Conference Session

Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bradley F. Aldrich, American Society of Civil Engineers; Jennifer Hofmann, American Society of Civil Engineers; Norma J. Mattei P.E., University of New Orleans; Michael B. O'Connor, New York University

Tagged Divisions

Civil Engineering

Paper ID #32606The Merits of a Civil Engineering Certification to Validate Fulfillmentof the CE-BOKMr. Bradley F. Aldrich, American Society of Civil Engineers Bradley F. Aldrich, P.E., F.NSPE, F.ASCE is President of Aldrich + Elliott, PC an environmental engineer- ing firm and also serves as vice-chair of the Board of Professional Regulation for Engineers in Vermont. He earned his bachelor’s degree in civil engineering from the University of Vermont. Over his thirty-five year career, Mr. Aldrich has held project management and leadership positions with a national general contractor and several engineering firms before

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Comas Lamar Haynes, Georgia Tech Research Institute; Tammy Michelle McCoy, Georgia Institute of Technology; Molly Stuhlsatz, BSCS Science Learning

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American Academy in a Turbulent Era.Dr. Clayton J. Clark II, Florida A&M University Dr. Clayton J. Clark II is a Professor in Civil and Environmental Engineering at Florida Agricultural &

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineers are mostly likely tohave this attitude in the results section.MethodsThis section describes our process for classifying engineers according to their acculturationattitudes, as determined by their acculturation preferences, and exploring differences in theseattitudes based on their personal and job characteristics.Participants: Data for this study was collected as part of a larger research project administered inFall 2019 [46]. Nearly twelve thousand alumni who earned engineering degrees from a large,public university in the southwestern U.S. within the past 15 years were invited to participate inan online survey via an initial invitation email and two reminder emails sent over the course of atwo-week period. All participants had the

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Berkeley’s public science center, where she evaluated STEM education programs for all ages. Several studies focused on expanding diversity, access, and inclusion in pre-college engineering education, with attention to changes in participants’ skills, attitudes, and career interests. She earned her B.A. in Anthropology with a minor in Education from UC Berkeley and an M.A. in Museum Studies: Specialization in Education and Interpretation from John F. Kennedy University. Her Master’s Project focused on culturally responsive evaluation practices.Ms. Gennie Miranda, UC San Diego Gennie B. Miranda serves as the Director of Operations in the IDEA Engineering Student Center, Jacobs School of Engineering at UC San Diego, with

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Fast forward through coast-to-coast moves to Boston, San Diego and finally Rochester, Kathy spent many years in the fitness industry while raising her daughter, wearing every hat from personal trainer and cycling instructor to owner and director of Cycledelic Indoor Cycling Studio. Kathy draws upon these many diverse career and life experiences while directing WE@RIT. In the spring of 2020, Kathy earned her Master of Science degree in Program Design, Analysis & Manage- ment through RIT’s School of Individualized Study, combining concentrations in Project Management, Analytics and Research, & Group Leadership and Development. An unabashed introvert, Kathy enjoys reading and spending time with her family

Conference Session

Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camilla M. Saviz P.E., University of the Pacific; Audra N. Morse, Michigan Technological University; Brock E. Barry P.E., United States Military Academy; Nathan M. Kathir P.E., George Mason University; Norb Delatte P.E., Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

York. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Tech- nology, a Master of Science degree from University of Colorado at Boulder, and a PhD from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10-years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional en- gineer in multiple states. Dr. Barry’s areas of research include assessment of professional ethics, teaching and learning in engineering education, nonverbal communication in the classroom, and learning through historical engineering accomplishments. He has authored and co-authored a significant number of journal articles and

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Douglas Bast; Trinity Borland, Wartburg College; Murad Musa Mahmoud, Wartburg College; Cristian Gerardo Allen, Wartburg College; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

education and his areas of research include en- gineering design thinking, adult learning cognition, engineering education professional development and technical training. He is currently working on National Science Foundation funded projects exploring en- gineering design systems thinking and several GEAR UP STARS projects funded by the US Department of Education. He has extensive international experience working on technical training and engineering education projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Armenia, Bangladesh, Bulgaria, China, Egypt, Macedo- nia, Poland, Romania, and Thailand. American

