Conference Session

Educating Graduates in Engineering for a Flat World

Collection

2008 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado at Boulder; Bernard Amadei, University of Colorado at Boulder; Robyn Sandekian, University of Colorado at Boulder

Tagged Divisions

International

major or gender; and (2) if theattitudes of senior and graduate engineering students differ from freshmen, in particular amongstudents who have worked on service-learning projects for developing communities viacurricular and/or extracurricular activities.Assessment Instrument: The CSAS SurveyThe Community Service Attitude Scale (CSAS)1,3 is a written survey that was developed tomeasure student attitudes toward community service. The instrument has been validated forreliability and correlated with intentions to engage in community service. The CSAS survey hasbeen previously used at the Colorado School of Mines (CSM), where it was given to engineeringstudents and faculty in a study by the humanitarian engineering program.4 Other published usesof

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heidi Lynn Morano, Lawrence Technological University; Matthew L. Cole, Lawrence Technological University

Tagged Divisions

Community Engagement Division (COMMENG)

inthe IRI, specifically Fantasy and Personal Distress, did not appear to be aligned with thedimensions of empathy that the pedagogical strategies addressed. 2.3 Service Learning as a Pedagogical Strategy for Empathetic GrowthService learning is a high-impact community-engaged pedagogy that integrates meaningfulcommunity service with academic learning outcomes [18]. Students apply their knowledge andskills in hands-on, authentic experiences that address real community needs. Successful servicelearning experiences center on building a collaborative relationship with the community partnerto develop solutions that focus on the needs of the customer. Building this collaborativerelationship to the mutual benefit of the students and the

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Daniel P. Bumblauskas, University of Missouri, Columbia; Alexandra Emelina Coso, Georgia Institute of Technology; Ana T. Torres-Ayala, University of South Florida

Tagged Divisions

Graduate Studies, Student

AC 2011-343: STUDENT SATISFACTION WITH ASEE ACTIVITIES ANDITS IMPACT ON ASEE STUDENT MEMBERSHIPAdam R. Carberry, Arizona State University Adam R. Carberry is a Postdoctoral Research Associate in the College of Technology and Innovation, De- partment of Engineering at Arizona State University. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research interests include conceptions of modeling in engineer- ing, engineering epistemological beliefs, and engineering service-learning.Daniel P Bumblauskas, University of Missouri - Columbia Daniel Bumblauskas is an Assistant Teaching

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Romeo Ballinas-Gonzalez, Tecnologico de Monterrey; Benjamin Sanchez, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

attitudes [10]. Kay [10], developed an extensive literature review about thegrowth of podcasting in education finding benefits such as, positive affective attitudes toward vodcasts (e.g.enhancement of the learning experience and increase in the perception of confidence along the learningprocess), positive cognitive attitudes toward video podcasts (e.g. improving the learning process andimprovement of analytic, communication, cooperation, creativity, and technology skills), positive impacton students behavior (e.g. frequency of viewing, consistent attendance at lectures, and improvements instudy habits), and positive impact of students learning performance (e.g. improvement on the performancein test scores, self-report data, and changes in practice

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

through a switch (e.g., puff and sip or joystick). The students completedone week on campus, then traveled to the camp for children with disabilities for a week. Duringthis week, the students ate meals and attended various activities with the campers and met withvarious stakeholders. They also involved the campers in the design of the tree house. After Page 24.690.2spending a week at camp, the students returned to campus to continue work on the designs.This paper briefly describes the immersive learning experience and examines the impact that animmersive community engagement experience has had on student learning of design, addressingthe research

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca L. Damron, Oklahoma State University; Sohum A Sohoni, Arizona State University, Polytechnic campus; YoonJung Cho, Oklahoma State University; Kerri S Kearney, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

students.Each student team consisted of the team roles of team leader, documentation expert, and leadengineer. The team leaders from each team met regularly to ensure that proper communicationof design efforts was made. Again, this provided a unique opportunity to extend studentlearning to include the interpersonal communication challenges of teaming, a critical real-worldset of skills too often not addressed in engineering education. The course emphasized the courseproject and did not include mid-term or final examinations. Weekly quizzes monitoredongoing learning but had little impact on course grades. Additionally, there were many in-class assignments, and teams provided weekly in-class oral status reports.Figure 1: Teams. Figure shows how teams

