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- Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University
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was 69%with a standard deviation of 13%. There is no statistically significant difference between theseresults (p = 0.49), so we have combined the populations for the item analysis presented in Table2.Table 2. Item analysis of the TRCV v1.0 administered to 59 students at WCC and WWU in fall2018. The correct answer is in boldface. NA indicates students did not answer the question. Difficulty Point-biserial Item Description Index Correlation A B C D NA 1 2D position vector components 0.85 0.31 2 7 0 50 0 from length and angle given on annotated photo 2 Vector addition in 2D from
Best 2019 Zone II Paper: Research to Practice: Leveraging Concept Inventories in Statics Instruction
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- Ruth Wertz P.E., Valparaiso University; Theresa Green, Utah State University
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and Behavior, 10(C), 103–152. http://doi.org/10.1016/S0065-2407(08)60009-9Chi, M. T. H. (2008). Three types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift. International Handbook of Research on Conceptual Change, 61–82.Jorion, N., Gane, B., DiBello, L., & Pellegrino, J. (2015). Developing and Validating a Concept Inventory. In 2015 ASEE Annual Conference and Exposition Proceedings (pp. 26.497.1– 26.497.12). Seattle: ASEE Conferences. http://doi.org/10.18260/p.23836Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan
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- La'Tonia Stiner-Jones, Ohio State University; Wolfgang Windl, Ohio State University
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test that fails," Nature, vol. 510, pp. 303-304, 6/12/2014 2014.[3] K. G. Stassun, S. Sturm, K. Holley-Bockelmann, A. Burger, D. J. Ernst, and D. Webb, "The Fisk-Vanderbilt Master’s-to-Ph.D. Bridge Program: Recognizing, enlisting, and cultivating unrealized or unrecognized potential in underrepresented minority students," American Journal of Physics, vol. 79, no. 4, pp. 374-379, 2011/04/01 2011.[4] R. Sowell, T. Zhang, B. N, and R. K, "PhD. Completion and Attrition: Analysis of Baseline Demographic Data from the Ph.D. Completion Project," Council of Graduate Schools2008.[5] (1/31/2019). National Science Foundation, National Center for Science and Engineering Statistics, Survey of Earned
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- Georgios Georgalis, Purdue University at West Lafayette; Karen Marais, Purdue University at West Lafayette
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West Lafayette Dr. Karen Marais’ educational research focuses on improving systems engineering education. She is the author of several technical publications, including 20 journal papers and two book chapters. She received an NSF CAREER award in 2014. Dr. Marais has worked in engineering for two decades, first in industry and then in academia. She holds a B. Eng. in Electrical and Electronic Engineering from the University of Stellenbosch, a B.Sc. in Mathematics from the University of South Africa, and an S.M and Ph.D. from the Department of Aeronautics and Astronautics at MIT. c American Society for Engineering Education, 2020
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- Amardeep Kaur, Missouri University of Science and Technology; Theresa Mae Swift, Missouri University of Science and Technology
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: http://advances.asee.org/publication/implementing-and-assessing-a-flipped- classroom-model-for-first-year-engineering-design/7. K. A. Connor, D. L. Newman and M. M. Deyoe, “Self-Regulated Learning and Blended Technology Instruction in a Flipped Classroom,” 120th American Society of Engineering Education Conference Proceedings, Atlanta, 2013.8. J. W. Everett, J. K. Morgan, J. F. Stanzione III, and K. E. Mallouk, “A Hybrid Flipped First Year Engineering Course,” 121st American Society of Engineering Education Conference Proceedings, Indianapolis, 2014.9. T. Swift, and B. Wilkins, “A Partial Flip, A Whole Transformation: Redesigning Sophomore Circuits,” 121st American Society of Engineering Education Conference Proceedings
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- Katherine McConnell, University of Colorado Boulder
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Paper ID #32129Best 2019 PIC V Paper : Mapping and Strengthening Curriculum-BasedIndustry/Academia IntersectionsDr. Katherine McConnell, University of Colorado Boulder Katherine McConnell is a Senior Professional Development Advisor in the Department of Mechanical Engineering at the University of Colorado Boulder. c American Society for Engineering Education, 2020 Paper ID #25126Mapping & Strengthening Curriculum-Based Industry/Academia Intersec-tionsKatherine McConnell, University of Colorado Boulder/Denver
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- Angela R. Bielefeldt, University of Colorado Boulder; David Zhao; Alexandra Kulich; Madeline Polmear, University of Florida; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder
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Paper ID #32128Best 2019 PIC IV Paper : Student Views on their Role in Society as anEngineer and Relevant Ethical IssuesDr. Angela R Bielefeldt P.E., University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a