Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

value it inrelation to their future [35], [36]. Engineering interest typically focuses on the emotional orfeelings aspect of interest and includes whether or not a student likes or enjoys the subject [7],[24]. This interest is initiated through a situational interaction between a person and momentary,environmental stimuli. This interest may or may not persist over time and develop into anindividual interest. An individual interest is an interest that exists separate from the initiatingstimuli and describes an abiding desire to engage with the content over time [35]. For this work,engineering and disciplinary interests are interpreted as an established, individual interest sinceparticipants made decisions extending beyond a situational

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University, University Park; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods Division (ERM)

rely on the growth of technology to improve their researchcapabilities and further their findings within studies. Qualitative research fields, specifically, havebenefitted from growing technology, especially relating data collection (e.g. audio/visualrecordings, transcription services) and analysis (e.g. statistical software packages, word processingtechnology) [1]. However, an area that is underutilized by qualitative researchers is artificialintelligence (AI). AI and its sub-fields present a space for qualitative researchers to build uponexisting research to enhance future studies through computational methods and modeling. In thispaper we will focus on the potential for agent-based modeling (ABM), one such sub-field of AI,to contribute to

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Tech Cheryl Carrico is a research faculty member for Virginia Tech. Her current research focus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. Dr. Carrico owns a research and consulting company specializing in research evaluations and industry consulting. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Dr. Veronica van Montfrans Postdoctoral Associate in the Department of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

Institute. (n.d.) Implicit bias. Retrieve from .https://perception.org/research/implicit-bias/https://perception.org/research/implicit-bias/Sentell, W. (2019 August 3). Louisiana public schools still struggle in national rankings; 'Lookat where we started. The Advocate.https://www.theadvocate.com/baton_rouge/news/politics/elections/article_e1ca45a8-b2e5-11e9-a5a6-1b94dfeccfff.html.Siller, T. R., Rosales, A., Haines, J., & Benally, A. (2009). Development of UndergraduateStudents' Professional Skills. Journal of Professional Issues in Engineering Education andPractice 135(3), 102-108.Stephens, C., & Friesen, K. L. (2015). Building Piece by Piece: Teaching EngineeringLeadership through Integrated Modules. Paper presented at the ASEE Annual

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julianna Sun Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

academic achievement. Seligman, considered oneof the founding fathers of Positive Psychology, has found that the skills to build personalstrengths differ from those that mitigate weaknesses (Seligman, 2013). Under this premise,interventions that buffer against student failure differ from those that support students to buildthe range of cognitive and personal outcomes valued in engineering.With the goal of broadening success metrics for undergraduate engineering students beyond justacademic competencies, we define and operationalize “engineering thriving” as a series ofcompetencies relevant to engineering student success and optimal functioning. We operationalizeengineering thriving through a novel conceptual framework that includes more

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Jordan-Bloch, Clayman Institute for Gender Research at Stanford University; Shoshanah Cohen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #23088Engagement in Practice: Infusing the STEM Pipeline Through CommunityEngaged LearningSara Jordan-Bloch, Clayman Institute for Gender Research at Stanford University Sara Jordan-Bloch is a sociologist and the Director of Leadership Research and Programs at the Clayman Institute for Gender Research at Stanford University. She is a core team member of the Voice & Influence program, designed to help men and women be as effective as possible and create workplaces where all people can thrive. Jordan-Bloch also leads the Seeds of Change initiative, which aims to provide young women and girls with frameworks

Conference Session

Broadening Participation through Access, Equity, Inclusion in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yufang Jin, The University of Texas at San Antonio; Yanxia Jia, Arcadia University; Cate Wengelnik, The University of Texas at San Antonio; Frances Matos, University of Texas at San Antonio; Mason Cole Conkel, University of Texas at San Antonio; Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Jessica Gonzales, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

