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Board 252: Developing Optical Laboratories for Teaching Engineering and Physics

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nathan Lemke, Bethel University; Gabriel Michael Hjelle; Zachary Erickson
Tagged Topics: NSF Grantees Poster Session

. Figure 1: diagram (A) and photo (B) of the holography apparatus.After successfully teaching this lab for the first time, we wanted to further investigate thesystem’s sensitivity to torsions and rotations. A few different experiments were tried and aresummarized here. First, as shown in the middle panel of Figure 2, we introduced only a verticalrotation of the metal beam by clamping it in the middle and applying a point load to the end.Rotation is not something a strain gauge can sense, since it uses the deformation of a metal foilto generate its signal (namely, a changed electrical resistance). In this setup, the small rotation isreadily determined, and produces evenly spaced and perfectly vertical fringes. With 4 fringesacross the 10 mm of beam

Relevance Score: 0.03504616

Board 149: Examining Interventions to Increase Classroom Community and Relevancy in an Early Career Engineering Course

Conference Session: NSF Grantees Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University
Tagged Topics: Diversity, NSF Grantees Poster Session

Community in Introductory Engineering Classrooms”, Proceedings of the Annual Meeting of the American Society of Engineering Education, Columbus, OH. 5 pp.[3] K. L. Tonso. 2014. “Engineering identity,” in Handbook of engineering education research, Cambridge University Press, pp. 267–282.[4] B. W. McNeill, L. Bellamy, and V. A. Burrows. 2000. “Team Norms and Communication,” in Introduction to Engineering Design, 9th ed., McGraw Hill Higher Education, pp. 1–13.[5] S. Gorman. 2014. Peering into the Culture of a Civil Engineering Discipline and Finding the White Rabbit, PhD Dissertation, Northern Arizona University. 285 pp.[6] E. Godfrey. 2007. “Cultures within cultures : Welcoming or unwelcoming for women ?,” ASEE, 19 pp.[7] S. J

Relevance Score: 0.034996703

Board 347: Positive Predictors of Neurodiverse Students' Sense of Belonging in Engineering

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut; Connie Syharat, University of Connecticut; Christa L. Taylor, University of Connecticut
Tagged Topics: Diversity, NSF Grantees Poster Session

wellaligned with existing standards such as Universal Design for Learning (UDL), which has beenfound to be a helpful factor that increases the accessibility of the STEM curriculum and supportsstudent success [33]. By providing multiple means of representation, multiple means ofengagement, and multiple means of action and expression, instructors build flexibility intoinstruction to minimize barriers to learning and meet individual needs [42].The I-Standards encourage instructors to develop of a culture of inclusion by a) including awritten inclusion statement in the course syllabus that uses strengths-based language related toneurodiversity and goes beyond the required accessibility statement related to access andaccommodations; b) faculty

Relevance Score: 0.03494742

Board # 91 :When to Provide Feedback? Exploring Human-Co-Robot Interactions in Engineering Environments

Conference Session: NSF Grantees Poster Session
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Christian Enmanuel Lopez, The Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park
Tagged Topics: NSF Grantees Poster Session

. System architecture directions for networked sensors. In: ACM SIGOPS Operating Systems Review. Vol 34. ACM; 2000:93-104.30. Jakoby B, Vellekoop MJ. Physical sensors for water-in-oil emulsions. Sensors Actuators A Phys. 2004;110(1):28-32.31. Riek LD. The social co-robotics problem space: Six key challenges. Robot Challenges Vis. 2014.32. Casper J, Yanco H. AAAI/Robocup-2001 robot rescue. AI Mag. 2002;23(1):43.33. Galbraith B V., Guenther FH, Versace M. A neural network-based exploratory learning and motor planning system for co-robots. Front Neurorobot. 2015;9.34. Kok JR, Spaan MT, Vlassis N. Multi-robot decision making using coordination graphs. In: Proceedings of the 11th International Conference on Advanced

