Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees Poster Session

of thermal expansion.Figure 2. One student's Pre and Post Topic Quizzes for the area of atomic bonding.Daily Post-Class Assessment Time ScaleToward the end of each class students' experience in the classroom that day was assessed with DailyPoints of Reflection writings on students' points of interest, muddiness and learning as seen in Figure 3. Page 25.1114.4Results were entered into an Excel spreadsheet and then summarized and discussed at the verybeginning of the next class with a Reflection Point Commentary. For many students the discussion ofthe major Muddiest Points helped clarify understanding of difficult concepts and clear up

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University

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NSF Grantees Poster Session

means forimproving both cognitive and affective abilities.Gestsdottir and Lerner16 referred to these developmental processes as “intentional self-regulation”—actions aimed towards harmonizing personal goals in order to enhance self-development. This is relevant to our subsequent and current studies since successful intentionalchanges were entirely dependent upon the students’ learning and demonstrating increasingcontrol over their behaviors, and selecting desirable and achievable goals. Selecting such goalsand identifying desirable behaviors, according to Baltes,17 reduces the possibility of unsuccessfulresults and increases the likelihood of developing methods that lead to desired outcomes.According to Brandtstädter,12 reflective thought and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

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NSF Grantees Poster Session

Paper ID #32300Creating the Skillful Learning Institute: A Virtual Short Course forBuilding Engineering Educators’ Capacity to Promote StudentMetacognitive GrowthDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker

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NSF Grantees Poster Session

must make their own decisions to determine how best toproceed to complete their tasks. To support students in developing and engaging in self-directedlearning, students regularly engage in explicit metacognitive focused reflection activities. Forinstance, students may complete a metacognitive memo to reflect on the strategies used for aproblem solving activity. The overall process of engaging in their self-directed learning includesorganizing and documenting their learning as it happens, reflecting on the learning and learningprocesses on a frequent basis, making qualitative judgments on the quality of the learning, andthen making regulative changes to their learning strategies based on their judgments.MethodsParticipants and Procedure. We

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman

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NSF Grantees Poster Session

undergraduate institutions(PUIs) in the second-year engineering curriculum. All students were given a lecture on bio-inspired design and asked to complete the C-K mapping template in class as part of learningactivities to understand the process of discovery, and again in their assignment to scaffoldapplication to the course project. Analysis of the student-generated templates using a rubricshows that students were able to successfully use information (knowledge transfer) to makeconnections between biology and engineering for creating solutions for design problems.Additionally, all students were asked to respond to six reflection questions regarding the content(biology) and process (bio-inspired design). Qualitative content analysis of second

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee at Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Karina Sylvia Sobieraj, Ohio State University; Cazembe Kennedy, Clemson University

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NSF Grantees Poster Session

canmediate the connection between a student’s epistemic metacognitive knowledge and researcheridentity). The DRIEM also represents that an individual’s researcher identity exists with, and isaffected by, their multiple other identities and/or future self. The collaborative, iterative processof developing this model led to identifying four propositions: 1) Researcher identity affects and isaffected by reflection on research actions; 2) Researcher identity is fluid and can dissolve orsolidify; 3) Researcher identity and interest in research are influenced by social contexts; and 4)Students’ researcher identity and perceptions of research are influenced by their initial dispositionsand beliefs about researchers. We further refined the DRIEM and our

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amit Jain, Boise State University; Noah Salzman, Boise State University; Donald Winiecki, Boise State University

Tagged Topics

NSF Grantees Poster Session

Engineering Education from Purdue University.Dr. Donald Winiecki, Boise State University Don Winiecki, Ed.D., Ph.D. is the ‘Professor of Ethics & Morality in Professional Practice‘ in the Boise State University, College of Engineering. He teaches undergraduate and graduate courses in ‘Foundational Values‘ and ‘Professional Ethics‘ in the Computer Science Department and Organizational Performance & Workplace Learning Department in the Boise State University College of Engineering. His research focuses on the attributes of technology and technology-in-use as a reflection on, and an influence on social morals and social ethics. c American Society for Engineering Education, 2019

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

reflection, grounded in authentic software development settings. Tools in this project include process oriented guided inquiry learning, automated feedback to students through an intelligent tutoring system, case studies in software communication, and guided reflective exercises on team communication. As part of this research, the Ag- ile Communicators team has investigated communication practices in a variety of student and professional software development environments. Wallace has been intimately involved with undergraduate Computer Science curriculum development since his arrival in 2000. He cofounded Michigan Tech’s Software Engineering degree program in 2003. Wallace currently serves as Director of Undergraduate

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Topics

NSF Grantees Poster Session

taught six different biology and engineering courses. Dr. Ankeny aspires to employ student engagement strategies in the context of biomedical engineering education in the future. Page 23.837.2 c American Society for Engineering Education, 2013 Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials CoursesAbstractIn this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering inSTEM) project, we are using engagement, assessment, and reflection tools developed in asuccessful CCLI Phase 1 project and are

