Conference Session

Industrial Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christian Enmanuel Lopez, Lafayette College; Omar Ashour, Pennsylvania State University; James Devin Cunningham; Conrad Tucker, Carnegie Mellon University; Paul C. Lynch, Pennsylvania State University

Tagged Divisions

Industrial Engineering

parts. Figure 1 shows snapshots from the virtual environment. Figure 1. Snapshots from the virtual environment3.2 CourseThis study aims to assess the learning effectiveness and the impact of the CLICK approach in afundamental probability and statistics course. The course is required for all IE students in theirjunior year. The students learn probability theory and models and discrete and continuousprobability distributions. Other topics include sampling distributions, point and intervalestimation of mean, variance, and proportion. This course was selected for the initial study due tothe fact that many senior-level IE courses build on concepts introduced in this course, allowingfor a follow-up study, and the fact that VR

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

are unrelated to pastacademic achievement and ability, but are instead cultural, social, and psychological impediments thatresult from students’ experiences within STEM programs and society at large (see Godwin et al., 2016 &Steenbergen-Hu et al., 2018). The construct of Identity has become one of the most useful tools forunderstanding and assessing the experiences of students from underrepresented groups withinundergraduate and graduate STEM programs. Indeed, a strong STEM identity has been shown to bepowerfully related to a students’ interest in STEM fields, beliefs about their own capabilities withinSTEM (i.e., self-efficacy), and motivation to persist to graduation (Collins, 2018). However, research hasalso shown that incompatibility

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J, Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

Tagged Topics

NSF Grantees Poster Session

learning, technology integration, online course design and delivery, program evaluation, and assessment. Dr. Lux’s current research agenda is STEM teaching and learning in K-12 contexts, technology integration in teacher preparation and K-12 contexts, educational gaming design and integration, and new technologies for teaching and learning.Dr. Paul Gannon, Montana State University - Bozeman Associate Professor, Chemical Engineering Associate Director, Montana Engineering Education Research CenterDr. Brock J. LaMeres P.E., Montana State University - Bozeman Dr. Brock J. LaMeres is a Professor in the Department of Electrical & Computer Engineering at Mon- tana State University (MSU) and the Director of the Montana

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander R. Murphy, Georgia Institute of Technology; Henry David Banks, James Madison University; Matt Robert Bohm, Florida Polytechnic University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

step towards the development of a repeatable and reliable experimental instrumentfor use in academic research and engineering classrooms.The research presented in this paper is a continuation of a NSF funded project to evaluate theimpacts of teaching functional modelling in an engineering design curriculum [4]. During theinitial phases of the project, students in engineering design courses were given a series ofexperimental instruments or homework assignments to assess their ability to recognize productfunctionality, interpret and understand customer needs, and to explain or decompose a complexsystem. Students in prior studies had either previously learned functional modeling [3] or weretaught functional modeling as an intervention between

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

qualitative approachprovides a deeper look into dimensions of this experience for women on the transfer pathway andtheir perception of factors contributing to success.Quantitative methodsSurvey data were collected from 414 students aged 18 or older at three community colleges inTexas between April and September 2019. Select demographics of the sample are shown in Table1, more detailed demographic information can be found in Appendix B. The survey capturedinformation on students’ self-efficacy, inclusion, motivation, and confidence in ECS usingpreviously-validated measures from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) [12] and the Academic Table 1: Demographic characteristics of survey

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

first step in welcoming and maintaining them in ourdegree programs, and ultimately in our workforce.EngagementEngagement has been measured in many different ways, but most studies in higher educationhave focused on time on task, participation in and exposure to proven teaching practices, orrelated measures that capture observable behaviors [13]. The National Survey on StudentEngagement is the most widespread instrument in higher education for measuring engagementand assesses engagement at hundreds of higher education institutions in the United States, withthe total number of participants increasing every year since its introduction in 1999 [14]. In theNSSE, engagement in academic endeavors (including courses) is measured using four

Conference Session

Course Transformation in ECE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed Khaled Elshazly, University of Toronto; Hamid S. Timorabadi, University of Toronto

