Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student

Dynamics:Mapping Student Assets to Minimize Stereotyping and Task Assignment Bias. Proceedings fromASEE Conference: 2018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference. Crystal City, VA.[2] ​Linder, B., Somerville, M., Eris, O., & Tatar, N. (2010). Work in progress; Taking one forthe team: Goal orientation and gender-correlated task division. ​2010 IEEE Frontiers inEducation Conference (FIE).​ doi:10.1109/fie.2010.5673343[3] ​Fowler, R. R., Su, M. P. (2018). Gendered Risks of Team-Based Learning: A Model ofInequitable Task Allocation in Project-Based Learning. ​IEEE Transactions on Education,61(​ 4),312-318. doi:10.1109/te.2018.2816010[4] ​Meadows, L. A., & Sekaquaptewa, D. (2013). The influence of gender

Conference Session

Student Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelly Patsavas; Barrett S. Caldwell, Purdue University, West Lafayette

Tagged Divisions

Student

knowledge domainsremains a challenging task from both knowledge development and systems engineering processmodeling perspectives. However, the longitudinal examination (as well as my ongoingintrospection) regarding “Simulating Kelly” as an engineering process has helped to provide bothpersonal benefits and research outcomes. In addition, it is hoped that the student’s experienceprovides useful insights regarding the valuable role of research apprenticeships forundergraduate engineering students, regardless of their future industry, graduate education, orengineering domain career development plans. Page 24.584.6References 1. Caldwell, B. S. (2013

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Colleen Marie Croyle, The Ohio State Univeristy ; Alison N. Snyder; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Student

for a field in transition. Journal of Engineering Education, 94(1), 7-10. Page 24.496.126. Lohmann, J. R. (2005). The editor’s page – Building a community of scholars: The role of the Journal of Engineering Education as a research journal. Journal of Engineering Education, 94(1), 1-6.7. Jesiek, B. K., Newswander, L. K., & Borrego, M. (2009). Engineering education research: Discipline, community, or field? Journal of Engineering Education, 98(1), 39-52.8. Carberry, A. & Yasuhara, K. (2014). Engineering education community resource. Retrieved from http://engineeringeducationlist.pbworks.com9. Q

Conference Session

Student Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Galczynski, University of Maryland - College Park

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Student

Paper ID #17185Exploring the Impact of Engineering Student and Professor Expectations onthe Development of Student Engineering Identity and NavigationMr. Michael Galczynski, University of Maryland - College Park Michael Galczynski is a Keystone Instructor in the Clark School of Engineering and a graduate student in the School of Education at the University of Maryland, College Park. c American Society for Engineering Education, 2016 Exploring the Impact of Engineering Student and Professor Expectations on the Development of Student Engineering Identity and

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Shaffer Brown, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Student

. 144–152, 2013.[10] I. Drewelow, “Exploring graduate teaching assistants’ perspectives on their roles in a foreign language hybrid course,” System, vol. 41, no. 4, pp. 1006–1022, 2013.[11] J. Paulsen and A. C. McCormick, “Reassessing Disparities in Online Learner Student Engagement in Higher Education,” Educ. Res., vol. 49, no. 1, pp. 20–29, 2020.[12] K. Sobel, S. Avery, and I. J. Ferrer-Vinent, “Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants’ Teaching Performance,” Public Serv. Q., vol. 12, no. 3, pp. 189–213, 2016.[13] B. C. O. Neal, M. Wright, T. Perorazio, and J. Purkiss, “The Impact of Teaching on Student Retention in the Sciences,” 2002.[14] B. Melton and Y. Bodur, “Effects of a

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hao Li, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology

Tagged Divisions

Student

, design activity, and design outcome," Design Studies, vol. 26, no. 6, pp. 649-669, 2005.[6] M. C. Yang, "Concept generation and sketching: Correlations with design outcome.," in ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, 2003.[7] B. M. Linder, Understanding estimation and its relation to engineering education, Doctoral dissertation, Massachusetts Institute of Technology, 1999.[8] D. Woods, "Teaching Problem Solving Skills," Engineering Education, vol. 66, no. 3, pp. 238-243, 1975.[9] C. Maker, "DISCOVER: Assessing and developing problem solving," Gifted Education International, vol. 15, no. 3, pp. 232-251, 2001.[10] H. L. a. A. Hosoi, "Starting

Conference Session

Student-led Research on Engineering Education - Quantitative Methodologies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Kuspiel Murray, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student

