Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhigang Shen, University of Nebraska-Lincoln; Yimin Zhu, Florida International University

Tagged Topics

NSF Grantees

these tests is to determine the students’ existing knowledge about spatial andtemporal complexity associated with construction engineering systems and skill sets to solveconstruction engineering problems. Then, after the experimental group has gone through casesusing CMVE, post-experiment tests, including a KST and a PST, will be administered to thesame groups of students.Both concept maps and interviews will be employed to elicit students’ knowledge structuresduring the pre-experiment phase KST. Concept maps are used as an effective assessment tool ofstudents’ knowledge structure [40] [41] in many disciplines, including engineering [42]. Consideringthe pros and cons of the two major concept mapping techniques, i.e., the fill-in-the-map

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

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NSF Grantees

experience of underrepresented students. The project was initiated first asa pilot program to acquire relevant skills for managing peer mentoring program. Today the project is in itsimplementation phase3-5 which contributes to improving their skills and fosters knowledge and experiencetransfer between peers. A central component of this project was the development of a peer-mentoringmodel that would contribute to the academic success of underrepresented students. It was proposed thatthe peer-mentoring activity would enhance the current curricular model by reinforcing academic conceptsand knowledge while also providing guidance and insight about the degree program as a whole. Whenappropriate, mentors would use concept maps to help guide students to a

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

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NSF Grantees

asolution, copying and pasting text, copying the solution of a problem from the board while theteacher is solving it, or selecting responses from a list of choices as in matching tasks. In thisstudy, we classified shallow and vague student reflections as active learning activities.Being ConstructiveBeing constructive refers to students’ engagement in activities that develop their knowledge andunderstanding of content in new ways, thus extending their knowledge beyond the level of thatbeing studied. 14 The characteristic difference between the constructive and active mode is that inthe latter case, learners do not produce outputs that go beyond the given information. Someexamples of the constructive mode include drawing a concept map, taking notes

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

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NSF Grantees

creation of assessments for teamwork, professional development, and design skills learned in the context of team projects. He is also a Fellow of the American Society for Engineering Education.Olusola O. Adesope, Washington State University-Pullman Olusola O. Adesope is an Assistant Professor of Educational Psychology at Washington State Univer- sity, Pullman. His research interests center on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of pedagogical practices for developing science

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Dale R. Baker, Arizona State University; Jessica Triplett, Arizona State University

Tagged Topics

NSF Grantees

% 50% Daily reflection sheets 14% 12% 33% 27% 15% 42% Visual glossaries of terminology 1% 2% 12% 44% 39% 84% Mini-Lectures 2% 10% 16% 41% 31% 71% Homework 2% 6% 16% 48% 27% 75% Tests 1% 7% 21% 44% 27% 71% Hands-on Activities 1% 3% 15% 41% 37% 81% Concept in Context Worksheets 0% 3% 16% 43% 37% 85%Concept maps of all course topics