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 9

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Jeffrey E. Froyd, Texas A&M University; James L. Wilson, Texas A&M University; Peter Seth Hamilton; Rodney Boehm, Texas A&M University; Prasad N. Enjeti, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

2 1(Very negative impact) 0% 20% 40% MEEN ECEN Figure 7. Impact on Personal GrowthNext, they were asked about impact on specific areas associated with professional andpersonal growth. Per Table 1, more than 50% of ECEN students have identified six areasof impact: friends, outlook in engineering, skills in design, time management,communication and teamwork. 47% of ECEN students report impact on GPA. Incomparison, there is only one area where more than 50% of the MEEN participants(63%) report impact. There are six additional areas that more than 30% of participantsidentified as

Conference Session

DISTINGUISHED LECTURE: 2018 Best PIC and Zone Paper Presentations

Collection

2019 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado, Boulder

Tagged Topics

ASEE Board of Directors

engineering education research interests focus on community engagement, service-based projects and examining whether an entrepreneurial mindset can be used to further engineering education innovations. He also does research on the development of reuse strategies for waste materials.Dr. Nathan E. Canney, CYS Structural Engineers Inc. Dr. Canney conducts research focused on engineering education, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and sus- tainability education. Dr. Canney received bachelors degrees in Civil Engineering and Mathematics from Seattle University, a masters in Civil Engineering from Stanford University with an

Conference Session

Teams, Capstone Courses, and Project Based-Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Carl W. Luchies, University of Kansas; Adrian Joseph Villicana, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

Paper ID #18468Impact of High-Performing Teams on Student LearningDr. Molly A. McVey, University of Kansas Dr. Molly A. McVey is a post-doctoral teaching fellow at the University of Kansas School of Engineering where she works with faculty to incorporate evidence-based and student-centered teaching methods, and to research the impacts of changes made to teaching on student learning and success. Dr. McVey earned her Ph.D in Mechanical Engineering from the University of Kansas in 2012.Dr. Carl W. Luchies, University of KansasAdrian Joseph Villicana, University of Kansas I am a graduate student in the Social Psychology

Collection

2019 ASEE PNW Section Conference

Authors

Samantha Schauer, Boise State University; Krishna Pakala, Boise State University; Kim MB Tucker

Review of Living Learning Communities and their impact on first year engineering college studentsAbstractTraditionally, first-year college students do not have a community of like-minded peers withwhom they are able to learn. Adding to first-year engineering college students’ (FYECS)struggles is the fact that many students do not have a mentor in their related field and are unableto start building their professional repertoire, network, and/or practical skills. Living LearningCommunities (LLC) can offer a platform for postsecondary institutions to increase recruitment,engagement, and sense of belonging for students who live in an LLC. LLCs have been describedin the literature as themed living and learning

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #20168The Impact of Community College Students’ Propensity for Innovation onPersistence in STEM MajorsDr. Gisele Ragusa, University of Southern California Gisele Ragusa is a Professor of Engineering Education at the University of Southern California. She conducts research on college transitions and retention of underrepresented students in engineering and also research about engineering global preparedness and engineering innovation. She also has research expertise in STEM K-12 and in STEM assessment. She chairs USC’s STEM Consortium.Dr. John Brooks Slaughter P.E., University of Southern California A former

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Tugba Boz, Indiana-Purdue University; Nicholas Lux Lux, Montana State University; Paul Gannon, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Gannon, Montana State University Paul Gannon is a Professor of Chemical and Biological Engineering, and Associate Director of the Montana Engineering Education Research Center at Montana State University in Bozeman. ©American Society for Engineering Education, 2024 Impact of Community-based Engineering Lessons on Rural and Indigenous Elementary StudentsBackgroundEngineers are tasked with solving the world’s problems, and the engineers of the future musthave diverse perspectives that represent the diversity of the world population. This willrequire educators to recruit and prepare students who come from backgrounds that aretraditionally underrepresented in engineering, such as those

