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Displaying results 5581 - 5610 of 8955 in total
Conference Session
Curricular Innovations for Future-Ready Engineering Talents
Collection
2024 ASEE Annual Conference & Exposition
Authors
Shiny Abraham, Seattle University; Mehmet Vurkac, Seattle University; Agnieszka Miguel, Seattle University; Margarita D. Takach, Seattle University; Eddy Ferré, Seattle University; Shruti Singh, Seattle University; Henry Louie, Seattle University
Tagged Topics
Diversity
Tagged Divisions
Electrical and Computer Engineering Division (ECE)
, now commands on the order of two or three class periods in introductorycircuits courses. In today’s circumstances, it would more often than not be a disservice to ourundergraduate students to demand they write machine code to access registers, learn to designwith tube amplifiers, wind all their own inductors, or reinvent the wheel for common operationsin scikit-learn, pandas, or OpenCV. All these skills are still relevant for certain professional rolesor applications, but the modern undergraduate curriculum prioritizes learning how to learn andbecoming a resourceful problem-solver over accumulating the maximal set of discrete technicalskills. If the latter were the case, becoming an electronics engineer would entail little more thanmemorizing
Conference Session
CoNECD Session: Day 3 Slot 2 - Technical Session 4
Collection
2021 CoNECD
Authors
Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University
Tagged Topics
CoNECD Paper Submissions, Diversity
schools. One of them is the Collegeof Science and Engineering (CSE) which hosts eight departments. CSE is in the midst of a multi-year project to develop programs and policies to better support students from underrepresentedpopulations in engineering and computer science.Previous work examined data on undergraduate students who were enrolled in the fourengineering majors in the College of Science and Engineering for any part of their time at SeattleUniversity. Our analysis showed that female-identifying students appeared to primarily facebarriers to access as they were less likely to pursue engineering degrees, but those who didshowed comparable rates of completing those degrees to their male-identifying peers. In contrast,URM-identifying
Conference Session
Diversity in K-12 and Pre-college Engineering Education
Collection
2014 ASEE Annual Conference & Exposition
Authors
Jessica M. Scolnic, Tufts University Center for Engineering Education and Outreach; Kathleen Spencer, Tufts University; Merredith D. Portsmore, Tufts University
Tagged Divisions
K-12 & Pre-College Engineering
Research Associate at the Center for Engineering Education and Outreach at Tufts University. Her area of expertise is reading and writing instruction, particularly in the content areas and in project-based learning contexts. Her current research focuses on the effects of text-based engineering units on reading comprehension and oral argumentation. She is particularly interested in how interactive, hand-on learning environments can support literacy development among students with reading disabilities.Dr. Merredith D Portsmore, Tufts University Page 24.1358.1 c American Society for
Conference Session
NSF Grantees Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine
Tagged Topics
Diversity, NSF Grantees Poster Session
consists of “institutionalstructures, resources, and responsibilities that influence students’ identities within their academicinstitution and engineering as a career” [9, p. 2].The networking strand includes two elements ofnetworks, interpersonal and intertextual to support their personal, academic, and professionaldevelopment. Interpersonal networking consists of the present, past, and historical relationshipsbuilt with faculty, peers, and professionals that contribute to students; identity development andsuccess, while intertextual networking includes students’ accessing books, articles, andeducational technology to expand their knowledge and understanding of the field.ResultsWithin the research project’s lifespan, we have collected stories
Conference Session
Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE
Collection
2018 ASEE Annual Conference & Exposition
Authors
Allen C. Estes, California Polytechnic State University, San Luis Obispo; Stephen J. Ressler P.E., United States Military Academy; Camilla M. Saviz P.E., University of the Pacific; Brock E. Barry, United States Military Academy; Carol L. Considine, Old Dominion University; Dion Coward, American Society of Civil Engineers; Norman D. Dennis Jr. P.E., University of Arkansas; Scott R. Hamilton P.E., York College of Pennsylvania; David S. Hurwitz, Oregon State University; Tanya Kunberger P.E., Florida Gulf Coast University; Thomas A. Lenox, American Society of Civil Engineers (Retired); Tonya Lynn Nilsson P.E., Santa Clara University; Leslie Nolen CAE, American Society of Civil Engineers; James J. O'Brien Jr., American Society of Civil Engineers; Robert James O'Neill, Florida Gulf Coast University; David A. Saftner, University of Minnesota, Duluth; Kelly Salyards P.E., Bucknell University; Ronald W. Welch P.E., The Citadel
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
