Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Tawni Hoeglund, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Kimberley Breaux

Tagged Divisions

Educational Research and Methods

percent of the studentsreported feeling frequently stressed, the response option indicating the greatest amount of stress.Note that no student reported a complete lack of worry about keeping up with schoolwork, nordid any student indicate an absence of stress.In Item Three, all but one student indicated some lack of time for pursuing non-academicactivities; a full twenty-five percent of students reported frequently feeling unable to pursue non-academic activities due to a lack of time. Finally, data from Item Four reveal that ten percent ofthe students reported feeling frequently that they did not have a social life, while another forty-one percent reported occasionally feeling this way. Thus, these data reflect a population thatfrequently is

Conference Session

FPD1 -- Implementing a First-Year Engineering Course

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Odis Griffin, Virginia Tech

Tagged Divisions

First-Year Programs

adopted use of the eInstruction radio frequency response pads (clickerdevices). A number of survey tools have been implemented to record students’ experiences.Most of the new activities reflect the implementation of an NSF department level reform (DLR)project focused on a spiral curriculum approach.BackgroundAt Virginia Tech, all freshman engineering students enter as General Engineering (GE) studentsand are transferred to a degree-granting department when they have successfully completed arequired set of courses. The GE program is conducted by the faculty in the Department ofEngineering Education (EngE). The EngE faculty are also developing an active research programin the area of engineering education in collaboration with faculty members from

Conference Session

ChE: Curriculum Reform & Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Jean Layne, Texas A&M University; Lale Yurttas, Texas A&M University; David Ford, Texas A&M University

Tagged Divisions

Chemical Engineering

portfolios24,25,26 tailored for this project. Liketeaching/course portfolios, the course folders are a place to assemble artifacts of the teachingprocess that illustrate faculty statements regarding their philosophy and practice and can then beused as catalysts both for faculty reflection and faculty peer review. These documents provide afoundation for greater understanding of the department curriculum as a whole by providing alaunching point for examination of both the content involved in each course (what students needto know) and the tasks in terms of both formative and summative assessment (what students needto be able to do) that are the focus of the curriculum. Documentation that facilitates facultyknowledge and interaction in these areas can have a

Conference Session

Multidisciplinary Course Innovation

Collection

2006 Annual Conference & Exposition

Authors

David Baca, University of Missouri-Rolla; Steve Watkins, University of Missouri-Rolla; Ray Luechtefeld, University of Missouri-Rolla

Tagged Divisions

Multidisciplinary Engineering

part of the Smart Materialsand Sensors course. Half of the students were given Traditional training17 which covered topicssuggested as essential for teams while the others received Mutual Learning training18. The first Mutual Learning Model training session illustrated to the students the differencebetween specific, observable data and higher levels of abstraction that are reflected in everydaythinking. Figure 1 shows an excerpt from the team training. An individual homework exercise is included as part of the training to reinforce theconcepts. Students are encouraged to use conversations from team meetings to help themdirectly apply the Mutual Learning Model to their team interaction. Assignment Write down two or

Conference Session

Ensuring Access to K - 12 Engineering Programs

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Ted Foster, University of Maryland-Baltimore County; Dean Sheridan, Glen Elg High School, Howard County Public Schools, Maryland; Carolyn Parker, George Washington University

Tagged Divisions

K-12 & Pre-College Engineering

enjoyable additions to the seminars. The Board of Directors expressed theirdelight with the improved attendance and format of the YESS program and asked the co-leadersof the 2004 YESS program to lead the 2005 YESS program again with this revised hand-onapproach. A full description of the 2004 YESS program was highlighted in the HistoricalElectronics Museum, Reflections newsletter5.The 2005 program was similar to the 2004 program and was designed to have the high schoolstudents learn how to go from brainstorming to designing, building, and testing. The over-arching project, performed in teams, was to design a mousetrap vehicle which had to meetvarious design criteria, which include maximizing distance traveled, pulling capability, speedover a