Relevance Score: 0.034925587

Web-Based Scalable Intelligent Multimedia Virtual Laboratory for Power Engineering

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Ning Gong, ECE Department of Temple University ; Brian P. Butz, Temple University; Saroj K Biswas, Temple University; Li Bai, Temple University; Daniel J Douglas, Temple University
Tagged Topics: NSF Grantees Poster Session

their own web-based tutoring system. His current research focuses on security of cyber-physical systems based on multiagent framework with applications to the power grid, and the integration of an intelligent virtual laboratory environment in curriculum. He is an associate editor of Dynamics of Continuous, Discrete and Impulsive Systems: Series B, and is a member of IEEE, ASEE, and Sigma Xi.Dr. Li Bai, Temple University Dr. Li Bai is a Professor in the ECE department, Temple University. He received his B.S. (1996) from Temple University, M.S. (1998) and Ph.D. (2001) from Drexel University, all in Electrical Engineering. He was a summer research faculty in AFRL, Rome, NY, during 2002–2004 and the Naval Surface Warfare

Relevance Score: 0.034901444

Addressing the Learning Needs of Minority Students in Engineering through Participatory Design

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

knowledge and skill outcomes, (b) domain-specific efficacy in relation to situated learning,and (c) student engagement (deep vs. surface learning) and team dynamics. In this paper, quantitative andqualitative data collected over the past three years was analyzed collectively, triangulated, and related torelevant research and theories. This process allowed us to work toward: (1) providing a more generalizabledescription of our overall findings, (2) gaining a greater understanding of the underlying classroom and coursefactors and their impact on the development of domain-specific efficacy among minority students, and (3)developing a set of guidelines to effectively incorporate participatory design based on the situated learningframework. The

Relevance Score: 0.034882408

Board 153: Continued Assessment of i-Newton for the Engaged Learning of Engineering Dynamics

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Topics: NSF Grantees Poster Session

STEMEducation (IUSE) program under Award ID No. 1609204. This work is also supported by theAmerican Society of Mechanical Engineers. We thank the course instructors and students fortheir participation.References[1] Chickering, A. W., Gamson, Z. F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning, 47, 63-69.[2] Self B., Redfield, R. (2001). New approaches in teaching undergraduate dynamics. Proceedings of the 2001 ASEE Annual Conference and Exposition, Albuquerque, NM.[3] Rubin, M. B., Altus, E. (2000). An alternative method for teaching dynamics. International Journal of Engineering Education, 16(5), 447-456.[4] Gray, G. L., Costanzo, F., Evans, D., Cornwell, P., Self

Relevance Score: 0.034875117

Board 73: How "What Might Have Been" can Shape What's Yet to Come: Preliminary Evidence for Counterfactual Thoughts as an Intervention in Early Engineering Courses

Conference Session: NSF Grantees Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Jennifer Blue, Miami University
Tagged Topics: NSF Grantees Poster Session

who did not list a counterfactual; this difference was notsignificant (chi-square(1) = 0.23, p = .63). We also conducted a binary logistic regression of thesuccessful completion variable on both the normalized exam grade and on the counterfactualthought dummy variable to control for initial exam performance. Students who generated acounterfactual had approximately 50% higher odds of passing the course (Odds ratio = 1.55,B(std. error) = 0.44 (0.69)), though this effect was not statistically significant (Wald Chi-square(1) = 0.40, p = .53).DiscussionThis study provided an initial, correlational investigation of the impact of counterfactuals oncourse performance in a pre-engineering course with a high rate of students not successfullycompleting

Relevance Score: 0.034869038

Engineering Pathways of Nontraditional Students—an Update on NSF Award 1361058

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jaqi C. McNeil, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Russell Andrew Long, Purdue University, West Lafayette
Tagged Topics: Diversity, NSF Grantees Poster Session

other factors?  What is the typical curricular entry point for nontraditional students?  Do nontraditional students differ from traditional students in terms of performance (graduation, time to graduation, GPA), demographic characteristics, and other factors? B. What pathways do nontraditional engineering students take?  What majors do nontraditional students take after matriculating/articulating?  Do their pathways vary by gender or other characteristics? Do they change majors less or more often? Do they take more or fewer credits than would be expected? Are women more likely to follow a non-linear path than men?  Are nontraditional students more likely than traditional students to