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

me when I assign tasks for everyone to do, despite the fact I was elected teamleader. These are personal obstacles because there is nothing [that] I can do about them as afemale.” In this instance, the participant did not know how to change others’ behaviors in orderto fight a norm that women are undervalued in engineering.Avoiding. A few participants (n = 4) avoided HC. Minoritized women were slightly more likelyto use this strategy than majority women (4% vs 1%). A Hispanic/Latina industrial engineeringundergrad stated that she had “problems with team members due to lack of communication andrespect,” which she overcame “by analyzing if the team is a [good] fit for myself and doing abetter judgment for other teamwork projects.” The

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dawn M. Maynen, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #34921Women Electrical Engineering Faculty: How do they Experience EEDepartment Climate and Promotion and Tenure?Dr. Dawn M. Maynen, Pennsylvania State University Dr. Dawn Maynen is the Project Coordinator/ Research Analyst for the Pennsylvania State Piazza Center for Fraternity and Sorority Research. She is responsible for client interaction, survey administration, data analysis and reporting of projects. Dawn is part of the Piazza Center research team responsible for mul- tiple publications and conference presentations. Dawn has a Ph.D. in Higher Education/ Student Affairs from Indiana University-Bloomington

Conference Session

Women in Engineering Division: Panel on Advocacy and Allyship by Men for Women

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian Kirkmeyer, Miami University; Michael D. Johnson, Texas A&M University; Lisa Abrams, The Ohio State University; Roger A. Green, North Dakota State University; Lyndsey McMillon-Brown, NASA Glenn Research Center; Sharon A. Jones P.E., University of Washington Bothell; Philip Ritchey, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

personal experience for me to sharewith my students, which I did, and it had a very positive effect. I think the man who originallyasked the question even sent her a thank you note for taking the time to give such a thoroughresponse.Sometimes, somebody will say to me, or near-enough that I can hear, a comment which impliesthat women are differently-abled and that this explains some feature of their presence (or lackthereof) in engineering. for example, "women in the software engineering class tend to pickprojects that involve helping people because they're more nurturing than the men". "oh, I don'tknow Guy, don't you think they pick projects the same way most students do: which one will bethe easiest or most interesting?" (Guy is a generic

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

our knowledge-making in lived experience, dialogue, an ethic ofcaring, and personal accountability. It is tempting, of course, to design a large-scale study toaffirm, complicate, or deny the realities of our discussion here. And perhaps we will. Yet to doso would be to embrace an epistemological foundation that fails to serve this project well. Wework instead to answer a question: What kinds of foundational knowledge or interactions cansupport enduring relationships between Black women and white women? Or, what kinds ofrelationships are needed for Black and white women’s relationships to survive intersectingsystems of oppression?Allies --> Advocates --> AccomplicesAs might be obvious given our contemporary moment, the issues we’re

Conference Session

WEDNESDAY PLENARY: Featuring Best Zone and PIC Papers & Corporate Member Council Keynote Speaker, Sponsored by EngineeringCAS

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samara Rose Boyle, Rice University ; Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Reginald DesRoches, Rice University; Stephen P. Mattingly, The University of Texas at Arlington; Anne Nordberg, University of Texas at Arlington; Wei Wayne Li, Texas Southern University; Hanadi S. Rifai P.E., University of Houston

Tagged Topics

Corporate Member Council

.Prof. Stephen P. Mattingly, University of Texas at Arlington STEPHEN MATTINGLY is a Professor in Civil Engineering and the Director of the Center for Trans- portation Studies at the University of Texas at Arlington. Previously, he worked at the Institute of Trans- portation Studies, University of California, Irvine and University of Alaska, Fairbanks. His most recent research projects address a variety of interdisciplinary topics including developing an app for crowd- sourcing bicycle and pedestrian conflict data, transportation public health performance measures, policy and infrastructure improvements resulting from bicycle and pedestrian fatality crashes, linking physi- cal activity levels to travel modes