% expected to spend 3-6 hours, 5%expected to spend 6-12 hours, and 5% were uncertain about the exact time commitment required.The analysis of the faculty survey results suggests that, despite faculty members’ awareness ofthe DEI concepts and general willingness to implement DEI activities in the classroom, we donot observe strong evidence of concrete actions taken in DEI training and actual DEI practices inthe classroom, as well as a time commitment beyond three hours to prepare and carry out DEIpractices.We have observed that faculty members who participated in DEI workshops are slightly moreinclined to incorporate DEI activities in their courses (8 out of 10) than those who did notparticipate in such workshops (7 out of 9). Additionally, faculty

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stacy Kastner, Mississippi State University ; Sarah B. Lee, Mississippi State University; Tori Holifield, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

impact adolescents’ successfulpathways to computing experiences, curricula, and professions and the relationship betweengender and race with regards to those variables.7 Thus, this paper reports on residential summercomputing camps, focusing on curricular implementation as well as preliminary analyses ofsurvey data collected from middle and high school students addressing what drew them to applyfor and attend a computer camp as well as what kinds of courses and tools will retain theirinterest and curiosity beyond an extracurricular summer experience.Camp OverviewIn 2015, 80 out of 154 applicants were invited to attend the camps. 18 middle school (MS) boys,21 high school (HS) boys, 20 middle school (MS) girls, and 18 high school (HS) girls (77

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

becauseit provides an educational medium students find both interesting and exciting [6]. From aSTEM perspective, robotics are also quite diverse, meaning students must generally learnabout topics from various branches of STEM in order to build a successful robot. In factall four subjects (science, technology, engineering, and mathematics) play a critical role[7], for example in many Lego Mindstorm applications math is used in the programmingto calculate angles to move the robots, and various principles of science are used forunderstanding thrust, velocity, amplitude, acceleration, and much more), making roboticsvaluable beyond their initial shelf appeal. Additionally, robotics programs have alsoproven to be effective in peaking student interest in

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Papini Warren, Maui Economic Development Board; Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

the GIS softwarefrom ESRI, the industry standard ArcGIS 9.3. This became official in March 2009 and thelicense is valid through 2014. This is the result of an agreement between Women in Technology,the Hawaii Department of Education and ESRI, and provides an incredible opportunity toschools to ramp up their use of geospatial technologies.Hawaii is the first state in the nation to have statewide GIS access from K -16, and leads thenation in student access to GIS software. Women in Technology is the point of distribution forthe software through: http://www.womenintech.com/GISDistributionCenter/ .ConclusionThe modern engineering industry needs a workforce skilled in geospatial technologies. It hasbeen the work of Women in Technology to help

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

engage in what was labeled as“precursors to engineering behavior”.1-3 These precursors include asking questions/stating goals,explanations, construction, problem solving and evaluating design.4 However, as “children” growup and enter undergraduate engineering courses, many of these behaviors are now absent, untildeveloped again through the undergraduate engineering curriculum and professional workexperience.5Recently, several design process models have been developed for younger children, includingthose put forth by the Next Generation Science Standards (NGSS)6, the PBS television showDesign Squad 7 and the Museum of Science in Boston’s Engineering is Elementary curriculum8 (toname a few). Within NGSS, engineering design is integrated throughout

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Birdy Reynolds, University of Pittsburgh; Matthew Mehalik, University of Pittsburgh; Michael Lovell, University of Pittsburgh; Christian Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

engineering projects through presentations or the observation ofothers performing research. This approach may give the impression that teachers are capable ofdeveloping curricular materials, but only engineers are capable of solving authentic engineeringproblems. This “look but don’t touch” model potentially only reinforces the belief, “if I can’t dothis, my students sure can’t.” With this RET model, participants are likely to gain a limitedperspective on authentic engineering practices and less likely to able to convey to their studentswhat engineers actually do.Figure 1: Models of RET sitesWe believe that our RET site has been successful because we have focused on directly linkingthe teachers’ summer engineering research experience with their K-12