Tagged Divisions

Electrical and Computer

workload. 3. Technical. This assesses the ease of installation, use, and modification of LabSim models and related software on personal and university computers.Students were also provided with three open-ended text fields where they can provide commentsand suggestions related to each of the aforementioned metrics.Each survey item is a statement to which students can provide one of five responses, rangingfrom “strongly disagree” to “strongly agree”. All survey items were phrased consistently suchthat agreement would correspond to a positive opinion and disagreement would correspond to anegative opinion of the item being assessed. Figure 6 summarizes the responses of surveyparticipants for each of the three performance metrics. As Table 1

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Indhira María Hasbún, Virginia Tech; Alexandra Coso Strong, Florida International University

Tagged Divisions

Design in Engineering Education

, experiencing, and creating this design experiencewith the demands and limitations of an engineering curriculum.Additionally, research indicates that during a design process, technical and logistical aspects of adesign (e.g., performance, scheduling) can be prioritized while stakeholder considerations (e.g.,ergonomics, maintainability) can be overlooked [5]–[7]. Understanding how students perceiveand incorporate stakeholder needs and values within their design process is an underexplored yetessential step towards assuring the advancement of engineering design education. Moreover, thisunderstanding will allow for the assessment and assurance that students gain holistic and well-balanced experiences that they carry into industry practices.This work-in

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Elaine Benzel, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

will be noted in the Results and Discussion Section.Project ApproachThis section will cover five major areas to be considered when starting an undergraduateresearch program: • Sponsorship • Setting the goals & scope of the program (includes how goal attainment will be assessed) • Budgeting: program expenses & funding • Matching undergraduate research students with faculty • Logistics & implementationFor each topic above (with the exception of the last topic) there will be two sections: one with adescription of how to address the topic from a theoretical perspective, and one with the details ofhow the topic was implemented for the SURE program.SponsorshipPrior to starting any major project, sponsorship should be

Collection

2020 First-Year Engineering Experience

Authors

Briana M Bouchard, Tufts University; Kristen B Wendell, Tufts University; Ethan E Danahy, Tufts University

Tagged Topics

Diversity

scaffolded reflection about engineering group work interactions. The moduleprovided students with the opportunity to assess and evaluate their own discussions for equityand inclusion as well as those of experienced engineers. Data were obtained in the form ofstudent written work and post-intervention in-class video of student group interactions.IntroductionGroup work is a fundamental component of undergraduate engineering programs and offersstudents the chance to practice student-to-student interactions within an engineering team. Notonly does the engineering studies literature emphasize that team interactions are central toprofessional engineering practice [1], [2], but also the engineering and science educationliterature has emphasized that group

Collection

2020 Gulf Southwest Section Conference

Authors

Maryamsadat Shokrekhodaei; Annatoma Arif; Robert Christopher Roberts

have a quality assessment, we conducted a survey to evaluate students’ satisfactionin terms of learning outcomes and their contentment from newly developed modules in comparison tothree random old modules. Most of the students reflected positive feedback about newly developedlab modules. Finally, engaging students in the classroom, allowing them to work in a group, andemphasizing a deep understanding of one/two concepts for each lab (compared to multiple concepts)enhance students’ focus and learning outcomes in a significant way. It is anticipated that the refreshedI2EE laboratory curriculum will further help to attract and excite new electrical engineers. Applying Proceedings of the 2020

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

David B. Knight, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Isabel S Bradburn, Virginia Tech; Cheryl Carrico P.E., E4S, LLC; Kai Jun Chew, Virginia Tech; Michelle D. Klopfer, Virginia Tech

Tagged Topics

CoNECD Paper Submissions, Diversity

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.).Kai Jun Chew, Virginia Tech American c Society for Engineering Education, 2021 Paper ID #28372 Kai Jun (KJ) Chew is a PhD student in the Virginia Tech Engineering Education department. His research interests lie in the domains of assessment and evaluation, student learning, student motivation, and the intersections and interactions among the domains.Ms. Michelle D. Klopfer

