Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Briana Bouchard, Tufts University; Kristen Wendell, Tufts University; Nicole Batrouny, Tufts University

[8] was performed. Expectancy valuetheory (EVT) was used as a framework to understand how the perceived barriers toimplementation may impact instructor motivation to adopt this new practice. Expectancy valuetheory states that one’s expectation for success multiplied by their subjective value for a giventask equals their motivation to attempt that task [9]. This means that faculty must place value onePortfolios as a tool and must also feel they are able to feasibly use that tool in practice to besufficiently motivated to integrate ePortfolios into their courses. Identified barrier themes wereassociated with EVT factors during analysis. This association was done to better understand howthe barriers are linked to the components of motivation

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Iftekhar Ibne Basith, Sam Houston State University; Raisa Sara; ABM Rezbaul Islam, Sam Houston State University; Khalid M. Khan, Sam Houston State University; Rasheda Rasheda Sultana, Sam Huston State University

Tagged Divisions

Multidisciplinary Engineering

Paper ID #33031A Faculty Roundtable on Instructional Challenges during the PandemicDr. Iftekhar Ibne Basith, Sam Houston State University Dr. Iftekhar Ibne Basith is an Assistant Professor in the Department of Engineering Technology at Sam Houston State University, Huntsville, TX, USA. Dr. Basith has a Ph.D and Masters in Electrical and Computer Engineering from University of Windsor, ON, Canada with concentration on 3D IC, MEMS and Testing. Dr. Basith has published several IEEE transactions, articles and conference proceedings over the last few years. His research interest lies on Automation and Robotics, Testing of 3D

Conference Session

Electrical/Electronic ET Issues

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steve C. Hsiung, Old Dominion University; Feng Jao, Ohio Northern University; Lijian Xu, Farmingdale State College; Marjaneh Issapour, State University of New York, Farmingdale

Tagged Divisions

Engineering Technology

development begins with a goodstart in attending a training workshop or seminar but end up with little or no further interestbecause there is no continuous support. Sometimes it may simply be there is no one to talk towhen there is a “glitch” in the technology or a technical problem. Even when technical support isavailable, there are times where the support person does not understand or care about academicissues and concerns. Often assistance that may be provided is not applicable or beyond thefaculty capability to resolve the problem or issue. However, an effective LMS can provide thecapability to address and resolve many issues and problems. Suggestions and solutions can beposted to the LMS and shared and updated through links to other faculty that

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Divisions

Educational Research and Methods

research (EER) in India has lacked popularityand acceptance. However, EER is gaining recognition globally, and specifically in India, facultymembers housed in traditional engineering programs are starting to engage in EER. This studysought to understand how faculty members in India with a formal engineering background engagein the process of learning to and conducting EER. This qualitative research study involved fourresearch participants from two different universities in India. Four interviews were conducted andanalyzed to address the following research question, How do faculty members housed in traditionalengineering programs build, interpret, apply and communicate new knowledge in engaging inengineering education research in India?, four

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

future work. This study used insights fromstudents and faculty to explore beliefs regarding inclusive teaching in engineering educationsettings. We used semi-structured interviews to examine beliefs related to inclusive teaching inengineering contexts. Our approach involved using first- and second-cycle methods to describebeliefs and organize them according to dominant themes. Preliminary findings indicate a diverserange of beliefs concerning inclusive teaching and suggest a shared sentiment among students andfaculty participants regarding the importance of fostering student-professor personal connections,using inclusive pedagogical methods, and ensuring that courses address issues of diversity, equity,and inclusion in engineering. Given the

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, University of Illinois, Urbana-Champaign; Natasha Aniceto Mamaril, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

studiesarticulate how to motivate engineering faculty to interact across engineering disciplines, letalone, with non-engineering faculty such as educational experts. Therefore, the research teamsought to understand, how can we develop a culture of collaboration among STEM facultyaround the issue of implementing teaching innovation including RBIS’s? The specific guidingresearch question for the current study is how do faculty in STEM describe their experienceparticipating in the Strategic Instructional Innovations Program (SIIP) – a program designed topromote and support the implementation of teaching innovation?This qualitative study employs an exploratory phenomenological approach, using semi-structured interviews with 12 STEM faculty across academic