, McGarvey, & Hallowell (2015). The development of spatial reasoning in young children. In Spatial Reasoning in the Early years: Principles, Assertions, and Speculations (pp. 15 - 28). Routledge.11 Sorby, S. A., & Baartmans, B. J. (2000). The Development and Assessment of a Course for Enhancing the 3‐D Spatial Visualization Skills of First Year Engineering Students. Journal of Engineering Education, 89(3), 301- 307.12 Yurt, E., & Sunbul, A. M. (2012). Effect of modeling-based activities developed using virtual environments and concrete objects on spatial thinking and mental rotation skills. Educational Sciences: Theory and Practice, 12(3), 1987-1992.13 Cakmak, S., Isiksal, M., & Koc, Y. (2014

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, University of Georgia; Barbara Ann Crawford

Tagged Divisions

Student

employment in the roleof faculty members, they are well prepared in science, math, and engineering content andpractice, however, they generally lack training in student learning and instruction. A pragmaticapproach guided the investigation lead by three research sub-questions related to: a) practicealignment with the United States Next Generation Science Standards; b) knowledge of reform-based teaching practices; c) how fellows implement biomedical engineering research intosecondary science classes. Surveys, interviews, and lesson plan documents were utilized toanalyze the phenomenon from three perspectives in the form of an instrumental collective casestudy. The National Science Foundation GK-12 program, the context of the study, operated as

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Nicole Carter; Rafael E. Landaeta, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Student

funding. The E3 initiative receivedfunding from the National Science Foundation (NSF) through the Louis Stokes Alliances for MinorityParticipation (LSAMP) Grant. A budget proposal (see Appendix B) preceded full allocation of funds.Step two of the planning stage encompassed the recruitment of program participants. Recruitment wasan important aspect; seeking and motivating interest among African American high school studentsenrolled in schools surrounding the Richmond/Chesterfield and Norfolk/Virginia Beach areas.Application questions as well as general word usage was selective. As suggested in “Changing theConversation: Messages for improving public understanding of Engineering”; students’ lack ofknowledge and misconceptions of what the field of

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Vazquez, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Student

make it more universal. The modified instrument, as shown in Appendix B, has notbeen validated. All the questionnaire items will be translated to Vietnamese by translators. The NOEinstrument will be distributed to the Vietnamese faculty when they sign the consent form.Participants will have ample time to complete the written questionnaire. This will allowparticipants to reflect on their NOE views in-depth and relate the responses to their current workexperiences. After receiving the written responses, we will conduct a follow-up interview withthe participants to elaborate on their written responses to generate as much detail as possible ontheir NOE views. All NOE items will be used in conjunction with individual follow-upinterviews with

Conference Session

Student Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student

Paper ID #27054Board 131: Methods for Assessing the Impact of Counterfactual Thinking onthe Career Motivation of Practicing Women EngineersMs. Renee Desing, Ohio State University Renee Desing is currently a graduate student at the Ohio State University in the Department of Engi- neering Education. Ms. Desing holds a B.S. in Industrial Engineering from the Georgia Institute of Technology and a M.S. in Industrial Engineering and Operations Research from the Pennsylvania State University. Most recently, Ms. Desing worked as a managing consultant for IBM Public Sector Advanced Analytics. c American

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

(Design)Data collection: A semi-structured interview [25] was used to collect data for the project. Theinterview questions were directed to bring out the participant’s direct and indirect perceptionsabout empathy and empathic interactions with students and lasted between 30 to 45 minutes.Some of the interview questions that were asked were, a. If there is any, could you share one or two positive experiences, or a very memorable interaction in your class with your students? and, b. In your own words, how would you define empathy?The interview was audio recorded and was transcribed by the researcher. The transcribed datawere anonymized to ensure confidentiality of the participant’s identity. The researcher shared thetranscribed data with

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sidra Gibeault, California State University, Los Angeles; Joseph D. Iorio, California State University, Los Angeles; Jorge Diego Santillan, California State University, Los Angeles AUV; He Shen, California State University, Los Angeles; Mark Tufenkjian P.E., California State University, Los Angeles