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

Tagged Topics

CoNECD Paper Submissions, Diversity

% Female 44% From Underrepresented Minority Group in 83% STEM* First Generation 34% Eligible for Free or Reduced-Cost Lunch 17% *Program includes African-Americans, Latinos, Hispanics, and Native Americans in the underrepresented minority group category.Program Schedule – Week 1Program Schedule – Week 2Program Assessment • Evaluation: Pre- and post-program survey • Metrics • Knowledge of… • Engineering • Computer Science • Internet of Things • Linux • Raspberry Pi • 3-D Printing • Solid Works • Python Programming Language • Confidence to succeed in engineering

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Christian Matheis, Guilford College; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Topics

CoNECD Paper Submissions, Diversity

. ’Pete’ White Chair for Inno- vation in Engineering Education. He is the founding director of an interdisciplinary lab called Learning Enhanced Watershed Assessment System (LEWAS) at VT. He received a Ph.D. in civil engineering from VT. His research interests are in the areas of computer-supported research and learning systems, hydrol- ogy, engineering education, and international collaboration. He has served as a PI or co-PI on 18 projects, funded by the National Science Foundation, with a $8.4 million research funding participation from exter- nal sources. He has been directing/co-directing an NSF/Research Experiences for Undergraduates (REU) Site on interdisciplinary water sciences and engineering at VT since 2007

Collection

2021 First-Year Engineering Experience

Authors

Amy Richardson P.E., Virginia Tech; Stephen Moyer, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

addition to expanding this work to more faculty,comparing the assessments between institution types would help determine if the difference incourse delivery is salient.AcknowledgmentThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DUE-1644138. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] J. Roksa and B. Keith, “Credits, Time, and Attainment: Articulation Policies and Success After Transfer,” Educ. Eval. Policy Anal., vol. 30, no. 3, pp. 236–254, Sep. 2008, doi: 10.3102/0162373708321383.[2] D. Grote, D. B

Collection

2021 First-Year Engineering Experience

Authors

Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, The Ohio State University; Sherri Youssef, The Ohio State University

Engineering and Coordinator of the First-Year Engi- neering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in Mechanical Engineering at Purdue University, where he conducted re- search in both the School of Mechanical Engineering and the School of Engineering Education. Prior to Purdue, he completed his undergraduate work at the University of Tulsa, also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design, including the incorporation of

Collection

2021 First-Year Engineering Experience

Authors

Andrew Skelton, York University; Jermin Bates, York University; Julia K Frank, York University

topics at the same pace for the samestudent audience, but differed in the nature of the timed assessments (3 higher-value tests inperson, 10 lower-value quizzes remotely). Students were encouraged to complete up to 5modules and completed, on average 4.1 modules in Phase 1 and 4.5 modules in Phase 2.Students were asked about their perceived costs and benefits to participating in these FYEmodules. A comparison of results between Phase 1 and Phase 2 is presented in Figure 1. After amodule redesign based on Phase 1 student feedback, student perceived value significantlyincreased (Mann–Whitney U = 5672.5, p < 0.01) and the perceived time cost relative to valuesignificantly decreased (Mann–Whitney U = 9207.5, p < 0.01), indicating that the

Collection

2021 First-Year Engineering Experience

Authors

Jacqueline Faith Sullivan, University of Central Florida; Mark Easley, Texas Instruments, Inc.

ourcampus to students during the ‘20/’21 academic school year, we are only now developing acurriculum that will be more responsive to students from varying educational backgrounds andskill levels. We are also working to incorporate Arduino open-source software (along with TI’sEnergia IDE updates) which will hopefully be more familiar to incoming students and easier forthem to install on their personal devices, which should also result in less burden on our college’sIT Department. An example of revised lab curriculum being designed is presented below (Figure2). This robot testing system was created by UCF’s TI Innovation Lab, directed by co-authorDon Harper, to help students recognize robot assembly errors and assess the robot’s basicfunctionalities

Collection

2007 North Midwest Section Meeting

Authors

Peter J. Cattelino; Lynn A. Artman; Susan Amato-Henderson; John B. Lehman; Brian Hannon

