Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania

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throughout the semestercompared to learning facts, theories, and equations (e.g., static equilibrium equations) that couldbe presented and then practiced in one activity.With these goals and methods in mind, the TA can begin designing in-class activities. Severalresources summarize the variety of active learning techniques, and we refer the reader to theseexcellent guides.10-13 Deciding which in-class activities to use depends on the activity goals.Regardless of the technique used, many of the following questions, posed by the “ActiveLearning in STEM Courses” mini-course, should be considered when designing a newassignment: 1. Preparation a. How will students prepare for the in-class work? b. Will this preparation be

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, Rice University

Tagged Topics

Diversity

Tagged Divisions

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

informaladvancement structures in other labor market sectors.15-17 Of course, this does not imply thatovert and subtle processes of discrimination and bias are absent in federal agencies; just that (a)LGBT employees have baseline legal protections not guaranteed in other sectors, and (b) moreformalized advancement structures in federal agencies mean that, at least in theory, hiring,promotion, and disciplinary procedures are under greater scrutiny to align with anti-discrimination policies. As such, although organizations in the private, non-profit and educationsectors likely vary widely in their treatment of LGBT professionals, the differential experiencesof LGBT professionals in STEM agencies documented here may be equally if not more extremein other

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Student

the community of DBER.” (participant B)Some members have a community within their own major, “We tend to interact fairly frequently,in lab groups,” (participant F), “A lot of it is informal, like talking in the hallways, or stoppingby someone else’s office, it’s not always formal,” (participant B) while others do not have thatluxury, “there’s no one else who does [redacted] education and that’s partially why we startedthe group” (participant A). For many members, the DBER meetings are their main source ofcommunity with other educational researchers. Page 26.298.4PracticesMeetings include sharing educational research practices and critiquing

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, Ohio State University; Andrew H. Theiss, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Student

lowest in Year 2. Figure 3(a) and (b) shows the three years of course section averages for the lab memo and lab report,respectively. From here the improvement in the lab memo distribution from Year 1 to Year 2 isclearly shown. The program average and +/- 1 standard deviation is displayed. Each data pointcorresponds to a course section average for that assignment. The data depicted in Figure 3clearly demonstrates an improvement (i.e. decrease) in the standard deviation between Year 1and Year 2 for both technical writing assignments. The average grades for these assignments alsodecreased slightly across the program. Page 26.667.8

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

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

response to feedback from “Dr. Jacobson” (see second anecdote below), we spent almost anentire meeting debating over whether or not to describe the upper-level administrator’s watch as:a) “flashy”, which was Michael’s original, immediate observation and visceral reaction, b) “whatlooks like an expensive watch”, or c) to simply leave this part of the story out altogether. Thosein favor of option “a” felt that it was important to highlight the difference between Michael’sprior life experiences and the level of privilege that such watches represent to him. At the sametime, we all agreed that the use of the word “flashy” served to set the anecdotes as immediatereactions captured in Michael’s natural voice apart from the other more formally written

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dylan Christenson, Texas Tech University; Daniel Baldwin; Maeghan Marie Brundrett, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

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Student

categorized separately fromthe qualitative results by three individuals. Individual A, the corresponding author, is a formerhigh school mathematics teacher now pursuing a doctoral degree in Civil Engineering withteaching experience both at the secondary and collegiate level and experience in teaching someof the courses surveyed, though not a current instructor. Individual B is a student in a 5-yearbachelors and masters combined program in environmental engineering. Individual B also hasexperience in analyzing qualitative data gained during a summer research experience analyzingqualitative reflection data through video and written work. Individual C is another student in the5-year program, however with no formal training or experience in coding

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University; Hannah Christine Zierden, The Ohio State University; Kevin Robert Wegman; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University

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Student

Paper ID #12011Teaching Assistant Professional Development through Design: Why TheyParticipate and How They BenefitDr. Kathleen A Harper, Ohio State University Kathleen A. Harper is a senior lecturer in the Engineering Education Innovation Center at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

Paper ID #11803Interactive Panel: Improving the Experiences of Marginalized Students onEngineering Design TeamsDr. Lorelle A Meadows, Michigan Technological University Dr. Lorelle A. Meadows is the Dean of the Pavlis Honors College at Michigan Technological University.Prof. Denise Sekaquaptewa, University of Michigan Denise Sekaquaptewa, Ph.D., is Professor of Psychology at the University of Michigan, Ann Arbor. Her research in experimental social psychology focuses on stereotyping and intergroup dynamics, in partic- ular how being in the numerical minority in terms of gender or race influences academic outcomes and