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Engineering Leadership Development Division

Department of Engineering Education and affiliate faculty with the Higher Education Program at Virginia Tech. His research focuses on student learning outcomes in undergraduate engineering, interdisciplinary teaching and learning, organizational change in colleges and universities, and international issues in higher education. Page 24.401.1 c American Society for Engineering Education, 2014 Developing engineers who lead: Are student, faculty and administrator perspectives aligned?IntroductionAs society becomes increasingly globalized and technologically

Conference Session

Computers in Education 4 - Online and Distributed Learning 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julian Ly Davis, University of Southern Indiana; Thomas McDonald, University of Southern Indiana; Bradley Lane Kicklighter, University of Southern Indiana

Tagged Divisions

Computers in Education

Licensed Profes- sional Engineer in the State of Indiana since 2005. American c Society for Engineering Education, 2021 Online Testing with Blackboard – Lessons Learned (Perspective from 3 Engineering Faculty) Department of Engineering University of Southern Indiana AbstractDuring the past year, faculty managing concerns with COVID–19 have turned to online exams toassist with summative assessment in their courses. As usual, there are benefits to using onlineexams in Learning Management Systems (LMS) and, of course, there are other aspects

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

of the46 following four areas: academic and career advising, high school preparation, engineering structure and47 curriculum, and faculty relations[9]. This paper focuses on faculty relations because, historically, 148 universities have relegated retention issues to staff and advisors. The importance of faculty influence on49 student retention is an under-researched and under-explored area. Specifically, faculty relations can be50 shaped through specific teaching practices instructors can use to increase student retention. Research51 supports the claim that student-professor relationships are vital in promoting the success of engineering52 students [10], [11]. One

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

in non-tenure-track faculty includebudget constraints, the need for additional flexibility in scheduling, and the ability to include facultymembers with specific knowledge or expertise for specific courses [1][2], factors which are not likely toabate.As the number of non-tenure-track faculty increases, concerns about the impact of this change on studentlearning and as an attack on the tenure system have emerged. As Levin and Shaker note, “full-time non-tenure-track faculty are deemed accomplices, albeit unwitting, to the erosion of the academic profession,faculty power, and undergraduate education” [3]. Early quantitative studies supported this notion, usinglarge national datasets to show that non-tenure-track faculty, especially part-time

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlyn Thomas, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Jeanne Sanders, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Kelly Cross, University of Nevada, Reno

(EER).Because DEI is an essential topic in education and engineering, this result suggests a significantgap in EER community knowledge. With this gap in mind, we thematically analyzed the 22articles that met the inclusion criteria to understand what faculty beliefs EER has focused on.The main result of this analysis was our proposed model, the Problematization-to-ActionContinuum (PTAC), which highlights faculty’s readiness to make change efforts towardpromoting DEI. The PTAC model is a single-axis continuum that contains three defined points(each end and the center). On one end, engineering faculty do not acknowledge there areproblems concerning DEI, and there are no actions taken toward bettering these issues. In thecenter, faculty

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

David Barnett, Saint Louis University; Rebecca Willits, Saint Louis University

Tagged Divisions

Biomedical

decrease in the population of students working in faculty labs may simplyreflect the timeline introducing new opportunities as well as variations in the makeup andcharacter of relatively small senior classes (18, 30, 14). There has been no negative impact on thestudent understanding of design topics between students that work in faculty labs and those thatdo not. Specifically, in the last two years, exams covering specific design concepts showequivalent or significantly better (t-test, p<0.05) scores for students that have completed thejunior level independent experience prior to their senior project.Students completing the combined junior level independent research and senior projects courseswere asked to provide self-assessment of the