Conference Session

Assessing URM Programs Targeting the K-16 Continuum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Kelly J. Cross, Virginia Tech; Andrea M. Ogilvie P.E., Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

process.AcknowledgementsFirst, we would like to thank Susan Arnold-Christian, assistant director for the Center for theEnhancement of Enginering Diversity (CEED), for her support of this project. In particular, wethank her for discussing each step in the benchmarking process with the lead author in detail. Wewould also like to thank Dr. Eileen Van Aken of the Virginia Tech Department of Industrial &Systems Engineering for her support during the initial phase of this study.References1. A. T. Jeffers, A. G. Safferman and S. I. Safferman, Understanding K-12 engineering outreach programs, Journal of professional issues in engineering education and practice, 130(2), 2004, pp. 95-108.2. J. F. Sullivan, S. E. Davis, J. L. Degrazia and D. W. Carlson, Beyond

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Sharnnia Artis, The Ohio State University; Ruth Friedman, The Ohio State University; Glenda LaRue, The Ohio State University

Tagged Divisions

K-12 & Pre-College Engineering

related career fields.Role of pre-college engineering outreach interventionsPre-college engineering outreach interventions are vital to the maintenance of the engineeringpipeline and to the continued success of the engineering profession as a whole. In addition tocombating the decline in the number of U.S. engineers, these programs seek not only to increaseengineering enrollment but also to diversify the field of engineering6. To meet these objectives,outreach programs introduce K-12 students to engineering through fun and engaging, hands-onactivities and interactions with engineers, scientists, and students in engineering.At The Ohio State University (OSU), pre-college engineering outreach interventions play animportant role in attracting women

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Conceptual Framework for Engineering Design Experiences in High SchoolAbstractThe infusion of engineering design into high school settings can help develop students’ criticalthinking skills and expose them to engineering careers at an early age. However, since theadvent of engineering design in pre-college milieus, researchers, educators, and curriculumdevelopers alike have been brooding over ways to introduce this equivocal subject into the k-12realm. Due to its interdisciplinary nature engineering design has also struggled to find a home inclassroom settings moving between technology education, to science classrooms and eveninformal learning environments. These factors considered it is our belief that the science

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

William Hwang, United InnoWorks Academy and Duke University; Ahrash Bissell, Duke University; Daniel Kaplan, United InnoWorks Academy and Duke University; Matthew Mian, United InnoWorks Academy and Duke University; Vineet Agrawal, United InnoWorks Academy and Duke University; Jessica Manson, United InnoWorks Academy and Duke University; Gary Ybarra, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Page 11.396.4 Active participation of youth is essential to reenergizing and sustaining the civic spirit of communities. Through skill development in the areas of collaboration and leadership, and the application of these capacities to meaningful roles in community, youth can play a fundamental role in addressing the social issues that are destined to impact their lives and those of future generations.9Third, InnoWorks is structured on the belief that college-age mentors are ideal role modelsbecause of their similarities in age and experience with the middle-school students. Theirknowledge of and passion for science and engineering can provide InnoWorks youth withpositive influences throughout and beyond the program.The national call for

Conference Session

Potpourri - A Mix of All Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenna Elizabeth Stolzman, Grand Valley State University; Sanjivan Manoharan, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

low pressure).Beyond this point, the fluid must return to ambient pressure and is now undergoing an adversepressure gradient (low to high pressure) (Fig. 2). There is flow reversal as a result of the adversepressure gradient resulting in air being drawn in at the airfoil trailing edge and momentum of theforward flow decreasing.If the available kinetic energy is not sufficient to overcome the adverse pressure gradient, thefluid may leave the surface of the airfoil, thus separating from the body [4-6]. The point at whichthis occurs is called the boundary layer separation point. Early boundary layer separation willcreate a wake region that contains a large number of vortices (Fig. 3) resulting in an increase inpressure drag and a decrease in

Conference Session

Learning in a Socially-Distanced Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wm. Michael Butler, Virginia Polytechnic Institute and State University; Kenneth Reid, University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Aerospace

