Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Atefe Makhmalbaf, The University of Texas at Arlington

Tagged Divisions

Educational Research and Methods Division (ERM)

networking, wikis, and alternate reality worlds have grown significantly. Some instructorsshare their course materials and teaching ideas broadly, which expands learning and educationequity. Online content such as open educational resources (OERs) have been developed to supporthigher education students. Open educational resources are teaching, learning, and researchmaterials, commonly in the digital medium and public domain; an open educational resource maybe released under an open license [1]. In other words, an OER allows others to access, use, adaptand redistribute the materials at no cost. An OER may include complete courses, individual courseunits or modules, textbooks, lesson plans, syllabi, lectures, assignments, game-based learningprograms

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Berenice A. Cabrera, University of Michigan; Shannon M. Clancy, University of Michigan; Vibhavari Vempala, University of Michigan; Jingfeng Wu, University of Michigan; Erika Mosyjowski, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-lynn Mondisa, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

university general counsel and college leadership tosafeguard proper handling of any incidental recording of student voice data that might be presentin course recordings. Course recording videos were focused only on the course instructor andteaching materials, such as PowerPoint slides and a whiteboard background. Faculty werecontacted via email by the faculty authors to participate in our study. In the recruitment message,we requested access to their course recording repository and a copy of the course syllabus. Weassured participating faculty that our study was focused on understanding the range of skills andknowledge central to the work of the field of IE, with the ultimate goal of better supportingstudent learning, and that our study was not an

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods Division (ERM)

university was comprised of seven departments and consisted ofapproximately 175 instructors that contributed to the undergraduate teaching mission eachsemester. All departments were invited and agreed to participate in data collection.Data CollectionAs part of a larger study, teaching artifacts were gathered from each engineering department.These artifacts included course syllabi for all engineering courses taught from the Fall 2019through the Spring 2022 semesters. The Spring 2020 semester included two syllabi – one fromthe start of the semester and a modified COVID syllabus from March to end of the semester. Themodified COVID syllabus was a requirement of the university. For this study, syllabi from asingle department were chosen for analysis as

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianne Latimer, Georgia Institute of Technology; Mary Lynn Realff, Georgia Institute of Technology; Clara Blue Templin, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christie Stewart, Georgia Institute of Technology; Lesley Baradel, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

learning objectives, which students should be able todo upon the completion of the course: A. Explain the value of managing stress in achieving optimal health/well-being. B. Identify one's personal coping style and strengths for transforming stress into a positive factor. C. Explain key strategies to flourish in a challenging environment through optimistic and resilient thinking. D. Describe how to use the concept of “failure” to learn and grow. E. Identify how to use emotional intelligence to prevent stress and fatigue and improve one’s health/well-being.Students were made aware of the learning objectives through the course syllabus that wasdistributed at the beginning of each course. Appendix A contains the course

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Assistant Systems Engineer from 2011–2012 in India. He has worked as an Assistant Professor (2014–2018) in the department of Electrical and Electronics Engineering, KLE Technological University, India. He is a certified IUCEE International Engineering Educator. He was awarded the ’Ing.Paed.IGIP’ title at ICTIEE, 2018. He is serving as an Associate Editor of the Journal of Engineering Education Transformations (JEET). He is interested in conducting engineering education research, and his interests include student retention in online and in-person engineering courses/programs, data mining and learning analytics in engineering education, broadening student participation in engineering, faculty preparedness in cognitive

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

–61, Jul. 2019, doi: 10.1145/3330794.[3] R. T. Javed et al., “Get out of the BAG! Silos in AI Ethics Education: Unsupervised Topic Modeling Analysis of Global AI Curricula,” J. Artif. Intell. Res., vol. 73, pp. 933–965, Mar. 2022, doi: 10.1613/jair.1.13550.[4] L. Tuovinen and A. Rohunen, “Teaching AI Ethics to Engineering Students: Reflections on Syllabus Design and Teaching Methods,” 2021.[5] J. Lönngren, “Exploring the discursive construction of ethics in an introductory engineering course,” J. Eng. Educ., vol. 110, no. 1, pp. 44–69, 2021, doi: 10.1002/jee.20367.[6] R. F. Clancy, Q. Zhu, and Philosophy Documentation Center, “Why Should Ethical Behaviors Be the Ultimate Goal of Engineering Ethics Education?,” Bus. Prof