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado-Boulder; Lawrence Carlson, University of Colorado-Boulder; Derek Reamon, University of Colorado

Tagged Divisions

Educational Research and Methods

learning literature, Prince discusses that “the core elements of activelearning are student activity and engagement in the learning process.” 1 These general definitionsof active learning have inevitably led to a multitude of teaching techniques being grouped withinthe vast spectrum of active learning.Furthermore, it has been acknowledged by several researchers1, 3, 4 that active learningencompasses numerous strategies that facilitate student activity and engagement. These activitiescan include (but are not limited to): the pause technique,5 class discussions,6 informal small-group approaches,7 formal small-group learning,7 brainstorming, debates, role playing,8simulations, peer teaching and one-minute reflection papers.9 Alternative active

Conference Session

Computing Technology Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University

Tagged Divisions

Computers in Education

., students elaborating, paraphrasing, or reflecting onconflicts between prior and new knowledge) compared to when the format was inconsistent. Theresearchers found a main effect of text type, F(1, 73) = 8.43, p < 0.010, η2 < 0.10, significantinteraction between text type and epistemic beliefs, F(1, 73) = 15.08, p < 0.001, η2 < 0.17, but nomain effect of epistemic beliefs, F(1, 73) = 2.75, p < 0.100. Second, students recalled moretextual information when the text representation was congruent with student epistemic beliefsthan when the text representation was incongruent with student epistemic beliefs. For instance,the metaphorical group recalled more textual information from a metaphorical than from arational text, t(47) = 2.49, p

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

focuses on evaluating methods of effective practice of an engineering design summerprogram for middle school students. The paper reflects on findings and observations regardinggender groupings in STEM, and how they affect student learning and confidence. In 2009,President Obama's Administration implemented the "Educate to Innovate" program to emphasizeSTEM (science, technology, engineering, and math) education. Women and men hold nearlyequal professional positions in the biological sciences, and close to that in math, yet womencomprise less than 30% of the science and engineering workforce as a whole.1 Students as youngas kindergarten express the belief that fields of study such as science and math are “boysubjects.”2 The societal norm that males

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

theirunderstanding of the skills they perform. His definitions of the different dimensions of designthinking are below: 1. The active dimension, built on theories of intellectual development, characterizes the designer’s ability to think actively and independently 2. The abstractive dimension characterizes the ability of the designer to engage in reflective, complex and abstract thought 3. The adaptive dimension characterizes the designer’s ability, to strategically shift between the thinking skills and levels represented in the active and abstractive dimensions as a function of external stimuli and internal directionNeeley associates the abstractive dimension with innovation, and the active dimension

Conference Session

Women in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreerenjini C. Nair, University of the Incarnate Word; Michael Frye, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

idea about history and grandeur of thecampus and also to let them visualize college life in general. On Friday, June 24, UniversityAdmissions Office representatives came over to meet with the students and parents to explainthem the admission procedure and the financial aid opportunities for eligible students. Program Evaluation, Effectiveness, and Survey Results Daily and program surveys were conducted to assess the effectiveness of miniGEMS 2016. An overall understanding of the skills needed to be an engineer were reflected in the answers on the daily surveys, the lab notebooks, the final essay and presentation, miniGEMS summative survey, and results from the post-survey data. The daily surveys provided quality control daily

Conference Session

They need more than technical skills!