Relevance Score: 0.034762442

The Wright State Model for Engineering Mathematics Education: Longitudinal Impact on Initially Underprepared Students

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University
Tagged Topics: NSF Grantees Poster Session

;" #" #" #$" #%"##" #'" ##" !(" !" $" '$" !" #" (" '" )" #" (" $" !%" !'" !*" $(" $$" $%" $'" $*" &(" &$" &%" &'" #%" #)" #&" '$" ''" '%" ')" '&" !$" !'" !%" !)" !"#$%&'($ !"#$%&'($ a) b) Figure 3. Populations of Students Entering Fall 2007-Fall 2009 who a) Took EGR 199 and b) Took EGR 101The populations of students enrolled in EGR 101 before and after the introduction of EGR 199 isshown in Figure 4a

Relevance Score: 0.03470332

Board 86: Creating and Assessing an Upper Division Additive Manufacturing Course and Laboratory to Enhance Undergraduate Research and Innovation

Conference Session: NSF Grantees Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Patricia Ann Maloney, Texas Tech University; Bingbing Li, California State University, Northridge; Meng Zhang, Kansas State University; Weilong Cong, Texas Tech University
Tagged Topics: Diversity, NSF Grantees Poster Session

., change in knowledge) often uses some proxylike course grades or performance on a particular project or exam to ascertain student knowledgechange. Utilizing course or project/exam grades may contain bias not only because there issometimes no baseline metric upon which to determine prior/exogenous knowledge, but alsobecause such grades are normally a) not anonymous to the instructor(s) and b) can be affected bythe instructor’s own grading biases.Changes in attitude toward a given topic or engineering in general is valuable knowledge, giventhe effects of student perception on graduation rate [16] and eventual employment [17] as well asless easily measured variables like satisfaction in engineering and creativity in the discipline.There are multiple

Relevance Score: 0.034703135

Is it Rocket Science or Brain Science? Developing an Approach to Measure Engineering Intuition

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Adam R. Carberry, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron
Tagged Topics: NSF Grantees Poster Session

, Experience, and School: Expanded Edition, Washington, D.C.: The National Academies Press, 2000.[15] K. A. Ericsson, "The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance," in The Cambridge handbook of expertise and expert performance, K. A. Ericsson, N. Charness, P. J. Feltovich and R. R. Hoffman, Eds., Cambridge, UK, Cambridge University Press, 2006, pp. 683-704.[16] D. Jonassen, J. Strobel and C. B. Lee, "Everyday problem solving in engineering: Lessons for engineering educators," Journal of Engineering Education, vol. 95, no. 2, pp. 139-151, 2006.[17] S. E. Dreyfus, "The Five-Stage Model of Adult Skill Acquisition," Bulletin of Science, Technology & Society, vol. 24

Relevance Score: 0.034592416

Board 49: Enhancing Student Active Learning via Concept Mapping in an Undergraduate Engineering Course

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ning Fang, Utah State University
Tagged Topics: NSF Grantees Poster Session

was administrated to find out studentexperiences with concept mapping. A total of 92 students who took Engineering Dynamics inthe semester participated in the survey. These students were primarily from two departments atthe author’s institution: Mechanical and Aerospace Engineering (MAE) and Civil andEnvironment Engineering (CEE) departments. The survey included both Likert-type and open-response items. The following paragraphs describe three survey items:Item #1: Please rate your overall experience with developing your own concept maps: A) Highly negative, B) Negative, C) Neutral, D) Positive, E) Highly positiveItem #2: Overall, the concept maps helped improve your conceptual understanding of dynamics concepts, laws, and

Relevance Score: 0.034501903

Board # 78 : Process Oriented Guided Inquiry Learning in Computer Science: The CS-POGIL & IntroCS-POGIL Projects