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

James L. Huff, Purdue University; Dulcy M. Abraham, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

identify, develop, and deliver projects that meet the community partner’s needs.Examples of such community needs (in addition to the case studies already mentioned) includedesigning assistive technology for people with disabilities, developing database software forhuman services agencies, and developing engaging science-educational technology forelementary students.An EPICS team is defined by its relationship with a community partner rather than being definedby a specific project. Consequently, a single EPICS division typically supports multiple projectsconcurrently, with students working on individual projects on smaller sub-teams. The teamsidentify the needs in conversations with the community partner and will often continue theproject across

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carolyn Parker, The Johns Hopkins University; Michael L Falk, Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

community members, and university-based partners together to celebrate student projects, with the objective of increasing family awareness of STEM topics and career options for their children and providing family members with ways to engage with their children around STEM. Method Grade 3-5 students impacted by the project were surveyed before the projectbegan and after one academic year of implementation. Students responded to close-endedquestions that examined their attitudes around their understanding and interests inmathematics, science, and engineering, whether they have career aspirations in theSTEM field, their perceptions of their peers, teachers and family in support of

Conference Session

Addressing Diversity Issues in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lea K Marlor, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

Paper ID #17058The Impact of Summer Research Experiences on Community College Stu-dents’ Self-EfficacyMs. Lea K Marlor, University of California, Berkeley Lea Marlor is the Education and Outreach Program Manager for the Center for Energy Efficient Electron- ics Science, a NSF-funded Science and Technology Center at the University of California, Berkeley. She manages undergraduate research programs to recruit and retain underrepresented students in science and engineering and also outreach to pre-college students to introduce them to science and engineering career opportunities. Ms. Marlor joined University of California

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

Tagged Divisions

New Engineering Educators

different needs andpreferences for teaching development. The two profiles were developed through an exploratory study conducted on the first yearof the groups. The data from the second year will be used to conduct a confirmatory study, whichwill verify the profiles and/or potentially identify new ones. We also aim to explore other effortsof group members that are not about their own teaching improvement. For example, somegroups’ work in our project included directions in educational research or department-levelteaching improvement, which may result in additional profiles. We are also interested in howdifferent group composition functions might impact the types and outcomes of participation thatoccur (e.g., including graduate students, the

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan McCahan, University of Toronto; Holly K. Ault, Worcester Polytechnic Institute; Edmund Tsang, Western Michigan University; Mark R. Henderson, Arizona State University, Polytechnic; Spencer P. Magleby, Brigham Young University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

world in which they work. And finally, they must be lifelonglearners who continue to update their knowledge base and skills throughout their careers.A decade ago ABET’s Engineering Criteria 20003 formalized the incorporation of professionalskills into the undergraduate curriculum. The ABET Criterion 3, Student Outcomes, requiresprograms to demonstrate among other things competency in teamwork, communication andunderstanding the impact of technology on society and the environment. Through adoption ofthe Washington Accord, other countries have followed suit and learning outcomes similar tothose expressed in ABET 2000 Criterion 3 are becoming universal.Responding to the need to develop the skills and competencies outlined above, many

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., James Madison University; Christopher Swan, Tufts University; David W. Watkins, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

in the transition from a Polarization mindset(identifies that one culture is superior, often through an "us versus them" perspective). The latterdataset had no statistically significant differences among institutional IDI averages, although oneinstitution showed significant decreases in IDI amongst their students. A majority of engineeringstudents report increased levels of engagement with time in their studies. However, anexamination of the longitudinal dataset reveals slightly more than half the participants haddecreasing IDI scores over three years of engineering education; engineering communityengagement experiences (and engineering education in general) seem to have little impact on theintercultural mindsets of engineering students on