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato

Tagged Topics

NSF Grantees Poster Session

years, the MAX scholarship program has engaged in a continuousimprovement process. The students provide feedback at least once per semester through onlinesurveys and, most recently, reflection essays. The faculty mentors and graduate assistant observewhat is working well and where improvement is needed during the weekly seminars. Theydiscuss and reflect on continuous improvement ideas at their weekly planning meetings and anannual reflection and assessment meeting at the end of the year. This process is guided by theorganizational goals and implemented through interventions to the supporting structure of MAX(See Table 1). Some examples of changes include annual retreats, common reads assigned overwinter break, and formally assigning primary

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny Ph.D., Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; William Joseph Stuart P.E., Oregon Institute of Technology; Sean Maass; Candace K. Chan, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when designing with exotic metals and advanced composites, presented at Corrosion Conference of Exotic Met- als, Park City, UT, 2009. [5] W.J. Stuart, Ruth

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bonnie Kathleen MacKellar, St John's University; Natalie Kiesler, DIPF | Leibniz Institute for Research and Information in Education; Rajendra K. Raj, Rochester Institute of Technology ; Mihaela Sabin, University of New Hampshire; Renee McCauley, College of Charleston; Amruth N. Kumar, Ramapo College of New Jersey

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NSF Grantees Poster Session

work-in-progress paper motivates dispositions within computing disciplines and presents thebackground of this approach. It also discusses the use of reflection exercises and vignettes in un-derstanding, promoting, and fostering behavioral patterns that undergraduate computing studentsidentify as related to dispositions they experience in the course. Preliminary data and results fromthe study are also presented.1 IntroductionA major concern in higher education is to ensure that graduates are “career-ready,” that is, they notonly have learned knowledge and skills that are needed by employers but have also developed theprofessional traits and attitudes necessary for a successful career. This is especially important infields such as engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

Tagged Topics

NSF Grantees Poster Session

deliver content, concepts andskills in light of their reflective knowledge of students' means of understanding and learning thematerial. With JTF web-enabled engagement and feedback pedagogy instructors' attitudes andapproaches to teaching shift toward student-centered learning with resultant change in classroompractice to make instruction more effective. This was evidenced by improvements in studentperformance. The process of shifting beliefs and practice of eight collaborating faculty employedan implementation strategy that utilized a faculty change model and an organizational model ofcharacteristics of sustainable innovation. As such, the research question addressed in this paperis, "What is the effect of JTF engagement and feedback pedagogy

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

Tagged Topics

NSF Grantees Poster Session

progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

Tagged Topics

NSF Grantees Poster Session

the Southwest embarked on a study of how the introduction ofmetacognition and strategies on “learning how to learn” to engineering students could impacttheir performance in class. Our preliminary data indicates that 75% of freshmen, 50% ofsophomores, and 35% of juniors do not routinely adopt effective study strategies. Our NSF-funded research project focuses on freshman students enrolled in Engineering 100, Introductionto Engineering, which is part of the innovative First-year “Engineering Experience” program.Along with improving instruments to assess metacognitive thinking, we are developingminimally-intrusive interventions including a workshop, handouts, and reflective writingdesigned to improve students’ metacognitive awareness (their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Kerri S. Kearney, Oklahoma State University; Rebecca L. Damron, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Optimization Students use complete PLP A C Compiler for PLP Add to the C Compiler for platform in embedded using GNU tools. PLP; perform multi-pass system applications optimizations.Figure 1: Courses that can use PLP. Ample course materials are available for a sophomore/juniorcourse on microprocessors, and for a computer architecture course. Materials are being developed for theother courses.On the hardware side, PLP is a System on a Chip design written in Verilog that can besynthesized on contemporary FPGA boards, with accompanying tools reflecting a contemporaryCPU architecture. All hardware components of PLP are

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Jennifer A Turns, University of Washington; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University

Tagged Topics

Diversity, NSF Grantees Poster Session

department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Holly Larson Lesko, Virginia Tech; Cheryl Carrico P.E., Virginia Tech

Tagged Topics

NSF Grantees Poster Session

such as student reflections and other worksheets are collected forevaluative purposes. Newly in year two of the program, reflections have been transitioned from apaper activity to a whole class discussion facilitated by the classroom adults to mitigate some ofthe writing communication challenges discovered in the first year [23].Current statusEngagement with teachers and youth. Data collection for year one of the project has come to anend, and data collection in year two is currently underway. Considering student and teacheroutcomes to address research questions 1-3, analysis of the year one data has begun. Forteachers, findings suggest improvement around teacher confidence in teaching engineering aswell as challenges that still remain

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Paper ID #12991Building capacity and social capital around interpretive research qualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is the director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology, and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

onesemester. Student participants were freshmen who were involved in the required communityservice learning projects. Participating students were assigned to the community servicelearning sites, required to provide innovative solutions to the problems they identified on thesites, and facilitated with the designed interventions of question prompts on self-regulatedlearning and creative problem solving, which included metacognitive prompts, proceduralprompts, elaboration prompts, and reflective prompts, as well as prompts for creative problemsolving strategies. The presented results were based on analysis of data collected throughstudents’ process journals and project reports. The students’ utilization of question prompts, andself-regulated learning