Arkansas, Fayetteville. Before joining the U of A faculty in 1996, he served in the US Army as an engineer officer for 24 years. During his military career Dennis had the unique opportunity to build roads, airfields and other facilities on five different continents and spend over 11 years as a member of the faculty at the US Military Academy. His current research interests include laboratory and field determination of geotechnical material properties for transportation systems and the use of remote sensing techniques to categorize geohazards. He has published over 85 peer reviewed articles relating to his research and educational activities. Dennis holds BS and MS degrees in Civil Engineering from the University of
Conference Session
Multidisciplinary Engineering Division (MULTI) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Julie Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Kartik Saigal
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
multidisciplinarity will be used to refer to thebalance of and cognitive distances between majors of students within a student team. Thestudy builds on methods used in measures of interdisciplinary research, so references to thosemethods will use the term interdisciplinary, consistent with writings in that area. With thatclarification given, Rousseau et al. place minimal emphasis on terminology, “Although someresearchers make a distinction between the terms interdisciplinary, multidisciplinary,transdisciplinary and cross-disciplinary research, in empirical studies one finds a continuumwhich makes it difficult to distinguish among these modes” [2, p. 70]. 3% % of Papers with Multi- or
Conference Session
Environmental Engineering Division (ENVIRON) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Daniel B. Oerther, Missouri University of Science and Technology; Sarah Hultine Massengale, University of Missouri - St. Louis; Sarah Oerther, Saint Louis University
Tagged Divisions
Environmental Engineering Division (ENVIRON)
instruction), thispaper describes: a) details of course pedagogy; b) details of course content; and 3) outcomesfrom three course offerings over a period of three years to 84 students. Attributes of this coursedescribed in this article, include: 1) students completed lecture content mapped closely to theEnvironmental Engineering Body of Knowledge (EnvEng BoK) and the design criteria describedby the Engineering Accreditation Commission (EAC) of ABET Inc.; 2) students preparedpodcasts to teach design principles to specific audiences (i.e., high school students, peers, andpublic officials); and 3) students worked independently and in small groups to perform term-length design exercises. A unique aspect of this course included interdisciplinary
Conference Session
Design in Engineering Education Division (DEED) Technical Session 5
Collection
2023 ASEE Annual Conference & Exposition
Authors
Matthew Lucian Alexander P.E., Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC; Breanna Michelle Weir Bailey P.E., Texas A&M University - Kingsville; David Hicks, Texas A&M University-Kingsville ; Rajashekar Reddy Mogiligidda, Texas A&M University - Kingsville; Velda Basak Soydas; Lihua Zuo
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education Division (DEED)
first- and secondyear offerings (groups from Electrical Engineering and Computer Science, Civil andArchitectural Engineering, and the first set of Mechanical and Industrial Engineering andIndustrial Technology) are provided in prior publications [20, 21]. The projects describedthere are those listed as items b, and d above.The Chemical and Environmental Engineering cohort included three student teams, two ofwhich were attending the SBP on-site and one that was attending virtually. These threegroups each had a different project, which was beneficial for these students in that they wereable to see their peers working on different tasks in their same discipline area. The first on-site team investigated the potential use of a renewable energy
Conference Session
DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy
Tagged Topics
ASEE Board of Directors
billion employees and $15.8 trillion in wages The rapidly changing landscape of the workplace and associated uncertainty has raised a lot of questions about the future of our education system. The impact of different industrial revolutions on education, just like all other parts of society has been profound. Education 1.0 was no education at all. At that time children worked in manual jobs and child labor was the order of the day. Education was not necessary to earn a living, it was merely a luxury for the elites and the rich. Education 2.0 originated from the need to read and write and was developed in the model of Industry 2.0, with emphasis on repeatability, uniformity, efficiency, and mass production. Industry needed lots of people
Conference Session
Improvements in ECE Circuit Analysis
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
TomHenry J. Reagan, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Eric Lyne
Tagged Divisions
Electrical and Computer