Conference Session: NSF Grantees Poster Session
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Clifton L Kussmaul, Muhlenberg College; Chris Mayfield, James Madison University; Helen H Hu, Westminster College
Tagged Topics: NSF Grantees Poster Session

tools like Jupyter Notebooks, which can combine text, live code, and other content.  Several new professional development workshops for faculty, that focus on: o Writing and sequencing effective questions in an activity. o Identifying cultural bias, and making activities more culturally relevant. o Using patterns for activities and classroom facilitation.AcknowledgementsThis material is based upon work supported by US National Science Foundation grants DUE-1044679 (CS-POGIL) and DUE-1626765 (IntroCS-POGIL), a grant from the AAC&U TIDESInstitute and the Leona M. and Harry B. Helmsley Charitable Trust, a Google CS4HS grant, andmultiple Google CS Engagement grants.References1. A.W. Boykin, P. Noguera

Relevance Score: 0.03440826

Software Defined Radio Laboratory Platform for Enhancing Undergraduate Communication and Networking Curricula

Conference Session: NSF Grantees’ Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Zhiqiang Wu, Wright State University; Bin Wang, Wright State University; Chi-Hao Cheng, Miami University; Deng Cao, Central State University; Ashraf Yaseen
Tagged Topics: NSF Grantees Poster Session
Tagged Divisions: Division Experimentation & Lab-Oriented Studies

received waveforms. Software radio hasled the trend in the wireless communication arena to design and build wireless communicationsystems using reconfigurable software rather than fixed hardware. We see this as an opportunityfor STEM education innovation by bringing in this new technology within a limited budget. Transmitter Software Based RF Frontend Communication DAC Receiver RF Software Based Frontend Communication ADC Figure 1. SDR (a) A typical SDR diagram; (b) A USRP board.We have

Relevance Score: 0.034343086

Lessons Learned from the Application of Virtual Instruments and Portable Hardware to Electrode-based Biomedical Laboratory Exercises

Conference Session: NSF Grantees' Poster Session
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Steve Warren, Kansas State University; Xiongjie Dong, Kansas State University; Tim J. Sobering, Kansas State University; Jason Yao, East Carolina University
Tagged Topics: NSF Grantees Poster Session

thefrequency content of each of the respective signals prior to designing and building theappropriate filter circuitry. Laboratory report assessments, coupled with end-of-semester surveys,indicated that (a) learning objectives were met, (b) student experiences were positive, and (c) theresources provided by the portable toolset were sensible alternatives to benchtop hardware thatwould normally be employed in those exercises.I. IntroductionMobile data acquisition (DAQ) toolkits offer potential in secondary engineering education to (a)reduce cost and overcrowding issues experienced in static benchtop laboratories, (b) add hands-on exercises to formerly lecture-only courses, and (c) offer mobile learning experiences tostudents who are used to immediate

Relevance Score: 0.0343303

Board 285: Exploring Impacts of Socially Engaged Engineering Training: What Do Students’ Attend to in Scenario-Based Interviews?

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kelley E Dugan, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan
Tagged Topics: NSF Grantees Poster Session

- Underwater A Autonomous Un-Rolling Mat M - Spinal Decompression System M - Performing Arts Wheelchair E - Water Desalination Tray E - Underwater B Autonomous Un-Rolling Mat

Relevance Score: 0.03431888

Teaching Linear Circuit Analysis Techniques with Computers

Conference Session: NSF Grantees' Poster Session
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Brian J Skromme, Arizona State University; Qiao Wang, Arizona State University; Paul Rayes, Arizona State University; John M Quick, Arizona State University; Robert Kenneth Atkinson, Arizona State University; Tim Frank, South Mountain Community College
Tagged Topics: NSF Grantees Poster Session

volunteers weresolicited from students who were enrolled in EEE 202 at Arizona State University in Fall 2012,or who had completed that course in the past year. The 33 students were each given a writtenpre-test and a post-test, each lasting 25 minutes and covering the topics of identifying series &parallel elements in a circuit, and writing node equations for DC resistive circuits. Two differenttests A and B were used, designed to be very similar and of similar difficulty, and students wererandomly assigned take either test A or test B as a pre-test, and the other test as a post-test. The Page 23.1146.9average scores on the two tests were found

