Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

faculty eagerness to integrate learned technology later to also improve face-to-face course delivery [15]. Drawbacks include possible faculty difficulty with adapting to newertechnologies, lack of technical support, and lack of student readiness [16]. As a result of the occurrence of COVID-19 pandemic, the transition to move from aformerly traditional or hybrid educational system to a largely online was sudden. Therefore, thispresented immediate challenges for those who were unprepared. The main purpose this paper isto look at student and faculty experiences during the pandemic in the Spring semester of 2020through the lens of faculty. This work is part of a larger study funded by the National ScienceFoundation (NSF) to address the

Conference Session

Student Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dipanjan Saha, Texas A&M University

Tagged Divisions

Student

designsequence is illustrated in Figure 2. Learning Outcomes Teaching Assessments Strategies and Feedback Situational Factors 1. General context of the learning situation (expectations placed on this course by the university, college, professions, society, etc.) 2. Specific context of the learning situation (class size, level, type of class – live/online, lecture/lab, classroom facilities, etc.) 3. Nature of

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

Tagged Topics

Diversity

Tagged Divisions

Student

learning objectives, classroom presentation slides for each day (total of 24 hours ofinstructional time per class), supplemental instructional videos (training students in the use ofengineering software), formative (online self-assessment) and summative assessments andsolutions, and a supply of project materials related to CBI challenges.Students met weekly with an engineering professor and a mechanical engineering graduatestudent throughout the spring semester prior to summer implementation of three of the courses(Computer Aided Design, Water Science, and Systems Thinking). The students worked in pairson each course approximately 10 hours per week. Each week students presented their work tothe other teams and critiqued one another’s work. Toward

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martha E. Grady, University of Illinois, Urbana-Champaign; Ryan Christopher Reuer Gergely, University of Illinois at Urbana-Champaign

Tagged Divisions

Student

or to answer via an online course system (or e-mail)Questions that require more higher-order thinking: • What is missing from this solution? (e.g., units, direction, formatting) • Why does the problem we solved fall under this topic? • We came up with solution A, but let’s say we came up with solution B, how can we tell right away that it is incorrect? (e.g., use a common mistake for solution B)One example for the last question is to provide solution B that is too high or too low to makesense for the problem. For example, if the problem is solving for reaction forces for simpleloading on a beam, and the student solves for a reaction force an order of

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine E. Winters, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies, Student

emphasis inconsistency” with a teaching supervisor who teaches another section of the same course. Thesupervising professor developed the course materials that Mary is using, and the two sectionsshare a syllabus and course website. During meetings about the course Mary believed she madesome suggestions but that they were not often accepted for implementation. Mary has mademinor changes to the lecture, “added in a few, one or two things maybe throughout… like addingin a slide or two or an example”, and to the exams. Her supervisor “provided the old exams and Ikind of added some new questions and rewrote some of the old questions”. Still, Mary reportsnot making many changes because “I don‟t know, I just didn‟t feel that I could, I guess”. At

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak

Tagged Topics

Diversity

Tagged Divisions

Student

assignment where students must interview stakeholders in the translational pipeline for drug delivery products. After exposure to these topics, students are tasked to write a review and present to the class on a drug delivery topic of their choosing in groups. Several class sessions are dedicated to in-person group presentations. For Semester A, a new, dedicated HD and SDOH module was included prior to in-person group presentations.3.5 HD and SDOH module intervention An asynchronous online-lecture was developed by course instructors in which students were exposed to public health topics of HD and SDOH. Students were tasked to answer a pre-survey on their engineering social agency awareness and familiarity on HD and SDOH

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Student

emphasizethat consideration is a necessary component in order to solve the complex problems faced inthe field of engineering.The initial implementation of the class was in the Spring semester of 2020. The class is asophomore level course required for integrated engineering students moving forward. TheSpring class consisted of 18 students, 17 being second year students, one being a third-yearstudent. The class included6 women and 12 men taught primarily by a White male professorwho has conducted research on socio technical dualisms that exist in engineering in the past.The course description stated in the syllabus: Ever wonder what “energy” really is? In this course you will learn the engineering behind both energy production and consumption

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeannie Marie Purchase, Virginia Tech ; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

believed these experiences helpedthem become well-rounded individuals. Their experiences have contributed to the developmentof skills that will be beneficial in the work world. For example, both students credited theirexperiences to improving their interpersonal skills with diverse groups, and Isabel explicitlyexpressed that meticulous time management is crucial for her to manage her course work andout-of-class activities.Curricular ContextTheme 3 - Deep learning experiences increase student engagement: When the participantswere asked to recall when they considered engineering fun, the participants provided examplesthat were tied to deep learning experiences. For this study, deep learning experiences are definedas experiences of instructional

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel K. Anderson, Clemson University; Julie P Martin, Clemson University

Tagged Divisions

Student

syllabus and handled communication and assignment posting on the onlinecourse management system for the project.Decisions Made in “Making the Data”My qualitative research study followed an emergent7 design combining methodologicaltraditions in ethnographic 21–23 and case study 24–26 research. My data collection process closelyfollowed an ethnographic approach, where I was a “participant observer” 10,21 on a student team.In my study, I interacted with a group of students enrolled in a cross-disciplinary team projectover the course of a semester. This specific context makes my work an ethnographic case studyof a single cross-disciplinary student team 23. Following ethnographic and case studymethodologies, I collected data from multiple sources