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Displaying all 5 results

Board 144: Work-in-Progress: A Course Collaboration Between Chemical Engineering and Mechanical Engineering

Conference Session
Multidisciplinary Engineering Division (MULTI) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Malgorzata Chwatko, University of Kentucky; Hari Charan Ghimire, University of Kentucky; Huayi Li, University of Kentucky; Madhav Baral, University of Kentucky; John Franklin Maddox; Hyun-Tae Hwang, University of Kentucky; Gisella R Lamas Samanamud, University of Kentucky
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
established business in growing. According to the modified Kern Entrepreneurial EngineeringNetwork (KEEN) framework, EM in engineering is based on curiosity, connections,communication, and collaboration. The EM framework adapted from [6, 7] shows the potentialoutcomes of this study as shown in Table 1.Table 1 – EM framework outcomes for this studyCuriosity CommunicationConnections CollaborationConcept maps are a useful tool for evaluating someone's comprehension of a certain subject.Through nodes and links, the concept map's graphical representation conveys the participant's in-depth understanding from a wider angle and serves as a tool to assess EM [8]. Concept maps canbe scored
Relevance Score: 0.09005504

Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project

Conference Session
Multidisciplinary Engineering Division (MULTI) Technical Session 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Huan Gu, University of New Haven
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
solving as a group and ask the instructor questions or suggestions. Students’ ideas were also criticized by the instructor and in-class mentor. In session A, to help students make connections between the Concept map quantities, concepts, and variables, the instructor taught the (Connections students how to prepare a concept map. To encourage between Equation participation, up to 5 extra points were awarded. Students principles, Sheets
Relevance Score: 0.04502752

A Generative Learning Approach to Teaching Engineering Calculations in an Introductory Course

Conference Session
Multidisciplinary Engineering Division (MULTI) Technical Session 9
Collection
2023 ASEE Annual Conference & Exposition
Authors
Kathryn R. Gosselin, State University of New York, Maritime College; Martin S. Lawless, State University of New York, Maritime College
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
information and synthesize it with previous knowledge [9, 10]. Thistechnique includes a wide range of exercises, including summarizing, making concept maps,drawing, self-testing, self-explaining, and teaching [11], all of which have been shown toimprove student performance to varying degrees [12]. A recent meta-analysis analyzed therelative effectiveness across different age groups of a number of common generative learningstrategies and found that college students were the group for whom all the studied strategies weremost consistently effective, and that results were mixed or even negative among youngerstudents [13].Formal study of the application of generative learning to engineering education is somewhatsparse, though several specific generative
Relevance Score: 0.01898527

Board 146: Work in Progress: Incorporating Learning Strategies and Theory into a Multidisciplinary Design Capstone Course

Conference Session
Multidisciplinary Engineering Division (MULTI) Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Bob Rhoads, The Ohio State University; John Schrock, The Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
/j.intell.2020.101449 [29] van de Pol, J., van Loon, M., van Gog, T., Braumann, S., & de Bruin, A. (2020). Mapping and drawing to improve students’ and teachers’ monitoring and regulation of students’ learning from text: Current findings and future directions. Educational Psychology Review, 32(4), 951-977. https://doi.org/10.1007/s10648-020-09560-yRetrieval Practice References: [30] Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. https://doi.org/10.1126/science.1199327 [31] Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of
Relevance Score: 0.01898527

Work in Progress: Development and Facilitation of a New Certificate/Class for Undergraduate Teaching Assistants in Engineering and Computing Programs

Conference Session
Multidisciplinary Engineering Division (MULTI) Technical Session 9
Collection
2023 ASEE Annual Conference & Exposition
Authors
Jamie R. Gurganus, University of Maryland, Baltimore County; Mark Berczynski, University of Maryland, Baltimore County
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
doesn’t foster creative problem solving or creativity, two very importantaspects of computer science.” - Third year Computer Science Teaching Techniques Teaching fellows even discussed some techniques like using software such as CATMEand collaborating during class to help facilitate engaged learning. “...I hope to incorporate time in class for students to collaborate on concept maps priorto exams. I would also begin lectures with a five minute discussion between students in groups offour to five to write a list of any questions they have regarding the material from the previousclass or from any at home readings or homework. Students can connect concepts in this way.” - Fourth year Female Chemical EngineeringDeveloping and
Relevance Score: 0.01661211