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Jamshid Mohammadi P.E., Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

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Student

Paper ID #13893An automated on-line portfolio for engineers: Planning and Tracking studentactivity – A tool for job interviewsDr. Natacha Depaola, Illinois Institute of TechnologyDr. Jamshid Mohammadi P.E., Illinois Institute of TechnologyProf. Paul R. Anderson, Illinois Institute of Technology Paul Anderson is a registered professional engineer with over 30 years of combined industrial and aca- demic experience related to water resources. At the Illinois Institute of Technology for more than 20 years, he teaches courses in water chemistry, ground water contamination, chemical transport in the envi- ronment, and industrial

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel Jannette McFalls, Mississippi State University; Carla Danielle Grimes, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Rani W. Sullivan, Mississippi State University; James Warnock, Mississippi State University

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Student

 the first research question (RQ1) (B­D).  Two prompts focused on identifying ways to improve the experience for undergraduate facilitators related to the second research question (RQ2) (E­F).  A. What was the goal of your summer program?    B. How was the goal of the program achieved?  C. To what extent did you as an engineering undergraduate feel that the goal was  achieved?  D. How did you get involved with the program?  E. Describe your experience facilitating your summer program and how it may or  may not have impacted your engineering identity  F. What were some lessons learned while being a facilitator of the program?    Each prompt

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

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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

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

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Diversity

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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

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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

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

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

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

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Diversity

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Student

Society for Engineering Education. American Society for Engineering Education, 2009. 5. Blumenfeld, Phyllis C., et al. "Motivating project-based learning: Sustaining the doing, supporting the learning." Educational psychologist 26.3-4 (1991): 369-398. 6. Bybee, Rodger W., et al. "The BSCS 5E instructional model: Origins and effectiveness." Colorado Springs, CO: BSCS (2006). 7. Bransford, John D., et al. "Anchored instruction: Why we need it and how technology can help." Cognition, education, and multimedia: Exploring ideas in high technology (1990): 115-141. 8. Freeman, R. A., Crown, S. W., Fuentes, A. A., Jones, R. B., Gonzalez, M., & BenGhalia, M. "The Synergistic Impact of the

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois, Urbana-Champaign; Anastasia Marie Rynearson, Purdue University, West Lafayette; Matthew William Priddy, Georgia Institute of Technology

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Student

)academic assistance, and (4) job search. Within the survey, respondents were asked (a) whichtypes of programming were currently being offered and (b) which types of programming wouldthey like to see in the future. The results are shown in Figure 3. The majority of respondentsindicated that their Student Chapter offers teaching preparation (63%, n = 42) and research (72%,n = 48) programming, while academic assistance (40%, n = 27) and job search (37%, n = 25) Page 26.236.5programming was less likely to be offered. The majority of respondents also indicated interest inprogramming being offered from all four general areas.Figure 3. Types of overall

Conference Session

Two Body Solutions: Strategies for the Dual-Career Job Search

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators, Student, Women in Engineering

Paper ID #11885Two Body Solutions: Strategies for the Dual-Career Job SearchDr. Shannon Ciston, University of California, Berkeley Shannon Ciston is a Lecturer and Director of Undergraduate Education in the Department of Chemical and Biomolecular Engineering at the University of California, Berkeley. Dr. Ciston holds degrees in chemical engineering from Northwestern University (PhD) and Illinois Institute of Technology (BS). She teaches undergraduate and graduate courses in technical communications and applied pedagogy, and conducts engineering education research.Dr. Katy Luchini-Colbry, Michigan State University Katy

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #13481Engineering Bait-and-Switch: K-12 Recruitment Strategies Meet UniversityCurricula and CultureMr. Michael Lachney, Rensselaer Polytechnic Institute Michael Lachney is a PhD candidate in the Science and Technology Studies department at Rensselaer Polytechnic Institute. He studies the design and implementation of educational technologies for STEM teaching and learning.Dr. Dean Nieusma, Rensselaer Polytechnic Institute Dean Nieusma is Associate Professor in Science and Technology Studies and Director of the Programs in Design and Innovation at Rensselaer