Senior Member of AIAA and a member of ASEE. Michael is also a co-inventor on two patents relating to air vehicle design.Dr. Kenneth Reid, University of Indianapolis Kenneth Reid is the Associate Dean and Director of the R.B. Annis School of Engineering at the Uni- versity of Indianapolis and an affiliate Associate Professor in Engineering Education at Virginia Tech. He is active in engineering within K-12, serving on the TSA Board of Directors. He and his coauthors were awarded the William Elgin Wickenden award for 2014, recognizing the best paper in the Journal of Engineering Education. He was awarded an IEEE-USA Professional Achievement Award in 2013 for designing the nation’s first BS degree in Engineering

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

approach from the Center for the Integration of Research,Teaching and Learning (CIRTL). Online Learning, 20(1), 110-129.[3] Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes,assessments, and limitations. Journal of Educational Technology & Society, 12(1), 249-257.[4] DeNoyelles, A., Mannheimer Zydney, J., & Chen, B. (2014). Strategies for creating acommunity of inquiry through online asynchronous discussions. Journal of Online Learning &Teaching, 10(1).[5] Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Usingasynchronous video to maintain connection and engagement during the COVID-19 pandemic.Journal of Technology and Teacher Education, 28(2), 383-391.[6] Hong, K

Conference Session

Future Directions of Continuing Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kim A. Scalzo, State University of New York; Edward G. Borbely, University of Michigan; Nelson C. Baker, Georgia Institute of Technology

Tagged Divisions

Continuing Professional Development

Engineering Education (IACEE) Council and serves as the Vice President for Products and Services on the IACEE Executive Committee. Additionally, she is a member of the National University Telecommunications Network (NUTN) Advisory Board.Mr. Edward G. Borbely, University of MichiganDr. Nelson C. Baker, Georgia Institute of Technology Page 25.1093.1 c American Society for Engineering Education, 2012 Quality Standards for Continuing Professional Development Organizations and Quality Management through Self-Assessment and BenchmarkingAbstractCPD administrators

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Development. Englewood Cliffs, NJ: Prentice-Hall; 1984.11. Cardella ME, Zoltowski CB, Oakes WC. Developing human-centered design practices and perspectives through service-learning. In: Baillie C, Pawley AL, Riley D, eds. Engineering and Social Justice: In the University and Beyond. West Lafayette, IN: Purdue University Press; 2012:11-30.12. Friess E. The Sword of Data: Does Human-Centered Design Fulfill Its Rhetorical Responsibility? Design Issues. 2010;25(3):40-50.13. Steen M. Human-Centered Design as a Fragile Encounter. Design Issues. 2012;28(1):72-80.14. Terpenny JP, Goff RM, Lohani VK, Mullin J, Lo J. Preparing Globally and Socially-Conscious Engineers: International and Human-Centred Design Projects and

Conference Session

Novel Teaching Methods in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

) Educational Research team and a few fellow STEM education graduates for an obtained Discovery, Engagement, and Learning (DEAL) grant. Prior to attending Purdue University, she graduated from Arizona State University with her B.S.E in Engineering from the College of Technology and Innovation, where she worked on a team conducting research on how students learn LabVIEW through Disassemble, Analyze, Assemble (DAA) activities.Prof. Heidi A. Diefes-Dux, Purdue University, West Lafayette Heidi A. Diefes-Dux is a Professor in the School of Engineering Education at Purdue University. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process En- gineering from the Department of

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Michael Hagenberger, Valparaiso University; Barbara Engerer, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Divisions

First-Year Programs

Engineering Programs,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).6. P. Hirsch, J. Anderson, J.E. Colgate, J. Lake, B. Shwom, and C. Yarnoff, “Enriching Freshman Design Through Collaboration with Professional Designers,” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition (2002).7. P. Larochelle, J. Engblom, and H. Gutierrez, “A Cornerstone Freshman Engineering Design Experience,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition (2004).8. H. K. Qammar, H. M. Cheung, E. A. Evans, S. Prettyman-Spickard, F. S. Broadway, and R. D. Ramsier, “Impact of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Bruce D. Oestreich, Rowan University; Scott Duplicate Streiner, Rowan University; Kevin D. Dahm, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