Tagged Divisions

Student

: Mark Tufenkjian). The assistance of Dr. MichaelSimpson, Director of Education and Workforce for the Office of Naval Research is greatlyappreciated.References[1] R. D. Beer, H. J. Chiel, and R. F. Drushel, “Using autonomous robotics to teach science and engineering,” Commun. ACM, vol. 42, no. 6, pp. 85–92, 1999.[2] J. B. Weinberg et al., “A multidisciplinary model for using robotics in engineering education,” in Proceedings of the 2001 ASEE annual conference and exposition, 2001.[3] J. Drew, M. Esposito, and C. Perakslis, “Utilization of Robotics in Higher Education,” 2006.[4] J. Yao et al., “‘Who Is The Biggest Pirate?’ Design, Implementation, And Result Of A Robotics Competition For General Engineering Freshmen,” in 2006 ASEE

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Candace Rose Wiwel, University of Michigan; Jessica E. S. Swenson, University of Michigan; Magel P. Su, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Student

, June), FEAL: Fine-Grained Evaluation of Active Learning in Collaborative Learning Spaces Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28353[2] B. P. Chang and H. N. Eskridge, “What engineers want: Lessons learned from five years of studying engineering library users,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 122nd ASEE, no. 122nd ASEE Annual Conference and Exposition: Making Value for Society, 2015.[2] J. G. Greeno, “Gibson’s affordances.,” Psychol. Rev., 1994.[4] Baepler, P., Walker, J. D., Brooks, D. C., Saichaie, K., & Petersen, C. L. (2016). A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Sterling

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Student

): Proceedings of 121st Conference & Exposition, Indianapolis, IN, USA, June15-18, 2014.[3] REEFE Consortium, “Rising Engineering Education Faculty Experience,” [February 1,2019].[4] M. B. Baxter Magolda and P. M. King, Learning partnerships: Theories and models ofpractice to educate for self-authorship. Sterling, VA: Stylus Publishing, 2004.[5] M. B. Baxter Magolda, “Self-authorship,” New Directions for Higher Education (SpecialIssue), vol. 166, pp. 25-33, 2014.[6] S. Hughes, J. L. Pennington, and S. Makris, “Translating autoethnography across the AERAstandards toward understanding autoethnographic scholarship as empirical research,”Educational Researcher, vol. 41, no. 6, pp. 209-219, 2012.[7] C. Ellis, T. E. Adams, and A. P. Bochner

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adam Neale, University of Waterloo; Oliver Grant, University of Waterloo; Manoj Sachdev P.Eng., University of Waterloo

Tagged Divisions

Student

AC 2012-4509: THE ROAD TO SUCCESS FOR STEM STUDENT-ATHLETESMr. Adam Neale, University of Waterloo Adam Neale received the B.A.Sc. degree and M.A.Sc. degree in electrical engineering from the Uni- versity of Waterloo in 2008 and 2010 respectively. He is currently working toward the Ph.D. degree in electrical engineering also at the University of Waterloo. His research interests are in the area of high performance/low power SRAM design, and engineering education. He is an NSERC scholar, member of the University of Waterloo Varsity Men’s Track and Field team, and recently won the university’s Amit & Meena Chakma Award for Exceptional Teaching by a Student.Mr. Oliver Grant, University of Waterloo Oliver Grant is

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Elizabeth Santana, Purdue University; Scott R. Bartholomew, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Student

, Technology and Engineering, andMathematics) subjects and related careers, was modified to include a section related tocomputational thinking, in line with our research objectives. The final administered survey(Appendix A) was divided into four sections (Math, Science, Engineering and Technology, andComputational Thinking) and consisted of 45 five-point Likert scale (coded as: StronglyDisagree: -2; Disagree: -1; Neither Disagree or Agree: 0; Disagree: 1; Strongly Agree: 2)questions.The thirteen-week intervention consisted of pre-surveys, design, build, and automation activities,post-surveys, and semi-structured interviews with randomly selected students and the classroomteacher at the conclusion of the intervention (Appendix B includes a classroom

Conference Session

Student Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah De Rosier, California Polytechnic State University, San Luis Obispo; Dominic Emilio Riccoboni, California Polytechnic State University, San Luis Obispo; Paul Michael Rothhammer-Ruiz, California Polytechnic State University, San Luis Obispo; Charles Birdsong, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Student

given an opportunity to provide feedback regarding the structure and content of thecourse. In order to evaluate their conceptual understanding, students will be given the samesurvey at the beginning and end of the course. The survey will look very similar to that presentedbelow. 1. List three benefits of intelligent vehicles 2. Describe the slip angle and how it relates to vehicle dynamics. 3. What are the typical state variables in a vehicle dynamic model? 4. What sensor would you use to measure: a. Tire position b. Distance between leading and following car c. Yaw rate 5. What signal processing technique can be used to combine a GPS sensor and a radar sensor to estimate a vehicle’s