Collection

2017 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University; Adrienne Steele, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

International

seemed better able to capture the essence of the experience. These non-traditional assignments were created as a means to challenge the students’ thought processeswhile effectively communicating the experience. Reflection, analysis, and critical thinking werecomponents necessary to complete each assignment.Open-form EssayEssays generally come in 2 forms: open- and closed-form essays.9 Closed-form essays are thesis-driven essays in which there is a conventional format. Examples of these essays include thetypical researched arguments that are usually found in any writing course, as well as technicalreports, which have their own formal requirements. Open-form essays are very different. Ratherthan seeking to prove a known and researched thesis, an

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Divisions

Educational Research and Methods

, have considerable power (Kezaret al., 2011) to shape a change process. No individual within or partnered with the departmentshould be seen as inconsequential.Institutional context drives how change leaders empower stakeholders to become change agents.Kezar and Eckel (2002) observed several strategies of stakeholder empowerment in threedifferent higher education institutions. Reflecting a high level of trust in senior administrators,one institution kept strategic planning informal, which communicated that the change processwas flexible and not heavy-handed. Another developed an institution-wide process for solicitinginput and investing stakeholders with power to affect plans and outcomes. The third operatedunder devolved authority, entrusting

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Freya Willicks, IMA/ZLW of RWTH Aachen University; Kathrin Schoenefeld, IMA/ZLW of RWTH Aachen University; Valerie Varney, IMA/ZLW of RWTH Aachen University; Anja Richert, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University; Frank Hees, IMA/ZLW of RWTH Aachen University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

guide the students, but they do not disseminate knowledge (Hung, Jonassen, and Liu 2008, 5). This reflects the student- centeredness that is typical of PBL. Moreover, a course using the didactical concept of PBL is self-directed, self-reflected and problem-focused (Hung, Jonassen, and Liu 2008, 4). The purpose of PBL is not only to increase the students’ knowledge about a given topic but to also make them gain experiences in fields like communication, teamwork, problem solving, independent responsibility for learning as well as sharing information and respect for others (Wood 2003). In view of this, it is evident that the EWB Challenge clearly is an example for PBL. A list of generic skills and attitudes PBL enhances is provided in

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Student

results in personal growth: Whendescribing their favorite aspects of out-of-class activities, specifically outside of academic andengineering settings, Michael and Isabel emphasized how "fun" is meeting new people, going todifferent places, and doing a variety of different things. As they were reflecting, they explainedhow being exposed to these experiences helped shape their perspectives. Isabel provided anexample of how she enjoys getting different points of view and learning from her interactionswith the students from German club, making her a well-informed person: In German club, sort of, [pause] a lot of the people in the foreign language department are also international studies majors so, like, talking to them about the news

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

Tagged Topics

2019 Best Zone & PIC Papers

questions as a timed section of the first exam in fall 2018statics courses at both Whatcom Community College (WCC) and Western WashingtonUniversity. Analysis of students’ unprompted use of vector representations on the open-endedproblem-solving section of the same exam provides evidence of the assessment’s validity as ameasurement instrument for representational competence. We found a positive correlationbetween students’ accurate and effective use of representations and their score on the multiplechoice test. We gathered additional validity evidence by reviewing student responses on anexam wrapper reflection. We used item difficulty and item discrimination scores (point-biserialcorrelation) to eliminate two questions and revised the remaining

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

this work, in the earlyeighties, Jackson [2] in his book, “Towards a Systems of Systems Methodologies,” divides the typesof complex social systems into six different categories and reflects on the engineering tools that canbe used in each.This article presents a developing methodology that through the application of pluralistic multi-methods from critical systemic thinking, seeks to reduce the complexity of Social Complex Systems(SCS) from both qualitative and quantitative perspectives. This new methodology can help decisionmakers to identify what knowledge or information should be considered when implementing anintervention, then they can decide who should participate and how this participation should takeplace. This new methodology and its

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan; Eytan Adar, University of Michigan; Sophia Brueckner, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

be an impediment during the design process.In psychology, sketching and drawing has long been thought to reflect how individuals think.Children’s sketches of human figures (the Draw-A-Person Test) have been considered to reflecttheir developing intelligence [45], [46]. Cognitive milestones have been tied to featuresreflecting the complexity of spontaneous drawings, with older children including articulatedparts such as fingers [47]. Research has also identified drawing as a cognitive aid, showing it ishelpful in organizing and remembering information [48]. Because sketches reveal designers’thinking [49], we reason that designers’ mindset about HCD may be similarly evident in theirsketches.MethodResearch GoalThe goal of our research was to