University, a mid-size Mid-Atlantic public university, we set out to foster anEntrepreneurial Mindset in our first-year engineering students by modifying the ProductArchaeology framework that was first developed by K. Lewis, et al. [1]. In our implementation,we allowed student teams to choose from a bank of products and guided them through the fourphases of product archaeology (preparation, excavation, evaluation, and explanation). For theevaluation phase, each team developed and executed three or more qualitative experiments fortheir product. At the conclusion of the project, students wrote a report that addressed the fourphases of product archaeology, including the results of their quantitative experiments. Eachreport was graded using an

Conference Session

Potpourri - A Mix of All Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sean Michael Quallen, University of Idaho; John Crepeau P.E., University of Idaho; Barry Willis, University of Idaho; Steven W. Beyerlein, University of Idaho; JJ Petersen, University of Idaho

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

andparticipatory in the material presentation. Waldorf and Schlemer [11] describe an “Inside-Out”model where 10-15 minute video snippets of pertinent course material is pre-recorded, then classtime is reserved for practice problems or hands-on learning. They discuss the importance ofstudents’ staying on task and of having face-to-face working sessions for collaborative problemsolving.In this project, which is a follow-on of an earlier study [12], we incorporated online digital mediaand other focused tutorials in two core College of Engineering courses, involving 238 students.We proposed to transform the engineering curriculum through instructional experiencesincorporating 5-7 minute focused video modules, guided student learning experiences based onactive

Conference Session

A Global Engineer: International and Domestic Engineer

Collection

2011 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University; Andrew P. Nichols, Marshall University; Wael A. Zatar, Marshall University

Tagged Divisions

International

instruments have been developed to help classifypreferred learning styles, and among the most widely-used is the VARK test, which profileslearning preferences according to degree of utilization in four categories: Visual (V),Aural/Auditory (A), Read/Write (R), and Kinesthetic (K). In responding to a series of questionsabout situations where information is to be communicated, takers of the VARK test are classifiedaccording to how strongly they prefer to rely on each style when learning. Results vary from apreference on a single learning style (typically rare), to learners who utilize all four learningstyles with approximately equal preference (more common).The VARK test was administered to undergraduate engineering students in both the Middle Eastand

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

Integrated STEM Instructional Leadership (PreK-6) Post-Baccalaureate Certificate Program at TU. She currently serves as the Chair of the Pre-College Engineering Education Division of ASEE, and is a member of the ASEE Board of Directors Committee on P12 Engineering Education.Ms. Elizabeth A. Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineering at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school

Conference Session

A Potpourri of Innovations in Physics

Collection

2002 Annual Conference

Authors

Warren Turner; Glenn Ellis

part of the prediction.This is also a time to extend the learning experience beyond the laboratory setup. Through thisprocess students see that physics applies not only to the ideal case but to all cases. It is a lso achance to motivate the study of future topics. For example, by questioning what will happen tothe motion graphs as the ramp angle approaches a horizontal or vertical inclination, thediscussion moves naturally into free fall. Or, stated in a different way, how is the motion of a Page 7.1255.5 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering.Eleanor Berke, Boston Public Schools Berke is interested in the ways that role play may cause the body to shift the mind building, empathy and perspective. She has used acting as a tool to cultivate empathy for the immigrant experience, to improve

Conference Session

Teaching Problem Solving in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denia Djokic, University of California, Berkeley; Wil V. Srubar III, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

waste casks.The effectiveness of this collaborative module in promoting cross-disciplinary learning wasassessed through an analysis of student responses to an anonymous survey. The results show thatthe module was effective in (a) teaching students the fundamental principles of diffusion, (b)fostering peer-to-peer teaching and learning, and (c) emphasizing the importance of teamworkand problem-solving across disciplines. The results also indicate that students developed abroader view regarding the applicability of their knowledge beyond their own disciplinaryboundaries. Given its universality, this materials-focused teaching module has the potential toserve as an effective model to foster interdisciplinary teaching and learning between