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

attract college STEM majors into the teaching profession and bydeveloping a rigorous middle grades teacher preparation program that reflects core commitmentsof effective middle grades educators. We will present some of our progress thus far related toSUSTAINS development.IntroductionBeginning in 2012, teacher educators throughout Pennsylvania launched programs to prepareteachers who specialize in middle grades (4-8). The Commonwealth of Pennsylvania’s newemphasis on highly qualified middle grades teachers provides a unique opportunity to impactchildren at a crucial time in their formal education experience, when they are developing a senseof their efficacy as learners, exploring career aspirations, and developing as adolescents alongsocial

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Ruth Young M.Ed, University of Texas, Austin; Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

Tagged Topics

NSF Grantees Poster Session

Feedback e Research from other fields suggests the practice of video recording presentations andreceiving feedback yields even greater gains in communication skills. The use of video to recordpresentations and review for feedback has been referred to as the “gold standard” ofcommunication education, and is widely used in professional education in the “helpingprofessions” such as education, medicine, psychology, and social work[13]. Video recordingallows for students to reflect on their presentation at a distance, and offers a realistic picture oftheir abilities[14]. Furthermore, the video medium offers the ability to parse out specific aspectsof communication, such as

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Molly H Goldstein, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

NSF Grantees Poster Session

a data-intensive approach to study one of the most fundamental research topics inlearning sciences and engineering education: “How do secondary students learn and applyscience concepts in engineering design processes?” We have collected data from over 1,000middle and high school students in Indiana and Massachusetts through automatic, unobtrusivelogging of student design processes enabled by a unique CAD tool that supports the design ofenergy-efficient buildings using earth science, physical science, and engineering scienceconcepts and principles of design. Data collected includes fine-grained information of studentdesign actions, experimentation behaviors, electronic student reflection notes, and virtual designartifacts. These process data

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

NSF Grantees Poster Session

students in reflecting on experience, how to help engineering educators make effective teach-ing decisions, and the application of ideas from complexity science to the challenges of engineeringeducation. c American Society for Engineering Education, 2019 Engineering with Engineers: Revolutionizing a Mechanical Engineering Department through Industry Immersion and a Focus on IdentityAbstractThe Mechanical Engineering Department at Seattle University was awarded a grant by theNational Science Foundation (NSF) Revolutionizing Engineering and Computer ScienceDepartments (RED) program in July 2017. This award supports the development of a mechanicalengineering program where

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Hernandez, California State University Los Angeles; Pearl Chen, California State University, Los Angeles; Christine C. Clemmons, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles

Tagged Topics

Diversity, NSF Grantees Poster Session

-specific self-efficacy revolves around social support in the sense ofencouragement and constructive feedback – elements of a community of practice supported by the situatedlearning framework and PBL. This process can be guided by “cognitive apprenticeship,” which is a means oflearning-by-doing where the thinking process underlying complex, problem-solving skills is made visiblethrough teaching methods such as modeling, coaching, scaffolding, articulation, and reflection 10-11.CPBL vs PBLCollaborative Project-based Learning (CPBL) is a revised PBL model developed by Dong and Warter-Perez 12to address the specific learning needs of under-prepared minority students. It has been implemented in severalengineering courses and a positive impact on

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

Tagged Topics

NSF Grantees Poster Session

andexisting ethical frameworks, which may be expressed emotively. Rather than portraying emotionas a threat to rationality, we outline pedagogical strategies that encourage students to explore therelationship between emotions and feelings, logic and reason, and values and ethics. Thepedagogical strategies presented here are being piloted in an advanced (upper-division)undergraduate seminar course, “Ethics, Engineering, and Society.” This seminar, which was firsttaught during the 2011/12 Academic Year at the University of California, Berkeley, alsoinformed the development of our funded project. This paper describes early student responses tothe new curriculum. Our results suggest that engaging students’ emotions encourages andenables them to reflect

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Denver; Heather Lynn Johnson; Maryam Darbeheshti, University of Colorado, Denver; David C. Mays; Tom Altman

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering, Design and Computing at the University of Colorado Denver, afaculty learning community (FLC) is exploring how to apply known pedagogical practicesintended to foster equity and inclusion. Faculty come from all five departments of the college.For this three-year NSF-funded project, Year 1 was dedicated to deepening reflection asindividuals and building trust as a cohort. Now, in Year 2, the FLC is focused on translatingpedagogical practices from literature and other resources into particular courses. This cohort hasexperienced some adjustments as some faculty leave the FLC and new faculty choose to join theFLC. Since this cohort continues to grow, this paper presents key features that have supportedthe FLC’s formation and then transition

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University

Tagged Topics

NSF Grantees Poster Session

to market-driven design approaches and tools in an engineering design course. Thefollowing research questions (RQs) are explored:RQ1: To what extent do undergraduate engineering students’ initial conceptions of design account for the market context, such as competition and consumer considerations?RQ2: In what ways do these design conceptions change after introducing market-driven design techniques and tools in a design course?RQ3: What types of student assessment (e.g., surveys, written reflections, project reports) are significant predictors of evolving design conceptions at a topic level? andRQ4: Does the introduction and use of a market simulator tool correspond with a change in design conceptions?By exploring how current