. Systematic review techniques have recentlygained traction in the field of engineering education. A systematic review performed over aspecific area of practice can consolidate results from many studies into a synthesis of bestpractices.This paper presents the best practices for teaching introductory circuits which were identifiedthrough a systematic review of prior research. Relevant publications were identified andappraised with a set of coding criteria generated by the researchers. The coding results wereexamined and used to write a mixed-methods synthesis of consensus, disagreement, quality, andlimitations amongst studies identified by the systematic literature review. The results of thereview may inform educational techniques employed in post
Conference Session
Holistic Assessment and Teaching in Service-learning Environments
Collection
2018 ASEE Annual Conference & Exposition
Authors
Linjue Wang, The Ohio State University; Turhan Kendall Carroll, The Ohio State University; David A. Delaine, The Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division
that inform the research studyare not parts of the class requirements. Students were informed that their participation orresponses would have no implications on the course grade or outcomes.Written reflectionsThe written reflections were collected across five days (from day 2 - day 6) on-site, throughoutthe service-learning experience. Differing prompts were given to the students to direct thewritten reflections, using the prompts as follows: • Day 2-3: How has this experience helped me grow? How does this experience serve my education? • Day 4-5: No prompt, write freely. • On day 6: How does this experience impact empathy in engineering?The written reflection data collected was transcribed into the NVivo 11 software. Each
Conference Session
Multidisiplinary Student Research Experiences
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jeanne R. Garland, New Mexico State University; Michele A. Auzenne, New Mexico State University; Ricardo B. Jacquez, New Mexico State University
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering
nine years, teaching Technical Writing and also serving on the teaching team for the NSF Freshman Integrated Program for Engineering (FIPE). She returned to NMSU in 2002 and began work- ing for New Mexico AMP, where she currently holds the position of Alliance Programs Manager. In this position, Jeanne works with the thirteen partner institutions statewide and helps with reporting and publications of New Mexico AMP. She is also involved with the professional development training of the Undergraduate Research Assistants (URAs), and each summer, Jeanne coordinates the Summer Commu- nity College Opportunity for Research Experience (SCCORE) program, a bridge program for community college students that provides research
Conference Session
Instructional and Learning Assessment in Chemical Engineering
Collection
2016 ASEE Annual Conference & Exposition
Authors
Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico
Tagged Topics
Diversity
Tagged Divisions
Chemical Engineering
in real settings; and in creating positive learning and work environments. She has a B.S. inEngineering, an M.BA., and has worked in industry for over 18 years. c American Society for Engineering Education, 2016 Mapping Assets of Diverse Groups for Chemical Engineering Design Problem Framing AbilityAbstractEngineering programs across the US are engaged in efforts to increase the diversity of theirstudent populations. Despite these efforts, students from groups underrepresented in engineeringare still less likely to persist, relative to their peers. One approach taken is adding design earlierin programs, but faculty sometimes doubt that freshmen and sophomore students have thecapacity to
Conference Session
ET Pedagogy III
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University
Tagged Topics
Diversity
Tagged Divisions
Engineering Technology
collaborative and cooperative learning (group work with a commongoal) [4, 5] and group-based instructional methods [6] – [10], and problem-based learning, all ofwhich feature opportunities for students to engage with learning content in a non-passive way.As mentioned, cooperative learning is one example of active learning used in engineeringeducation. The benefits of active learning (including cooperative and collaborative, and incontrast to competitive approaches) include maximized student learning, improved quality ofstudents’ interpersonal relationships with peers, and more positive attitudes to experiences inUniversity, as found by Johnson et al’s [11] meta-analysis of 305 studies of cooperative learning(encompassing active and collaborative
Conference Session
College Industry Partnerships Division Technical Session 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy
Tagged Topics
Diversity
Tagged Divisions
College Industry Partnerships
the day. Education was not necessary to earn a living, it was merely a luxury for the elites and the rich. Education 2.0 originated from the need to read and write and was developed in the model of Industry 2.0, with emphasis on repeatability, uniformity, efficiency, and mass production. Industry needed lots of people to do same type of tasks and the education paradigm evolved to meet that need. Engineering education, which modeled the industrial set-up most closely followed a highly linear path with curriculum being divided into a set of courses with a distinct prerequisite structure where students would have to pass one class to move onto the next. This arrangement, mirrored the assembly line and turned out to be the most efficient