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in Mathematics from International Christian University in Tokyo, Japan.Dr. Emily Knaphus-Soran, University of Washington Emily Knaphus-Soran is a Senior Research Scientist at the Center for Evaluation and Research for STEM Equity (CERSE) at the University of Washington. She works on the evaluation of several projects aimed at improving diversity, equity, and inclusion in STEM fields. She also conducts research on the social- psychological and institutional forces that contribute to the persistence of race and class inequalities in the United States. Emily earned a PhD and MA in Sociology from the University of Washington, and a BA in Sociology from Smith College.Dr. Elizabeth Litzler, University of Washington

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Virginia Charter, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

drawings for fire alarm and automatic sprinkler systems, as well as construction design documents including fire protection reports, code equivalencies, and general code consulting for many projects across the nation and abroad. Additionally, she has valuable technical knowledge in smoke control analysis including the commissioning of smoke control systems. American c Society for Engineering Education, 2021 Engineering Student Perceptions of their Generic Skills Competency: An Analysis of Differences Amongst Demographics Oklahoma State UniversityAbstract Assessment and accreditation are an important aspect in

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instructors have been shown to support greaterengagement, feeling of connected and belongingness to a part of the community, and enhancepersistence rates [12][13-14]. Finally, research also shows that student demographic characteristicssuch as age, gender, ethnicity, etc. have influenced students’ success in online courses [8][15-18].This study is a part of a larger NSF-funded project studying the persistence of students in onlineundergraduate engineering courses [19]. The Model for Online Course-Level Persistence inEngineering (MOCPE) framework, posited by this project, includes factors related to coursecharacteristics and individual characteristics [20]. Lee, et al. (2020) gives a complete treatment ofthe framework [20]. In this paper, we study the

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

Tagged Divisions

Student

provide input.Limitations The pre-constructed narratives limit these findings because there were constructed todepict their entire navigation towards public-inspired work. Therefore, the stories were notcreated to be analyzed in this paper. They were created to be disseminated to a broad, diverseaudience. This method limits the amount of information that can be extracted from theparticipants. It is also important to note that these personal experiences with public-inspiredscience were early in the students’ graduate career, and that many of the students continued toparticipate in other citizen science projects and later produced documentaries of their work(Battle, 2020; Kriss and Hockman, 2020; Patton, 2020; Purchase, 2020; Lopez, 2021

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, University of Virginia Sarah Lilly is a PhD student in the Department of Curriculum, Instruction and Special Education at the University of Virginia. She holds a B.S. in Mathematics and English and an M.A.Ed. in Secondary Educa- tion from The College of William and Mary. Her research centers on STEM education, particularly using qualitative methods to understand the integration of math and science concepts with computational mod- eling and engineering design practices in technology-enhanced learning environments. Prior to beginning doctoral work, she taught secondary mathematics for four years as well as created and implemented an interdisciplinary, project-based mathematics, science, and principles-of-technology

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leo Salgado, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Hye Rin Lee, University of California, Irvine; Lorenzo Valdevit, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

to discuss “which courses they were going to be taking” and“possibly share class notes and were planning to work together on group projects”. Students hadacquired a sense of belonging and were more motivated to continue to be enrolled in engineeringcourses. One key aspect was that students were highly interested in conducting research which inturn they had already contacted some of the faculty members by the beginning of week one ofthe fall quarter. One student stated, “he allowed me to join his research even though I wasn'tofficially settled into school yet”. It appeared that their motivation level had seen an increasefrom when they initially attended the one-week program in comparison to their first week ofbeing enrolled at a four-year

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington

Tagged Divisions

New Engineering Educators

self-directed learners who make intentional choices about theiracademic endeavors. Prior research highlights the role of educators in designing active learningclassrooms [1], promoting a reflective culture [2], [3], and using project-based curriculum [4] tosupport student learning. We ask, what are smaller, more attentive opportunities for students todesign their own active learning experience within classroom settings? We take a provocativeapproach to supporting engineering student learning through visual notetaking.Visual notetaking is a method of representing ideas without always relying solely on words.Notetaking offers a large design space and opens up opportunities for metacognitiveconversations about student learning. Further, visual