Conference Session

Professional Development & Women Faculty

Collection

2005 Annual Conference

Authors

F. Carroll Dougherty; Cheryl Schrader

collaborative grantwith faculty in the geosciences department to study the effects of spatial and temporal variabilityof soil properties on watershed processes. One of her major research interests continues to be thedevelopment of a new cone penetrometer tool for determining the hydraulic properties ofunsaturated soils, for which she has received a NSF CAREER Award and an ARO younginvestigator award while at South Carolina. Dr. Gribb also received DURIP and NSF Idaho-EPSCoR equipment grants while at Boise State to obtain a truck-mounted direct push system andthe associated tooling to further this research. She has taught introduction to Civil Engineering,hazardous waste engineering, groundwater contaminant transport, hydrogeology, vadosezone hydrology

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hwangbo Bae, University of Florida; Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Divisions

Engineering Leadership Development

develop professional skillsthrough experiences outside the classroom. Faculty members also varied in their perceptions ofwhen leadership education should be taught to students. In this section, these findings will becompared to prior literature and developed into recommendations for improving students’employability.The participants in our study indicated that engineering students are less prepared forprofessional skills than technical skills. Students must develop professional skills in theirengineering programs to improve their employability. Students’ under-preparedness in terms ofprofessional skills has been a continuous issue that engineering programs have faced in meetingindustry expectations [29], [30]. Studies have shown that engineering

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Deborah Moyaki, University of Georgia; John Ray Morelock, University of Georgia; Racheida S. Lewis, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

evaluating the qualifications of graduate school applicants.The research examines the degree to which faculty members believe that the GRE accuratelymeasures the skills and abilities that are important for success in graduate-level studies andevaluates their perceptions of the test as a fair and unbiased assessment of applicants.Additionally, we explore concerns or criticisms faculty members have about using the GRE as agraduate school application component.MethodologyOur research employed a two-phase, sequential, explanatory mixed methods approach [2] forcollecting data to address the research questions at hand. The first method involved an online,primarily quantitative survey distributed to College of Engineering faculty members at the(anonymized

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jade Mitchell, Michigan Sate University, Dept. of Biosystems and Agricultural Engineering; Mark H. Weir, The Ohio State Universiry; Julie Libarkin; Joan B. Rose

Tagged Divisions

Multidisciplinary Engineering

scientists frommultiple research disciplines as new needs arise. Most often QMRA is performed by engineersbecause it is computationally intensive to mathematically model dynamic physical, chemical andbiological processes from source to adverse health outcomes in a receptor. Risk assessmentprovides a science based interface to policy and requires that the science is adequatelycommunicated to diverse stakeholders. Few engineers possess the necessary skills in the socialsciences to adequately address issues of human behavior that affect risks associated withexposure to pathogenic agents or responses to health risks. Quantitative information isparticularly challenging to communicate, but can greatly improve decision and policy making.QMRA methods have

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenifer Blacklock, University of Colorado - Boulder; Kathryn Johnson, Colorado School of Mines; Randy Cook, Colorado School of Mines; Natalie Ann Plata; Stephanie Claussen, San Francisco State University

Tagged Divisions

Liberal Education/Engineering & Society

their own futures asengineering practitioners [7]. A key element of our research is that new concepts are thereforeneeded to help engineering students develop sociotechnical thinking, or the ability to identify,address, and account for “the interplay between relevant social and technical factors in theproblem to be solved” [8] (p. 1). For a more in-depth motivation of the need for sociotechnicalintegration in engineering education, we refer readers to [8].Developing engineering courses that address sociotechnical thinking can be challenging,especially for faculty who were themselves trained in more traditional, technically-focusedcurricula. Some faculty within the U.S. have integrated sociotechnical thinking or similarconcepts within their

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Donald Elger, University of Idaho; Scott Metlen, University of Idaho; Robert Carson, University of Idaho; Tristan Utschig, Lewis-Clark State College; Dan Cordon, University of Idaho; Marie Racine, University of District Columbia; Steven Beyerlein, University of Idaho

environments.Scott Metlen, University of Idaho SCOTT METLEN is an assistant professor of Production Operations Management (POM) at the University of Idaho where he teaches Quality Management and POM topics in a faculty team that teaches an integrated business curricu-lum. His research interests include all aspects of process management--design, implementation, control, and im-provement of value-added processes. Scott is particularly interested in high level processes, such as the education and learning. These processes are interesting because they are challenging to manage and integrate.Robert Carson, University of Idaho BOB CARSON is an instructor of Design Analysis in Mechanical Engineering at the