Multicultural 1.1 Native American 0.4Encouraged by the percentage of African American students who attended, we have worked withthe National Society of Black Engineers to continue their participation. However, we would liketo increase attendance in other ethnic groups, and to that end are engaging professionalorganizations such as the Society of Hispanic Professional Engineers and the American IndianScience and Engineering Society.The general classroom population is approximately 50 percent female. As expected, femalesalso make up approximately half of the students attending theYES! Expo.Impact and assessment of the YES! ExpoOver the past three years we have conducted post-event

Collection

2013 North Midwest Section Meeting

Authors

Jerry Gao; Lianbo Zhu

concretetesting firm to see and to conduct the concrete tests.Impacts on Learning and TeachingThe Student Rating of Instruction (SROI, i.e., course assessment survey) for the courses usingthese approaches indicated that the students were able to fully accomplish the objectives. Using aconcrete course as an example, more than 75% of the students reported that they were 80%confident that after the semester they were able to: 446 • Understand and describe fundamentals and properties of Portland Cement Concrete ingredients. • Determine properties of fresh and hardened concrete and

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Amy Voss Farris, Pennsylvania State University; Anna Eunji Kim, Pennsylvania State University; Junde Li; Swaroop Ghosh, Pennsylvania State University

, biology, mathematics, andliteracy. We then conducted evaluations of the sequence of lessons using the EQuIP (EducatorsEvaluating the Quality of Instructional Products) Rubric [7], which is widely used to assess andmeasure the alignment of lessons and units to the NGSS, as we describe in detail in theevaluation section. Our external evaluator concluded that our sequence of activities supports extensiveopportunities for students to (a) examine the phenomenon of drug discovery through thechallenge of computational search methods and (b) employ technological tools that serve thetechnoscientific problem of search for molecules. This work is novel because most existingattempts to provide K12 introductions to quantum computing have not been

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Althea Louise Woodruff, University of Texas at Austin

Tagged Topics

Diversity

researchers have shown evidence for the benefits of metacognitive instruction and its impact on student performance.18,19,20,21,22 However, explicit instruction of metacognitive practices in college programs is lacking, with most research simply measuring metacognitive awareness and its link to achievement.23,24 While most K-12 educators and administrators are trained to implicitly structure their instruction, class activities and assessments to ensure students make the most gains in learning, these are mostly conducted inside the classroom and without the conscious knowledge of these components on the part of the student. Since high school students are rarely explicitly taught the concept of metacognition and metacognitive strategies, when they

Conference Session

Issues in the First Year - Focus on Classroom Activities

Collection

2017 FYEE Conference

Authors

Hyunjae Park, Marquette University

Tagged Topics

Diversity, FYEE Division - Paper Submission

ASSESS and MANAGE risk CREATING VALUEstudents to apply their knowledge and experience that have IDENTIFY unexpected opportunitiesbeen built throughout their engineering courses and related to create extraordinary valueactivities. PERSIST through and learn from However, it has been recognized that most engineering failurestudents hesitate to deploy or explore their vision

Conference Session

Faculty Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University; Mary Bridget Kustusch, DePaul University

Tagged Topics

Faculty

“quick fix of the week”attitude.There are also a number of professional organization-sponsored workshops (e.g. the AmericanAssociation of Physics Teachers’ New Faculty Workshop[2]). These off-campus experiences givefaculty the opportunity to immerse themselves fully in professional development while alsomaking connections with like-minded peers. The AAPT New Faculty Workshop, for example,hosts interactive sessions on research-based instructional materials [3, 4] and methods (e.g.Think/Pair/Share and “clicker questions”), current questions in physics education research, andother resources for improving teaching (e.g. PhysPort[5]). Post-workshop assessment[6] findsthese workshops extremely effective at raising awareness of research-based

Conference Session

Faculty Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Autumn Marie Reed, University of Maryland, Baltimore County; Nilanjan Banerjee, University of Maryland, Baltimore County; Elsa D. Garcin, University of Maryland, Baltimore County; Wayne G. Lutters, University of Maryland, Baltimore County; Susan McDonough, University of Maryland, Baltimore County; Christopher Murphy, University of Maryland, Baltimore County; Kevin Erling Omland, University of Maryland, Baltimore County