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Student

. [Accessed April 29, 2020].[15] C. M. Saviz, A. A. Fernandez, E. A. Basha, A. P. Ellis, K. Hammarstrom, F. Leon, J. B. Hildebrand, and S. Ton, “Engineering internships in social entrepreneurship: Developing partnerships and student perspectives,” in Proceedings of 2011 ASEE Annual Conference & Exposition, Vancouver, BC, June 2011. [Online]. Available: https://peer.asee.org/17877. [Accessed April 29, 2020].[16] A. G. Eggleston and R. J. Rabb, “Technical communication for engineers: Improving professional and technical skills” in Proceedings of 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, June 2018. [Online]. Available: https://peer.asee.org/31068. [Accessed April 30, 2020].[17] M. Itani and I. Srour

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Rachel E. McCord, University of Tennessee, Knoxville

Tagged Topics

Diversity

Tagged Divisions

Student

Paper ID #12761The Rising Engineering Education Faculty Experience (REEFE): PreparingJunior ColleaguesCory Hixson, Virginia Tech Cory is currently a NSF Graduate Research Fellow and PhD Candidate in Engineering Education at Vir- ginia Tech. He earned his B.S. in Engineering Science from Penn State University in 2007, graduating with honors, and his M.S. in Industrial and System Engineering from Virginia Tech in 2014. Cory has ex- perience as both a professional engineer and high school educator. His professional and research interests are understanding the interaction between engineering/education pedagogy and

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Wei-Hsung Wang Ph.D., Louisiana State University; Linda Lee Ramsey, Independent evaluator

Tagged Divisions

Student

(two spring, one summer, and one fall). On average for all coursesincluded in this program, students who did not attend any SI sessions were 60.62 ± 0.04 % likelyto pass with an A, B, or C. Those who attended only a few sessions (one to three) had a 66.92 ±0.07 % likelihood of passing the class. Students with regular session attendance (four or moresessions) had a fairly substantial increased likelihood of passing the course, 77.41 ± 0.09 %.This difference is statistically significant with a p value of less than 0.0001. Feedback from SIleaders show that the benefits of this program extend beyond the impact on those enrolled in thecourses—SI’s report an increase in their own understanding of the material covered in thesecourses, greater

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

Tagged Topics

Diversity

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Student

intentions regarding MOOCs," British Journal of Educational Technology, vol. 43, no. 3, pp. 528-541, 2015.[11] B. J. Evans, R. B. Baker and T. S. Dee, "Persistence patterns in massive open online courses (MOOCs)," Journal of Higher Education, vol. 87, no. 2, pp. 206-242, 2016.[12] L. Kinney, M. Liu and M. A. Thornton, "Faculty and Student Perceptions of Online Learning in Engineering Education," in ASEE Annual Conference & Exposition, San Antonio, 2012.[13] P. G. Barba, G. E. Kennedy and M. D. Ainley, "The role of students' motivation and participation in predicting performance on a MOOC," Journal of Computer Assisted Learning, pp. 218-231, 2016

Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Yuan Gao, University of Michigan; Herbert Li, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan

Tagged Divisions

Student

learning environment," The Review of Higher Education, vol. 23,pp. 347-363, 2000.[6] A. Yadav, D. Subedi, M. A. Lundeberg and C. F. Bunting, "Problem-based Learning:Influence on Students ́Learning in an Electrical Engineering Course," Journal of EngineeringEducation, vol. 100, pp. 253-280, 2011.[7] D. W. Johnson and others, “Cooperative Learning: Increasing College Faculty InstructionalProductivity,” ASHE-ERIC Higher Education Report No. 4, 1991., ERIC, 1991.[8] L. Springer, M. E. Stanne and S. S. Donovan, "Effects of small-group learning onundergraduates in science, mathematics, engineering, and technology: A meta-analysis," Reviewof educational research, vol. 69, pp. 21-51, 1999.[9] D. R. Garrison and J. B. Arbaugh, "Researching the community of

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Michael Haungs, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

significant amounts of published research have focusedon the design and impact of blended “liberal studies in engineering” programs22, 23, 24, 25, 26(sometimes described as B.A. programs in Engineering Studies) similar to the program wedescribe at CPSU, surprisingly little of this research has attended to gender or the computingdisciplines. We believe that it is time to integrate the diverse research focused a) the relationshipsbetween liberal education and B.S. programs in engineering and computer science, b) theintegration of problem- and context-based education in B.S. programs in engineering andcomputer science, c) B.S. programs in engineering and computer science at liberal arts colleges,and d) the recruitment, retention, and success of women