Conference Session
Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Mirit Shamir, Kansas State University; Jonathan Aguilar, Kansas State University; Rebecca Cors, University of Wisconsin, Madison; Ryan Robert Hansen, Kansas State University; Nathan P. Hendricks, Kansas State University; Gaea A. Hock; Stacy L. Hutchinson, Kansas State University; Prathap Parameswaran, Kansas State University; Matthew R. Sanderson; Melanie Derby, Kansas State University
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies Division (GSD)
potential vocational pathways, includinggovernment, academia, and industry.The NRT program at our university includes educational and experiential components. Thesecomponents are field experiences, policy experiences at the state capital, applied course work,interdisciplinary research, faculty and peer mentoring, professional development, and periodicassessment of these components. The NRT organized three courses: a one-credit hour cross-listed course called Integrated FEW Systems, a two-credit hour cross-listed NRT Capstone, and a0-credit NRT Seminar. In the Integrated FEW Systems course, students were introduced tosystems thinking, with specific application to the FEW nexus in South West Kansas. The NRTCapstone is a project-based course that
Conference Session
Educational Research and Methods Division (ERM) Technical Session 13
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ann Shivers-McNair, University of Arizona; Gimantha N. Perera, North Carolina State University; Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca A López, Penn State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
Paper ID #44329Appreciative Inquiry as an Intervention for Equity-Centered EngineeringEducation Research and PraxisAnn Shivers-McNair, University of Arizona Ann Shivers-McNair is associate professor and director of professional and technical writing in the Department of English and affiliated faculty in the School of Information at the University of Arizona, on the lands of the Tohono O’odham and Pascua Yaqui.Gimantha N. Perera, North Carolina State University Gimantha Perera is a Sri Lankan born researcher and educator from NC State University. He was inspired to be an engineer by his maternal grandfather Anil, who
Conference Session
Committee on Professional Practice Presents: Topics in the Academic-Industry Zone
Collection
2023 ASEE Annual Conference & Exposition
Authors
Bret N. Lingwall, P.E., South Dakota School of Mines and Technology; Andrea E. Surovek, P.E., South Dakota School of Mines and Technology
Tagged Divisions
Civil Engineering Division (CIVIL)
growth. This perspective isfundamental to deep and lasting learning that persists after the final exam [2-4].In this paper we show that ungraded classrooms have significant potential as a vehicle toenhance engineering education as it models the learning and development of experts. We do thisthrough presentation of student response to ungraded classrooms in terms of both studentopinions and in comparison, of graded instruments.The ExpertConsider a practicing engineer, who is a subject matter expert of renown in industry andrespected by academic peers. This person likely received a formal education at a respectedinstitution of higher education. Leaving the university experience, the person was not an expert,but had a base of knowledge and skills
Conference Session
Electrical and Computer Engineering Division (ECE) Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Mohammad Al Mestiraihi, University of Texas Rio Grande Valley ; Kurt Henry Becker, Utah State University - Engineering Education
Tagged Divisions
Electrical and Computer Engineering Division (ECE)
peers while people in industry juststrive to survive [19]. Another important factor is that industry thinks in terms of short-rangegoals whereas academia has a long-range perspective [24]. The gap also existed as some studentshave limited vision about their role and dream jobs upon finishing their high school degree [25].Another critical reason that plays a significant role in increasing the gap between academia andindustry is the lack of engineering students seeing the classroom as something that can help themimprove their overall skills and abilities [16], [19].3. MethodsThe authors distributed a closed-ended survey to ECE professional engineers and ECEdepartment heads to examine how differently each of the group looks at the demanded
Conference Session
ERM: New Research Methods and Tools
Collection
2022 ASEE Annual Conference & Exposition
Authors
Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra McCall, Utah State University
education research asproviding scientific or scholarly knowledge in the form of conference presentations or journalarticles. The National Science Foundation’s (NSF) guidance on example grant proposaldissemination plans suggests publishing findings on university websites, presenting atconferences, and publishing articles in peer-reviewed journals as [6]. These conference andjournal outlets might be described as traditional dissemination. NSF also explicitly and implicitlyasks Principal Investigators (PIs) to move beyond traditional dissemination towards creative andtransformative forms of dissemination that will increase the impact of the project’s efforts. Forexample, both the Research in Formation of Engineers (RFE) and the Broadening