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zachary Minken, Arcadia University; Augusto Z. Macalalag Jr., Arcadia University; Najah Naylor

Tagged Divisions

Pre-College Engineering Education

ideas and designs, (d) ability tograde non-traditional assignments, and (e) helping students who are struggling with theirdesign/project [5], [6]. Moreover, in the study conducted by Porter et al. [7], they found thatplanning open-ended design challenges pertinent to the curriculum is difficult for teachers,particularly those who are inexperienced in teaching EDP. Hsu, Purzer, and Cardella [8]conducted a separate study with 192 elementary classroom teachers that suggested a need toimprove teachers’ familiarity with EDP. In this study, Hsu et al. found that, while most teachersmentioned the importance of engineering and technology, they were relatively unfamiliar withthese concepts. Additionally, moderately experienced teachers showed

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mais Kayyali, Florida International University; Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

), Ira A. Fulton Schools of Engineering. Prior to attending ASU, Dr. ElZomor received a master’s of science degree in Architecture from University of Arizona, a master’s degree in Engineering and a bachelor of science in Construction Engineering from American University in Cairo. Dr. ElZomor moved to FIU from State University of New York, where he was an Assistant Professor at the college of Environmental Science and Forestry. Mohamed’s work focuses on Sustainability of the Built Environment, Engineering Education, Construc- tion Engineering, Energy Efficiency Measures and Modeling, Project Management, and Infrastructure Resilience. Dr. ElZomor has extensive professional project management experience as well as a

Collection

2020 ASEE North Central Section conference

Authors

Bhuvana Ramachandran, University of West Florida; Chathapuram Ramanathan, University of West Florida,; Mohamed Khabou, University of West Florida

Tagged Topics

Diversity

students perceived significantly more career barriers thanmen [46]. Women serving as role models might provide a more balanced view of the field andhelp in forming a realistic perception for students about engineering and careers in the field.Impact of Role Models and Perception of Female Students Studies were conducted to determine the impact of female role models’ visits to highschools and integrated science classes where female students were enrolled. The visits by femalerole models raised awareness about career options and possibilities for female students. At thatage, projecting themselves into a long-term career path may be very difficult for students. It maybe that female students need long term mentoring by female role models [47

Collection

2018 ASEE Mid-Atlantic Section Spring Conference

Authors

Andrew Grossfield P. E., Vaughn College of Aeronautics & Technology

vectors ⃗ and ⃗ and the third operation produces ascalar and is called the triple scalar product, and denoted by ⃗ ⃗ .The dot product provides a means to compute the length of the projection of a line segment ontosome intersecting line. In the ordinary 2-dimensional space the projection of a vector ⃗ onto thehorizontal axis is |A| cos(φ) where φ is the angle between ⃗ and the horizontal axis.In 3-dimensional space if we have a vector ⃗ and a direction described by a unit vector ⃗ theprojection of ⃗ in the direction ⃗ is ⃗ ⃗ = |A| cos(φ). We would like our dot product to besymmetric in the two vectors and so the dot product is defined as: ⃗ ⃗ = |A||B|cos(φ). It can beproven that if the coordinates of the vectors are given in an orthonormal

Conference Session

Race/Ethnicity Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Teirra K. Holloman, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Arizona State University; Atota Bedane Halkiyo, Arizona State University; Gilbert Jew, Arizona State University; Bevlee A. Watford, Virginia Tech

Tagged Topics

Diversity, Race/Ethnicity

ESL courses at Mada Walabu University for over seven years, where he also served the university assum- ing various positions such as being Quality Assurance Director, Teachers Development Leader, Pedagogy Trainer as well as English Language Center Coordinator. Atota was also a principal investigator of the project entitled ”Engendering Higher Education Curricula”, where he, along with four project members, investigated gender issues in higher education and devised comprehensive interventions in the form of training for students, academic, support and administrative staff as well as by writing guidelines for the university. Atota is interested in working to ensure equity and quality in higher education, particularly for