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Travitz, University of Michigan; Ayse Muniz, The University of Michigan; Joanne Kay Beckwith, University of Michigan; Rose K. Cersonsky, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student

. 2, pp. 2–11, Mar. 1990.[8] A. Lieberman, “Practices that Support Teacher Development: Transforming Conceptions of Professional Learning.”[9] R. K. Cersonsky, L. L. Foster, T. Ahn, R. J. Hall, H. L. van der Laan, and T. F. Scott, “Augmenting Primary and Secondary Education with Polymer Science and Engineering,” J. Chem. Educ., vol. 94, no. 11, pp. 1639–1646, Nov. 2017.[10] Educators for Excellence, “Voices from the Classroom; A Survey of America’s Educators,” 2018.[11] N. J. Pelaez and B. L. Gonzalez, “SHARING SCIENCE: CHARACTERISTICS OF EFFECTIVE SCIENTIST-TEACHER INTERACTIONS,” Adv. Physiol. Educ., vol. 26, no. 3, pp. 158–167, Sep. 2002.[12] E. Caton, C. Brewer, and F. Brown, “Building Teacher

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Student

strategies for exploring participants’ professional identity formation werefairly logical decisions based on the personal nature of the research topic, the interview protocol,on the other hand, was rather difficult to develop. Acknowledging that an interview was anidentity intervention in itself, we needed to develop a protocol that was semi-structured andindirectly prompted participant discussion about identity formation. To accomplish this, wecreated a participant worksheet (Appendix B) in which participants defined civil engineeringthroughout three periods of their lives. As participants wrote down their definitions of civilengineering, we would ask them the follow-up questions using the protocol are as follows: 1. To get started, picture

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Rae Walsh, University of Tennessee at Knoxville; Sarah E. Norris, University of Tennessee, Knoxville; Nathaniel Blalock, Enlite Research Group Led by Dr. Faber: University of Tennessee - Knoxville; Daniel Patrick Mountain, University of Tennessee - Knoxville; Courtney June Faber, University of Tennessee at Knoxville

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Diversity

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Student

virtual teams during the rapid transition online due to COVID-19 Alexis Walsha, Sarah Norrisb, Nathaniel Blalockc, Daniel Mountainc and Courtney Faberd a) Department of Industrial and Systems Engineering; b) Department of Mechanical Aerospace Biomedical Engineering; c) Department of Chemical and Biomolecular Engineering; d) Cook Grand Challenge Honors Program University of Tennessee KnoxvilleIntroductionTeam projects are common in undergraduate engineering courses and have been shown toimprove self-efficacy, communication, and teamwork skills through group discussions andpresentations, preparing students for professional engineering practice [1], [2

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

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Student

orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. Page 26.1073.14References1. Nerad, M. (2004). The PhD in the US: Criticisms, Facts, and Remedies. Higher Education Policy, 17(2), 183–199.2. Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., & McAllister, P. (2010). The Path Forward: The Future of Graduate Education in the United States. Educational Testing … (p. 64). Princeton, NJ.3. Austin, A. E. (2002). Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career. J

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Marie Singer, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

Tagged Divisions

Student

.[10] Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of theirreadiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58.https://doi.org/10.24059/olj.v24i2.2053[11] Kauffman, H. (2015). A Review of Predictive Factors of Student Success in and Satisfactionwith Online Learning, Research in Learning Technology, vol. 23, 26507.[12]Chang, M., & Ho, C. (2009). “Effects of locus of control and learner-control on web-basedlanguage learning.” Computer Assisted Language Learning, vol. 22, no.3, pp. 189–206.doi: 10.1080/09588220902920094[13]Doherty, D. (2006) “An analysis of multiple factors affecting retention in web-basedcommunity college courses.” The Internet and Higher Education, vol.9

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Student

, and said that it was closer to traditional in-person courses. Students who preferredasynchronous courses liked them because it provided flexibility in their schedule, accommodatedtime zone differences, and allowed them to learn on their own time.One asynchronous course in particular was set up uniquely: each student’s grade was based onhow many assignments were completed. This allowed students to choose topics that wereinteresting to them and complete assignments on their own time. “I really liked how the course was graded. [It was] based off of completion of assignments... Basically if you did a certain amount, you get a C and then if you did, you know, five more you get a B, five more you get an A and so you got to choose which