Relevance Score: 0.0342955

Board 335: Native American Teachers’ Pre-post Participation Experiences in Online Coding Curriculum and Professional Learning

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bahar Memarian, University of Toronto; Ashish Amresh, Northern Arizona University; Jeffrey Hovermill, Northern Arizona University
Tagged Topics: Diversity, NSF Grantees Poster Session

Navajo Nation HumanResearch Review Board (protocol # NNR- 22.460).6. ReferencesAISES. (2023). Seeding Innovation. https://www.aises.org/content/seeding-innovationCampbell, T., McKenna, T. J., Fazio, X., Hetherington-Coy, A., & Pierce, P. (2019). Negotiating coherent science teacher professional learning experiences across a university and partner school settings. Journal of Science Teacher Education, 30(2), 179–199.Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54.Datnow, A., Guerra, A. W., Cohen, S. R., Kennedy, B. C., & Lee, J. (2023). Teacher Sensemaking in an Early Education Research–Practice Partnership

Relevance Score: 0.0340991

Understanding Context: Propagation and Effectiveness of the Concept Warehouse in Mechanical Engineering at Five Diverse Institutions and Beyond – Results from Year 1

Conference Session: NSF Grantees: Student Learning 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Brian P. Self, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Michael J. Prince, Bucknell University; James M. Widmann, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity, NSF Grantees Poster Session

-based activities and virtual laboratories, all of which have been shown to improvestudent learning. This wealth of educational materials stored on the CW has resulted in broadadoption by the chemical engineering community, with over 1200 faculty and 30,000 studentusers to date. We now seek to expand this tool for use by mechanics instructors and to study itsadoption by this community.Project ObjectivesThe objectives of our IUSE project are to:1. Extend the use of the Concept Warehouse (CW) to Mechanical Engineering (ME) and grow by 50,000 student users from diverse populations. To achieve this objective, we will: a. Develop content [at least 300 new ConcepTests] for Statics and Dynamics. b. Continue development of ME research-based

Relevance Score: 0.034097806

Board 293: How to Teach Debugging? The Next Million-Dollar Question in Microelectronics Education

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Haniye Mehraban, Oklahoma State University; John Hu, Oklahoma State University
Tagged Topics: NSF Grantees Poster Session

-study/[10] B. Bailey. (2021, Jun.) Debug: The schedule killer. [Online]. Available: https://semiengineering.com/debug-the-schedule-killer/[11] A. B¨ottcher, V. Thurner, K. Schlierkamp, and D. Zehetmeier, “Debugging students’ debugging process,” in 2016 IEEE Frontiers in Education Conference (FIE), 2016, pp. 1–7.[12] P. Nagvajara and B. Taskin, “Design-for-debug: A vital aspect in education,” in 2007 IEEE International Conference on Microelectronic Systems Education (MSE’07), 2007, pp. 65–66.[13] J. D. Gould and P. Drongowski, “An Exploratory Study of Computer Program Debugging,” Human Factors, vol. 16, no. 3, pp. 258–277, 1974. [Online]. Available: https://doi.org/10.1177/001872087401600308[14] J. D. Gould, “Some psychological

Relevance Score: 0.033942856

Board 46: The Mentoring Network of K-5 Educators and Engineering Researchers in an RET

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Gayle Nelson Evans, University of Florida; Kent J. Crippen, University of Florida; Chelsey S. Simmons, University of Florida; Renee Natalie Simmons
Tagged Topics: NSF Grantees Poster Session

