Conference Session

The 2017 Zone Best Paper Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean St. Clair, Oregon Institute of Technology

Tagged Topics

Council of Sections

yieldednoticeable and significant differences in the results between the initial and replicated study, onecould infer that one or more biases were interfering with the research. Another way to increasevalidity was to collect and compare demographic data between the three groups to determine ifthey differed significantly. If such demographic differences existed, they could be used asvariables in the analysis of the results. Along with demographic data, preexisting contextualknowledge was collected via a pretest to determine if there were differences between groups. Asanother control, and because the sections were taught by different instructors, each of theinstructors completed a teaching goals inventory to ensure that there were no significantdifferences

Conference Session

Best Zone Paper Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh

Tagged Topics

Council of Sections

with the call for papers. Some students are asked torevise their abstracts because the abstracts did not initially demonstrate sufficient control ofan appropriate topic and/or of the research and organization needed to pursue the topic. Aspart of the abstract-writing process, students receive instruction on increasingly sophisticatedsearch techniques and specialized databases.Further Steps in the Freshman Conference Paper Composition and Review ProcessAfter all students have written and submitted an abstract, and had their abstracts accepted,they proceed to write an annotated bibliography, which ensures students continue to donecessary research while demonstrating their understanding of the usefulness and validity ofparticular sources. An

Conference Session

The 2017 Zone Best Paper Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase Ph.D., Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Council of Sections

% Aural Kinesthetic Visual Read/WriteMutlimodalFigure 1: Data from VARK survey on student learning preferences (n= 99) in Molecules andCells. Most students (62%) were multimodal, learning through a combination of visual, aural,read/write, or kinesthetic modes. For the students who preferred a single learning style, 18%preferred to learn through read/write activities, 9% visual, 8% kinesthetic, and 3% aural.Course StructureThe course met three times a week for fifty minutes, with an additional TA-guided section oneday a week. Mondays and Wednesdays were used for lectures with frequent clicker questions,think/pair/share activities, and demonstrations. Fridays were used for team based learning andclinical/research discussions. First exposure

Conference Session

Best Zone Paper Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna M. Rizzo, University of Vermont

Tagged Topics

Council of Sections

Presentations: First-year students conducted research, designed and built exhibit prototypes and presented their projects in a public forum for ECHO (Lake Champlain Science Museum) that focused on engineering and sustainability issues related to the Lake. Page 22.853.3Stormwater Bioretention Facility: Sophomore students learned about low impact design

Conference Session

Best Zone Paper Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Topics

Council of Sections

. After the program, students intended major remained the same exceptfor one student who switched from Civil Engineering to Landscape Architecture. Students whowere initially undecided remained undecided. Clearly, the program failed to recruit additional Page 22.841.10students to major in any of the engineering fields.Table 10. SEI Student Survey: Intended Major in College. Proceedings of the 2010 American Society for Engineering Education Zone IV Conference Copyright © 2010, American Society for Engineering Education