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan P.E., Baylor University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

students to face the future, but practicing these topicswill give students a confidence to face the challenges that will occur on the road to graduationand after. For instance, Business Understanding is essential for a student to function in theindustry environment. How do companies operate? What is the role of engineering in acompany? What career paths are available? How would an advanced degree help or hurt mycareer? Is an advanced technical degree or a Masters of Business Administration appropriate?The answers depend on the career aspirations as often engineers become project managers in acompany. Understanding how a company operates will also help when new technologies areintroduced. Recognizing the impact of the technology on the work of the

Conference Session

International Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Kevin Kelly, Dublin Institute of Technology; Mike Murphy

Tagged Divisions

International

appropriatein this particular setting, with it’s own culture and history. Research is ongoing, usingqualitative inquiry and fourth generation evaluation which seeks to address theconcerns and issues of stakeholders. It is an illuminative evaluation project that seeksto allow senior management in the College see what is happening elsewhere andevaluate whether such methods might be appropriate in their own college.The focus here is on a literature review of academic change in Europe and the moveof some universities to become more entrepreneurial organisations. Changingacademic roles and structures are ongoing sources of tension for academic staff inEurope and there appears to be no panacea for successful change. Collegial andbureaucratic institutions are

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

of efficacy based on their ability to contribute toteam efforts or diminished confidence in success when they repeatedly required the assistance oftheir peers during group work.25, 26 This type of vicarious experience remained an influenceamong CHE 205 students as well. Ben, an international student in CHE 205, described doubts inhis ability to succeed in the course because he seemed to always be the person in his homeworkgroup asking questions and not understanding. …we’re sort of set up in like this group project where um, you’re working with a group on your homework and…I go in, personally, like reading the homework in advance and try to do it by myself but whatever I don’t understand, like I can’t – I don’t feel

Conference Session

NSF Grantees Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Edward Kasprzak, Milliken Research Associates; Kevin Hulme, University at Buffalo - SUNY; Deborah Moore-Russo, Suny - Buffalo; Kenneth English, University at Buffalo - SUNY; Kemper Lewis, University at Buffalo - SUNY

situations using inquiry, project-based instruction, andincrease opportunities for student collaboration and communication. This paper describes theinnovative use of a motion simulation-based framework to provide active student participation inauthentic engineering experiences for learning about dynamic systems. The project’s theoreticalunderpinnings are based on situated learning where new educational material is presented in anauthentic context, and social interaction and collaboration are required for learning to occur.Through a learner-centered approach, students use physical simulation and large-scalevisualization to discover the impact that design decisions have on a dynamic system, whilegaining hands-on experience in configuring and operating

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Brook Sattler, University of Washington

Tagged Divisions

Educational Research and Methods

they were learning in class to actual engineering design problems.Often, he created design projects from his current research to better engage his students in theclassroom. He described “this obvious case study that people were familiar with would also giveit a little bit more immediacy.” As a result, the students were getting hands on experience withintheir individual group projects, Nathan “felt like it was a much more gratifying experience” forhim as the instructor. Furthermore, the students presented their project findings to otherresearchers (from industry, government and non-profit organizations) who were interested in thefindings. This strategy also created a much more authentic experience for Nathan’s students.In Fay’s case, she

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Kelly Hutchinson, Purdue University; Lynn Bryan, Purdue University; George Bodner, Purdue University; Nicholas Giordano, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

last twodecades.9 On the other hand, the NSB projects indicate that there will be a 26% rise in scienceand engineering occupations from 2002-2012.9 Interest and achievement in K-12 science isvitally important to the engineering field as the students that most often pursue engineering as acareer are those students with strong abilities and interest in science and mathematics.Nanoscale science and engineering (NSE), with its cutting edge research and innovation has thepotential to pique the interest of students whose interest and desire to study science and/ orengineering might otherwise wane.The purpose of this study is to examine secondary (grades 7-12) students’ interests in nanoscalescience and engineering. Because of its inherent