Conference Session

Cultural Issues in Engineering: International Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Andres Brake, Lamar University; Oleksandra Sehin, Texas State University; John Wade Partain, Universidad Politecnica de Guanajuato; Damian Valles, Texas State University; Alberto Marquez P.E., Lamar University; Jesus Alejandro Jimenez, Texas State University; George Saltsman, Lamar University; Rosario Davis, Texas State University

Tagged Topics

Diversity

Tagged Divisions

International

solutionswere required. Students identified and adopted useful vocabulary and grammar structures, usingthese to design and deliver a group presentation which addressed an international engineeringconcern. • Foundations of leadership and leadership theory. • Leadership strengths assessment and explored how strengths uniquely empower the students a leader. • Exploration of students’ native culture using Hofstede's Cultural Dimensions [5] and compared against other cultures. o Included oral presentation regarding similarities and differences between cultures, expected business etiquette, potential team dynamics. • Reflection of individual values as a person and robustly engaged in discussions

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

Tagged Topics

Diversity, NSF Grantees Poster Session

program added a training session focusing on various aspects of intersectionality as it relates to individual’s social identities, and how mentors can use these knowledge to better interact with mentees. The Fall 19 training session began with a warm-up activity where participants were asked to map out their social identities (e.g. race, age, gender, language, etc.) and reflect on how their most salient social identities may influence how their students/mentees may perceive them, and how they may present themselves. This warm-up activity included asking the participants (mentors), to reflect about their own experiences in interacting with their mentors while they were navigating their higher education experience, and to

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

the design, delivery,reflection, and subsequent redesign of the program to meet the needs of middle school students.Major observations from the middle school program will be presented, along with key programcomponents. It was found that: students with ADHD benefit from a personalized learningenvironment that is centered around student interests and features flexibility and choice; thatinteractions with role models and mentors with ADHD in the context of engineering canencourage students to consider engineering as a career path; and that roundtable discussionshelped to build relationships between participants. A comparison of the middle and high schoolprograms indicates that the age in which the students were introduced to a strength

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

process, such as including adding a sixth session, were made by the entire group.Throughout the design sessions, all participants offered their insights into everyday practices andco-constructed knowledge relationally and through open dialogue, thus contributing to aparticipatory research and design approach [22, 23]. Within small, large, and “mixed” groupformats, and with an awareness of their relative positions of authority in the School, theparticipants worked together on identifying underlying issues in diversity and inclusion inprofessional formation of engineers and collaborated to create prototype solutions.In design session 1, participants mapped their own professional journey, while reflecting onmoments in childhood, teenage, college

Conference Session

Architectural Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Negar Heidari Matin, Eastern Michigan University; Ali Eydgahi, Eastern Michigan University; Shinming Shyu, Eastern Michigan University; Payam Matin, University of Maryland, Eastern Shore

Tagged Divisions

Architectural Engineering

individual to carry out taskscomfortably in terms of their photo sensory perception of their environment (Centre for Windowand Cladding Technology, 2017). These metrics are dependent on various factors including lightintensity, direction of light source, reflection of surfaces, contrast of surfaces, the nature of thetask being undertaken, and the photo sensory capabilities of the users’ eyes. Among studies focused on daylight performance, Sharaidin (2012) designed anexperiment focused on optimization of the daylight performance through various motionsapplied to responsive facade systems using integrated software. In another study, Wagdy, Fathyand Altomonte (2016) proposed optimum visual comfort metrics such as hourly spatial daylightautonomy

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ian Derk, Arizona State University; Stephanie Sowl, Arizona State University; Natalie Nailor