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

Tagged Divisions

Educational Research and Methods

underlying knowledge of statusinequity and the fear of making a mistake. These studies emphasize the value of FSI in engineeringas a support to student learning and development.Smaller, primarily teaching institutions may be better suited for providing environments conduciveto more numerous or impactful instances of FSI. However, the 2018 National Survey of StudentEngagement highlighted how small institutions experience issues with faculty being available tostudents, and students taking advantage of opportunities to engage with their professors, such asvisiting office hours [15]. While the quantity of FSI has been shown to increase positive outcomesfor students, quality FSI has been shown as equally, if not more, important [16]. Our study aimsto

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Susan E. Shadle Ph.D., Boise State University

Tagged Divisions

Mathematics

, andpromotes exploration of new teaching strategies.7-13The Center for Teaching and Learning at Boise State University has had an FLC program since2007. With the 2010 STEP grant funding, one STEM-focused FLC was launched in the 2010-2011 academic year. The next two, held in 2012-13 and in 2013-14 were focused on calculusonly, as a result of intense interest by math faculty. The first calculus-focused FLC was differentthan other FLCs that had been supported and differed from FLCs described in the literature inimportant ways. Because it involved faculty from a single discipline focused on a single course,the line between individual course-based teaching projects and a collective effort to improve amulti-section course was blurred. This is reflected in

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University; Helen Turner, Chaminade University; Mark Speck, Chaminade University

Tagged Divisions

Engineering and Public Policy

Chaminade Universitybetween 2017-2019. Each module specifically incorporated data sets that derived from keypolicy related issues in the Pacific, ranging from engineering, environment, and healthdisparities. The case study used in this paper will present a model to design a module, and theKemp instructional design framework to integrate the module and public policy in a data scienceclass.IntroductionScience, technology, and innovations (STI) are growing and advancing at a significant rateproviding many benefits from cures, improving resources of supply and demand, being able toconnect with love ones across the globe, and finding new STI. However, along with the benefits,there are safety challenges, from a pharmaceutical drug causing harm, rise in

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

retreat at Pine Mountain ResortState Park in Kentucky. For two full days, they talked in pairs and small groups about "thornyproblems" they were wrestling with in their work. They reviewed each others' papers and grantproposals, problem-solved around issues working with difficult graduate students and developingcomplicated IRB applications, and discussed strategies for making interdisciplinary connections.These conversations, interspersed with recreational activities, built trust between the participants,which formed the foundation for peer-mentoring relationships. These relationships have not onlycontinued but have grown deeper and expanded to include more people, including a fewrecently-tenured faculty now contemplating the new target of

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., The University of Texas at El Paso; Irma Y. Torres-Catanach, The University of Texas at El Paso; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, The City College of New York; Dugwon Seo, Queensborough Community College; Jorge E. Gonzalez, City University of New York, City College; Joseph Barba, City University of New York, City College; Fenot Aklog, Teachers College Columbia University; Fred Moshary, City University of New York, City College; Jeff Sivils, El Paso Community College; Yasser Hassebo, The City University of New York, LaGuardia CC

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Paper ID #34069 (CUERG), The City College of New York Presidential Professor, and the NOAA CREST Professor of Me- chanical Engineering at the City College of New York. Prof. Gonz´alez earned his Doctorate (1994) and Bachelor (1988) degrees in Mechanical Engineering from the Georgia Institute of Technology and from the University of Puerto Rico-Mayag¨uez, respectively. He joined The City College of New York faculty in 2008 after tenures at Santa Clara University, California, as Professor and David Packard Scholar, and as Chairman and Professor of Mechanical Engineering at the University of Puerto Rico-Mayag¨uez. He teaches and conducts research in urban energy sustainability, urban weather and climate, urban remote

