Conference Session

Learning Outcomes and Pedagogical Strategies: Problems of Alignment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Brian J. Novoselich, United States Military Academy; Gregory Martin Freisinger, United States Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

motivation to learn.Therefore, additional research into the nature of undergraduate students should be done.Pembridge, et. al. conducted a study at Embry Riddle where he used a survey to determinestudents’ perceptions of various attributes that he roughly mapped to the assumptions inandragogy [14]. This work can be expanded to other institutions to determine whetherundergraduate students meet the assumptions of andragogy early in their education, warrantingthe implementation of andragogical principles. If not, researchers should determine the rate atwhich students may transition on the spectrum from ‘child’ to ‘adult’ learners. The second major area of research may include the impact of incorporating andragogicalprinciples in engineering

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Paula Davis Lampley Esq., University of Cincinnati; Krizia Leonela Cabrera-Toro, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

in-person face to face experience to a virtualexperience. Online learning is an effective method of instruction, provided that devices andtechnology platforms are accessible and screen time is monitored and limited. WOCSECincludes workshops for standardized testing, the college application process, scholarshipresources, shadowing opportunities, summer internships and the required high school coursesrequired of most collegiate engineering programs. Students were given a pre-survey the first dayof the camp to assess their attitudes and perceptions towards entering STEM fields. In an effortto measure student’s change in perception, students completed a post survey. In addition to thepre-post survey, a semi-annual quantitative and qualitative

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

for the Center for Nanotechnology in Society at Arizona State University. Rider is a Research Collaborator with the Sustainability Science Education program at the Biodesign Institute. His research focuses on wicked problems that arise at the intersection of society and technology. Rider holds a Ph.D. in Sustainability from Arizona State University, and a Master’s de- gree in Environmental Management from Harvard University and a Bachelor’s degree in Environmental Science from University of New Hampshire. Before earning his doctorate, he has worked for a decade in consulting and emergency response for Triumvirate Environmental Inc.Rachel Sinclair, University of Virginia Rachel Sinclair is a graduate with a

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

course is meaningful and useful to an audienceof engineering education researchers. We are curious to see if this process of mapping outalternate scales will find resonance in a broader communication community, one outside ourlocal context (Walther, Sochacka, & Kellam, 2013). Rather than seeking to generalize from thesefindings or make definitive policy changes based on how alternate educational scales are made orlived, we wish to highlight their existence and comment on their divergence or convergence ascompared to existing educational scales whose spatial and temporal features have gone largelyunexamined in engineering education in the context of curricular reform.FindingsDrawing on the five aspects of educational scale as defined by