Conference Session
ERM: Let's Talk about Tests! (Tests Part 1)
Collection
2022 ASEE Annual Conference & Exposition
Authors
Minju Kim, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego
., detail-based vs. concept-based) described in the previoussection, the student experience of exam modality can also vary along metacognitive lines. Forinstance, lab-based research shows that students learn more deeply when studying in preparationto teach content to another student than they do when preparing for a written exam [13], [14], andthat explaining on video can be a more effective review technique than writing explanations orrestudying [15]. Other research shows that studying in preparation for a high-stakes video-basedexam can cause students to strategize their learning in ways that overcome poor instructionaldesign, compared to a low-stakes lab-based assessment [16].Oral exams and traditional assessments in the classroomThe affordances
Conference Session
Assessment in Mechanics Courses
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jiehong Liao, Florida Gulf Coast University; Galen Papkov, Florida Gulf Coast University; Ashraf Badir, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University
, spurred by the COVID-19 pandemic and need for more accessibleoptions to help students learn beyond the walls of the classroom, instructors have developedlesson videos to post on the course learning management system and utilized Learning Assistants(LAs) as near-peer mentors to guide the learning process. Lesson videos bring consistency toinstruction and offer students the flexibility to review concepts/skills at their own pace. LAsfacilitate group work during problem-solving in class, hold frequent study sessions, and conductreview sessions for quizzes and exams. Students who take advantage of these resources havefound them to be very helpful to their learning and overall success in this course [6].While interventions and additional resources so
Conference Session
Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success
Collection
2022 ASEE Annual Conference & Exposition
Authors
Bala Maheswaran, Northeastern University; Kendrick Langenbach, Northeastern University
three different types of cognitive exercises, all ofwhich have different levels of difficulty, which can help maintain cognitive function. The exercisesalso display scores and changes in performance. Furthermore, the results could be compared toexisting tests to gather data on the exercises’ effectiveness. While there is room for improvementin terms of cost and durability, the Brain Trainer met our goal of providing an effective brain-training game for Alzheimer's patients. In addition, this project teaches students to master variousskills, such as research, persistence, design, construction, and technical writing. The skills learnedby this project were invaluable and important experiences within engineering. This Brain Trainerproject not only
Conference Session
Cooperative and Experiential Education Division (CEED) Technical Session 1
Collection
2023 ASEE Annual Conference & Exposition
Authors
Luiz A. DaSilva, Virginia Polytechnic Institute and State University; Liza Wilson Durant, George Mason University; Jordan Mason; Sarah Hayes, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
telecommunications chairholder at Trinity College in Dublin, Ireland, and director of CONNECT – the Science Foundation Ireland Centre for Future Communications and Network. DaSilva is a Fellow of the Institute of Electrical and Electronic Engineers (IEEE) for his contributions to cognitive networking and to resource management in wireless networks. He pioneered the application of game theory to analyze and design wireless networks, authoring the first book on the topic. He is also responsible for seminal work on cognitive networking and spectrum and network sharing. He has authored two books, more than 300 peer-reviewed papers, and is a frequent keynote speaker and invited lecturer around the world. He has also been an IEEE
Conference Session
Computing and Information Technology Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Vijay Anand, University of Missouri, St. Louis; Dmytro Kudriashov, EPAM Systems
Tagged Divisions
Computing and Information Technology
, anonymoustransactions and as an efficient money-laundering tool. Cryptography and blockchain technology usedto produce building blocks of cryptocurrencies – a process called mining – to verify and addtransaction records to a write-only database of all previous transactions. As an incentive to add a newblock to the blockchain, the network compensates miners’ efforts with cryptocurrency, and a newlyadded block protected by cryptographic techniques to ensure the integrity of the record. To add ablock to the blockchain, miners have to solve a cryptographic puzzle, and a valid block will contain asolution to such puzzle with a hash of a previous block, hash of the transactions in the current blockand an address for the miner’s wallet on which the reward will be
Conference Session
Innovative Pedagogies Afforded Through Technology and Remote Learning
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Manjina Shrestha, Georgia Institute of Technology