] Brown, J. C., Bokor, J. R., Crippen, K. J. and Koroly, M. J. (2014) Translating Current Science into Materials for High School via a Scientist-Teacher Partnership, J. Sci. Teacher Educ., vol. 25, no. 3, pp. 239–262, 2014.[3] Drayton, B., & Falk, J. (2006). Dimensions that shape teacher–scientist collaborations for teacher enhancement. Science Education, 90(4), 734-761.[4] National Science Foundation - Where Discoveries Begin, NSF - Research Experiences for Teachers (RET) in Engineering and Computer Science Active Awards | NSF - National Science Foundation. [Online]. https://www.nsf.gov/awards/award_visualization.jsp?org=NSF&pims_id=505170&ProgEleCode=1359 &from=fund. [Accessed: 08-Nov-2017].[5] Tanner, K. D

Relevance Score: 0.033932313

Board 426: Work in Progress: Real-Time Ecological Momentary Assessment of Students' Emotional State in Statics

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Diana Arboleda, University of Miami; James Giancaspro P.E., University of Miami; Aaron Heller, University of Miami
Tagged Topics: NSF Grantees Poster Session

rapidly declines oncethe semester begins, (b) negative affect remains worse than baseline throughout the semester, (c)students' weekly change in negative affect after the 4th week of the course may serve as the bestpredictor of their persistence and final grade in the course. These observations are generally truefor all students enrolled in Statics regardless of their final grade. The study is ongoing and willbe replicated in future studies to increase the relatively small samples size, which is the primarylimitation of the current findings.Keywordsaffect; emotion; engineering formation; motivation; persistence; research initiation; RIEF; self-efficacy; statics1. IntroductionThis paper presents initial findings of a study conducted to identify

Relevance Score: 0.033932313

Board 113: Evidence-based Resources that Scaffold Students in Performing Bio-inspired Design

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Elizabeth Marie Tafoya; Prabaharan Graceraj Ponnusamy, University of Georgia; Tyler Jeffrey Wahl, James Madison University; Jessica Besnier, James Madison University ; Jordan Claire Capelle, James Madison University
Tagged Topics: NSF Grantees Poster Session

develop and test instructional resources for transferring knowledge between biologyand engineering is outlined in Table 1.Table 1: Plan for incorporating biomimicry into design innovation Create and disseminate evidence-based instructional resources: a. Design instructional resources that help students to identify characteristics of engineering design problems that enable bio-inspired design (making the leap from engineering to biology). Objective 1 b. Design instructional resources that facilitate the analogy mapping and transfer process of bio-inspired design (making the leap from biology to engineering). c. Disseminate the evidenced-based instructional

Relevance Score: 0.033827662

Board 395: Supporting STEM Faculty in Adopting and Adapting Writing Pedagogies

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bruce Kovanen, University of Illinois Urbana-Champaign; Paul Prior; John R Gallagher, University of Illinois Urbana-Champaign; Celia Mathews Elliott, University of Illinois Urbana-Champaign; John S Popovics P.E., University of Illinois Urbana-Champaign; S. Lance Cooper, University of Illinois Urbana-Champaign; Julie L Zilles, University of Illinois Urbana-Champaign
Tagged Topics: Diversity, NSF Grantees Poster Session

. McCarthy, Thinking and writing in college: A naturalistic study of students in four disciplines. Urbana, IL: National Council of Teachers of English, 1990.[17] D. Ferris and J. Hedgcock, Teaching L2 composition: Purpose, process, and practice, 3rd ed. New York, NY: Routledge, 2014.[18] M. J. Michaud, A writer reforms (the teaching of) writing: Donald Murray and the Writing Process Movement, 1963-1987. The WAC Clearinghouse; University Press of Colorado, 2023. doi: 10.37514/PER-B.2023.2043.[19] D. Molle and P. Prior, “Multimodal genre systems in EAP writing pedagogy: Reflecting on a needs analysis,” TESOL Q., vol. 42, no. 4, pp. 541–566, Dec. 2008, doi: 10.1002/j.1545- 7249.2008.tb00148.x.[20] B. Street, “Academic literacies