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Sultan Bedane Halkiyu, Bule Hora University; Abdisa Bedane Halkiyu, Bule Hora University; Roma Bedane Halkiyu, Arba Minch University; Demitu Geda, Bule Hora University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

faculty members in Ethiopian higher education,particularly in STEM disciplines, remains very low compared to their male counterparts [11],[13], [14], [15], [16], [17]. This raises concerns about the gender gap in the faculty composition 2and the potential negative impact on the academic environment, campus climate, and academicachievements, especially for female students in Ethiopian higher education.This study aims to shed light on the gender diversity issues within the engineering faculty at onepublic university in Ethiopia. By examining the trends and statistics related to the representationof women faculty members in engineering and technology

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

Women in Engineering

Research UniversityAbstract This paper reports the results of qualitative research, viewed through the theoreticallenses of social learning theory and communities of practice, which aimed to investigatestrategies to support female STEM faculty at all ranks at East Coast University (ECU). Sixteensuch strategies were identified via the iterative analysis of interviews with 19 tenured/tenure-track female STEM faculty at ECU, representative of all academic ranks and of multipledepartments across the College of Science & Mathematics and College of Engineering. Thestrategies responded to initiatives and policies in place at ECU to support female STEM faculty,were specifically mentioned by at least one participant, or attended to issues common

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

, connectivity and access, and lack of study spaces available in their home. Anumber of students also complained about the lack of technological resources such as laptops toaccess their online courses, as well as other issues with technological tools (e.g., Zoom), whichinhibited their capability in joining classes within the expected time-frame. Other students complained of financial restrains, as well as emotional and family disputesin moving back home. Some faculty also observed that students had issues with their current jobsas well as obtaining paid internships leading into the summer months following. These strugglesall created challenges and distractions in students being able to achieve optimal performance inthe largely new online teaching

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Mel Chua, Franklin W. Olin College of Engineering; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

Continuing Professional Development

  1​prestige and conceptual hurdles​ . The POD community represents a young field with many new practitioners who have been ­­ or still are ­­ faculty in various disciplines and who have  2​journeyed into faculty development later in their careers​ . Both communities intersect in the realm of engineering faculty development. All three of us work within that intersection; we are engineers who journeyed into education research during our time in graduate school and who now focus aspects of our education research and outreach on engineering faculty development. The purpose of this paper is to share what we have learned about the challenges and opportunities that arose while working to

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; James Collofello, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

First-Year Programs

experiences that bothintroduce and encourage faculty to trial new tools and techniques, but that also run for the long-term, supporting collaborative organizations of faculty working together to transform earlyengineering experiences.IntroductionRecent research has shown that learner centered practices are infrequently used in engineeringpedagogy. Learner Centered instruction is defined by the American Psychological Association ascomprising a set of cogntive and metacognitive factors, motivational and affective factors,developmental and social factors, and individual differences (see Table 1) 1. It is assumed,generally, that to be learner centered, pedagogies need to simultaneously address key concepts,skills, and dispositions in a domain, and

Conference Session

Female Faculty, Learning, NSF, and ABET Issues at Two-Year Colleges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Jerry O'Connor, San Antonio College

Tagged Divisions

Two Year College Division

conducting this project some valuablelessons were learned and some new practices were successfully adopted. For faculty thatmay be considering the implementation of Service Learning projects in their freshmanengineering courses, the following points should to be addressed to ensure successfuloutcomes: • Administrative support- this is very conducive to the success of service learning projects; • Emphasis should be placed on academic rigor; • Participation in faculty training offers a lot of help of implementing service learning projects in engineering courses and numerous chances to network with other like- minded faculty; • Emphasis should always be placed on safety and quality at every step; • Publicity and

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiffany Chan, University of California, Davis; Tate L Chatfield, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Divisions

Student Division (STDT)

higher aptitude forengagement than students that did not [17]. Informal interaction is established as interactionoutside of relevant classroom instruction. [15] Reported benefits of informal faculty interactioninclude improved clarity in career goals for undergraduate students [18] and increased GPA [19];however, specific recommendations have yet to be investigated. Our study investigates informalstudent-faculty micro-interactions and their potential to shape students' perceptions of belongingwithin the field of biomedical engineering (BME) and the BME department. A 2019 internalsurvey within one specific BME department uncovered a concerning trend, revealing that one-sixth of undergraduate students felt discomfort within the major, all of whom