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

failure toachieve wellbeing objectives.63, 67 This integrated definition provides students with analyticalframeworks for contextually informed design. The wellbeing approach incorporates threeprimary design elements. First, it focuses on the important expertise of people living povertyrather than on externally-based “expert” opinion ungrounded in the local context.23 Second, itilluminates the community dynamics.70 Third, the breadth of wellbeing objectives facilitatesinteraction with policy makers and enables a rich combination of wellbeing objectives thatmight inform creative design brainstorming.71Development professionals working with wellbeing frameworks seek to understand change atboth the household and community level. These frameworks

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Theresa M. Vitolo, Gannon University; Barry J. Brinkman, Gannon University; Scott Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

-profit andcommunity organizations in need of engineering assistance are contacted by the faculty aspotential sources of projects. Gannon University serves as a secondary source of projects which,while performed nominally for Gannon, have a broader impact on the community. Page 25.1147.4Paired with a community non-profit organization, the team of SEECS scholars identifies anddesigns solutions to STEM-related problems to aid the organization. Junior and senior scholarspeer-mentor sophomores and freshmen, respectively, using what they learned in the classroom tosolve a real-world problem. The mentoring-learning paradigm adopted and the structure of

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

research as a FAPESP postdoctoral researcher with Prof. Dr. Jose Roberto Cardoso at the Escola Polit´ecnica da Universidade de S˜ao Paulo for his project titled ”Assessing the Impact of One Boundary Spanner on University-wide STEM Educational Engagement” where he will attempt to optimize community/university relations for broadening participation in the STEM fields.” He has ambitions to significantly diversify and broaden the global pipeline of STEM talent and help guide the evolution of the methods used to develop engineers.Prof. Jose Roberto Cardoso, Universidade de Sao Paulo Jose Roberto Cardoso is a full professor at Escola Polit´ecnica da USP. He is a former Dean of the same school. Today Prof. Cardoso is the

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara Ball, UCSC Baskin School of Engineering; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #11249Digital-Storytelling for Apprenticeships in Sustainability Science and Engi-neering DesignDr. Tamara Ball, UCSC Baskin School of Engineering Dr. Tamara Ball is a project-scientist working with the the Sustainable Engineering and Ecological De- sign (SEED) collaborative at UCSC. She is the program director for Impact Designs - Engineering and Sustainability through Student Service (IDEASS) and Apprenticeships in Sustainability Science and En- gineering Design (ASCEND). She is interested in understanding how extracurricular and co-curricular innovations can support meaningful campus-community connections in

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Alicia Betsinger, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Ray Helm, Dartmouth College; Yanmin Zhang, Dartmouth College; Pritish Ponaka, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

results highlight the meaningful relationships and networks these studentsare establishing. Eighty-five percent agreed the program was valuable, more so amongactive participants. The open-ended comments provide the clearest articulation of howthe program is helping these students: 1) improve their problem-solving skills, 2) meetother engineers, 3) receive guidance through prerequisite courses, and 4) receiveexposure to students with similar struggles.In addition, the TA survey shows the strong, positive, impact of mentoring on their skillsrelated to communication, understanding others, problem solving, and simplification ofdifficult concepts.Programmatic Lessons LearnedGiven that many students found their own way to the program and not through

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh; Universidad de Valparaíso, Chile; Emily C. Rainey, University of Pittsburgh

Tagged Divisions

Community Engagement Division (COMMENG)

(for example, the expensive cost of a device) and, in oral presentations onevents with the general public (a First-year conference and an Engineering Exposition), anexplanation of the difficulties of learning braille music code supported by physical artifacts inbraille.The implementation of the literacies related to the communication of processes and solutions inHCD relies on examining and evaluating arguments and sustaining and communicating claims.Regarding the former practice, each week, course students engaged in the presentation of theadvances in their projects. After each group, Dr. Samosky facilitated a moment of feedback inwhich students and teacher assistants participated orally or through sticky notes. Those momentshad a positive

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison B. Hoxie, University of Minnesota Duluth; Mary U Christiansen, University of Minnesota Duluth