Tagged Topics

Faculty

assess a cultural tax onfaculty of color in the form of unrewarded and unrecognized service work, especially in the areas 4of mentoring students and diversity efforts [1], [2]. This ethnic and racial composition also madesense to us given earlier arguments that, aside from administrators, it was our faculty of colorwho were engaged primarily in diversity work. Also, working from the University of MichiganSTRIDE model, we decided to select fellows who did not have scholarly expertise in diversityand inclusion. Although this decision might seem counterintuitive, we believed it would send apowerful message to other majority faculty that regardless of

Conference Session

Undergraduate Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Beth A. Myers, University of Colorado, Boulder; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann Delaney, Boise State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity, Undergraduate Education

Paper ID #217062018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Redshirt in Engineering: A model for improving equity and inclusionDr. Beth A Myers, University of Colorado Boulder Beth A. Myers is the Director of Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education.Dr. Emily Knaphus-Soran, Center for Evaluation & Research for STEM Equity

Conference Session

Undergraduate Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Najmah Thomas, University of South Carolina, Beaufort; Ronald Erdei, University of South Carolina, Beaufort

Tagged Topics

Diversity, Undergraduate Education

confirmedthe impact of stereotype threat on standardized test scores as well as classroom performance andgrades [11], [13] & [14]. Other researchers conducted meta-analysis of data from over 18,000students in five countries and found bias resulting not from the content of academic performancemeasures, but from the context in which the measures are actually assessed [14]. Studies havealso concluded that when stereotype threat is reduced, students in negatively stereotypedcategories outperformed students from non-negatively stereotyped categories on tests and classassignments when both have the same prior academic records [11]. It is arguable that stereotypethreat impairs overall academic performance and systematically underestimates ability for

Conference Session

Faculty Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Shawna Vican, University of Delaware

Tagged Topics

Faculty

core team, we are able to gather and publish HR data includingannual faculty demographics as well as collaborate on the development of shared diversitymetrics and indicators. ADVANCE team members also include social scientists whose researchbackgrounds aids in the development of new data sources such as faculty surveys and qualitativeresearch projects.In order to assess the current climate for faculty of color, we use a number of institutional datasources as well as ongoing research projects. Here we provide an overview of each, highlightingmain findings than contribute to our understanding of the particular institutional context andlived experiences of women faculty of color.Faculty Climate SurveyIn collaboration with institutional research

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl A. Nelson P.E., University of Nebraska-Lincoln; Judith Marie Burnfield, Madonna Rehabilitation Hospitals' Institute for Rehabilitation Science and Engineering; Linxia Gu, University of Nebraska-Lincoln; Adam Wagler, University of Nebraska-Lincoln; William Edward Dick, Mechanical and Materials Engineering, University of Nebraska-Lincoln

Tagged Topics

NSF Grantees Poster Session

student teams intheir final undergraduate semester. Students meet regularly with one or more experts inrehabilitation over the course of the semester to develop and refine design concepts consistentwith a clinical needs assessment. On average, two teams of 3-4 students participate in this projecteach semester. An overview of several recent design projects is provided, highlighting aspectsthat particularly leveraged the collaboration and expert involvement integrated into the projectteam. We also present a novel project element piloted recently, in which an engineering capstoneteam is paired with a capstone team in advertising at the College of Journalism and MassCommunications (CoJMC). Our anecdotal experience suggests that this approach

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

Tagged Topics

NSF Grantees Poster Session

broadly.For example, Kotys-Schwartz and colleagues have identified differences between designpractices in industry and design practices in capstone classrooms 10, 11. Yet most research oncapstone courses remains focused on structure, pedagogy, assessment, and course outcomes.To meet this critical need, we draw on Wenger’s 12 concept of communities of practice to studythe experiences and perceptions of individuals as they move from capstone courses intoworkplaces. Using a multi-case approach, we seek to understand how and to what extentcapstone design courses prepare students to effectively enter communities of practice inengineering workplaces. Our study addresses 4 research questions: RQ1: What skills, practices, and attitudes fostered through the