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

cohered assignments include, a weekly reflection assignment that asks students to reflectupon how they have applied what they’ve learned in both classes to their project; a projectplanning assignment; and a final design presentation that addresses both an audience that has thetechnical background and a non-technical audience. There are other various project deliverablesthat are designed to help students work through the design process. For example, in theintroduction to engineering class, students submitted problem definition, project proposal, andfinal report deliverables. In the intercultural communication class, students submitted a culturereport about the community at the beginning of the semester that focuses on the culture’s valuesand rules

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

concepts. During summer 2017, a southeastern universityparticipated in hosting one of the seventeen Verizon sponsored STEM Camps. The universityhosted 144 URM middle school boys for three weeks on campus to explore engineering habits ofmind, engineering design principles, and computer science application developmentfundamentals. The camp was primarily facilitated by fourteen student mentors. One of theprinciple elements of the camp was to have mentors that reflected the demographics of thestudent population. As such, the mentor demographics consisted of 12 URM male mentors and 2URM female mentors. Upon conclusion of the summer camp all of the student mentors wereasked to participate in an open-ended survey that inquired about their experiences as

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; Carl W. Luchies, University of Kansas; Rémy Lequesne

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

Curriculum and the Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

incorporated the following instructional strategies for the course.  Information providing: Lectures and a course website that provides course materials. Lectures are kept to a minimum, as the student is expected to review the research articles, PowerPoint slides lecture notes, and book material prior to the class session.  Inquiry-oriented reflection-based active learning exercises: Discussions questions are used throughout the class session to discuss the topics covered. The students work in pairs or teams to discuss the material and reflection questions, and then present their ideas to the class.  Cooperative: The students create their own course module consisting of review of a research article

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

over the duration of theprogram. The post-program surveys also offered an overall evaluation of the program withquestions asking for participant feedback and growth in content areas. The pre-program surveyconsisted of six short-answer questions and ten Likert-scale based questions. The post-programsurveys consisted of eight short-answer questions and the same ten Likert-scale based questions.Participant answers were recorded through a number randomly assigned to each student whichallowed researchers to compare this data while still keeping the responses anonymous. Studentsadditionally filled out daily online journals at the end of each session through a platform calledSeeSaw. These served as a way for students to reflect on what they enjoyed

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Alicia Baumann, Arizona State University

Tagged Divisions

First-Year Programs

active project-based learning, multi-disciplinary concepts, contextualizing course concepts within industrypractices, documentation of skills in an e-portfolio, and collaborative peer engagement unlikeanything currently available in Introduction to Engineering courses in the MOOC community.The course goals, structure, and implementation of this course, including the best practicesmentioned above, will be described in the next few sections. Preliminary course effectivenessresults from the first offering of this course, including student performance and feedback fromand end-of-course survey, will also be discussed along with instructors’ reflections on theexperience.Course DescriptionAs described previously, this initiative and structure being

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis; Maher E. Rizkalla P.E., Indiana University Purdue University, Indianapolis; Mangilal Agarwal, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity, NSF Grantees Poster Session

explanations that address scientifically oriented questions. 3. Learners formulate explanations and conclusions from evidence to address scientifically oriented questions. 4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding. 5. Learners communicate and justify their proposed explanations.The rubric is used to elucidate the extent to which teachers utilize a learner centered versus ateacher centered pedagogy with respect to each of these five curriculum features. Each of thesefeatures are evaluated with one question prompt on the rubric, with the exception of feature twowhich includes two question prompts, as shown in Appendix A. For each of these prompts

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James P Becker, Montana State University; Carolyn Plumb, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

. Thereporting module is being developed not only to give student immediate feedback regarding thedegree to which their perceived content mastery matches their actual mastery, but to provide theinstructor, a convenient manner in which to identify struggling students. Preliminary AssessmentSections will be used beginning in the first weeks of class in hopes of making students aware ofany deficiencies they exhibit, while offering resources to combat their deficiencies early enoughin the course to make a difference.Reading and Reflection ExercisesReading and Reflections exercises will be available to all students, but may be required (if theinstructor wishes) for students not passing a given PAS. The reading and reflection exercises willcontain brief