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

theUniversity, local utilities and area businesses, originally aimed at giving senior level engineeringstudents experience in real world problem solving within the area of sustainability have resultedin a successful model for community engagement. Sustainable Energy Systems, taught in theMechanical Engineering (ME) Department, focuses on renewable energy technologies, such asphotovoltaics, wind energy and solar thermal systems. Sustainable Design and Construction,taught in the Civil Engineering (CE) Department, considers the environmental, economic andsocietal impacts of sustainable materials, methods and technologies used in buildingconstruction. Semester-long projects involved pairing student groups from each class with a localbusiness interested in

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael L.W. Jones, PhD Candidate Faculty of Information, University of Toronto

Tagged Divisions

Student

of personal time, money and energy; d) achievement of an intrinsic and highly personal benefit; e) strong personal self-identification with the pursuit, and; f) identification with a shared ethos and community of practice with those who share the activity. [15] Serious leisure studies have covered a range of committed but voluntary efforts,including sports fandom [8], gourmet cooking [7], lifelong learning communities [11] andvolunteer firefighters [17]. This paper argues that the same energy and focus on creation is found in engineeringstudent PBL* teams. Students engaged in such teams must commit to a project far larger thantheir own personal hobbyist/tinkering efforts and in collaboration

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

country and our families?), logistics and planning(for example, when will we have to engage with students in-person?), or even personal or healthrelated (for example, when will I have access to the vaccine?). Thus, we quickly understood thatthese COVID-19 websites were helping address concerns not only of students and their parentsbut also other stakeholders from diverse backgrounds, who just like us were facing a different setof challenges and looking for answers. We decided to study different university web pages tounderstand how universities were communicating information and changes through the pandemicand collate strategies that administrators were sharing to help their specific learning communitiesface the challenges brought on by the

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; David O. Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

faculty in this regard are less clear. Service-learning in engineeringcourses and supporting extracurricular community engagement such as via EWB-USA are waysthat faculty can embody this caring and commitment to helping society; these activities havebeen co-termed Learning Through Service (LTS).18-25 It is unclear whether there is widespreadsupport for LTS among engineering faculty.26-29 Further, it is unclear if faculty primarily valueLTS for how it improves engineering students’ core technical skills, or its benefits to helpingpeople and encouraging social responsibility and caring among future engineers.Reynaud et al.30 explored how gender and academic rank impacted the attitudes of engineeringfaculty toward service-learning (SL). Female

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Tobias Ortega-Knight, University of the Virgin Islands; Charles Huang Chen, Michigan State University; Danny Lynch, University of the Virgin Islands; Kathleen Anne Fitzsimons, Michigan State University; Crystal D Alton; Juan L. Mena Lapaix, Michigan State University; Joshua Drost, Michigan State University; Garrett Kohler

Tagged Divisions

Student

Engineering Education, 2013 Exploring the Experience of Undergraduate Research: A Case Study Using FacebookIntroductionParticipating in research as an undergraduate can be a powerful learning experience, helpingstudents form connections with faculty, put classroom knowledge into practice, develop researchskills and prepare for graduate study. Undergraduate research is a “high impact” educationalpractice1 that can be particularly effective for engaging students from diverse backgrounds.2–5The NSF makes a substantial investment in undergraduate research experiences, which it views as“one of the most effective avenues for attracting talented undergraduates”6 and preparing them forgraduate study and careers in

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

AC 2011-231: DETERMINING IMPACT OF A COURSE ON TEACHINGIN ENGINEERINGRobert J. Gustafson, Ohio State University Robert J. Gustafson, P.E., PhD, is Honda Professor for Engineering Education and Director of the Engi- neering Education Innovation Center in the College of Engineering and a Professor of Food, Agricultural and Biological Engineering at The Ohio State University. He has previously served at Ohio State as As- sociate Dean for Undergraduate Education and Student Services (1999-2008) and Department Chair of Food Agricultural and Biological Engineering Department (1987-1999). After being awarded his PhD. Degree from Michigan State in 1974, he joined the faculty of the Agricultural Engineering Department at