Tagged Divisions
Educational Research and Methods
mechanical engineering coursework. The app needs to besimple yet effective and useful to comprehend complex models. So, the prototype app was testedto verify the requirements proposed and was evaluated by anonymous participants (that includedgraduate students and some faculty from the university peer survey system). Section 2 presentsthe related works in the field of AR for education, section 3 presents the features of thedeveloped app, the framework of the software, and the evaluation results. Section 4 presents thefuture direction for the app and section 5 provides the conclusion.2 Related LiteratureThe current use of AR in education is mainly focused on teaching for younger students as itprovides active interaction and engagement and can lower
Conference Session
Empathy and Human-centered Design 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education
complex engineering problems, as well aspresentations and intensive technical writing. We conducted comparative surveys of teachers andstudents at a medium-sized liberal arts university in the Midwestern U.S. The results showed thatsolving real-life problems and teamwork skills are the strongest motivators for students. Thesefindings aligned with teachers’ perceptions of what motivated their students in this course.Furthermore, we found some interesting differences in some of the motivations based on gender,race, and student GPA. We hope our results inform more effective design in first-yearengineering design courses in liberal arts universities and further improve student retention andgraduation rates. We also intend to use this pilot study for
Conference Session
Pre-college Engineering Education Division Technical Session 18
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Krista Schumacher, University of St. Thomas; Molly Roche, University of St. Thomas; Esmée Julia Verschoor, Playful Learning Lab; Hannah French; Alyssa Marie Eggersgluss, Playful Learning Lab; MiKyla Jean Harjamaki, Playful Learning Lab; Mary Fagot; Jeff Jalkio, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Collin John Goldbach, Playful Learning Lab; Deborah Besser P.E., University of St. Thomas; Abby Bensen, University of St. Thomas
Tagged Divisions
Pre-College Engineering Education
classrooms. By teaching both educators and students, theimpact of this program can reach a larger audience and potentially increase student interest inSTEM through these educators and peers if not the program itself. OK Go Sandbox also attemptsto increase student interest in STEM subjects, as well as provides resources for both educatorsand students, hoping that by supporting both, student learning will be as successful as possible.Survey LogisticsOK Go Sandbox has an email list of educators who have expressed interest in their content, andthis population of individuals was presented with a survey regarding their use and opinions ofOK Go Sandbox. 88 participants responded to this survey and the data collected indicates theeffectiveness of OK Go
Conference Session
Learning from Entrepreneurship Programs
Collection
2008 Annual Conference & Exposition
Authors
Karen Thornton, University of Maryland; Jacqueline Rogers, University of Maryland (Retired); Nathan Myers, University of Maryland; Monica Neukomm, University of Maryland
Tagged Divisions
Entrepreneurship & Engineering Innovation
shift in recruitment highlighted thetension between keeping the program open to students with unfulfilled academic potential andadmitting students with the requisite skills to graduate with a bachelor’s degree from UM. Therewas a particular concern that some incoming freshman had not proven themselves with college-level classes and needed to be placed into remedial courses. This need for remediation is notunusual at PGCC, where many highly motivated students may arrive from disadvantagededucational backgrounds.Thus, a Provisional Status was created for promising, but unproven recent high school graduateswho are unable to pass PGCC’s entrance exams in reading, writing, and/or mathematics1. AtPGCC, students failing any of these exams are required
Conference Session
Issues of Diversity in Graduate Engineering Education
Collection
2008 Annual Conference & Exposition
Authors
Eugene DeLoatch, Morgan State University; Sherra Kerns, Franklin W. Olin College of Engineering; Lueny Morell, Hewlett-Packard; Carla Purdy, University of Cincinnati; Paige Smith, University of Maryland; Samuel Truesdale, Rolls-Royce Corporation
Tagged Divisions
Graduate Studies
career so that they willbe more likely to persevere in majors and careers in science.41 Some of these programs addadditional components such as enhanced emphasis on mentoring, development of career plansand actual graduate applications, dealing with time management and work-life balance issues,and identifying a supportive peer group. Such programs have been described by Purdy et al.42and by Crosby et al.43 While many of these programs are highly effective, they do not alwayshave stable funding. .B. MentoringAs noted by Purdy and Wasburn2, "a continuing concern for all graduate students is how to findsufficient mentoring and role models. This need is not limited to academic subjects. Much morethan undergraduate students, graduate students are