Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Spencer Rosen, Harvey Mudd College; Sabrine Griffith, Harvey Mudd College; Eli Byrnes, Harvey Mudd College; Steven Michael Santana, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College ; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

integrating mechanical, chemical and quantum devices into circuits and communication links. c American Society for Engineering Education, 2019Relating Level of Inquiry in Laboratory Instructions to Student Learning OutcomesAbstract​ -- This research paper will describe the results of an experiment in which the level ofinquiry in a laboratory manual is varied from guided inquiry to open inquiry by reducing thespecificity of the instructions in the lab manual. The hypothesis is that less specific instructionswill cause students to reflect on their actions in lab and, as a result, circle further around Kolb’sexperiential learning cycle during each step of the lab. This should result in improved recall andbetter

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

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Gajdzik, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

K-12 & Pre-College Engineering

, record, and use their own data design challenge mathematics to an authentic engineering• Solve a problem with a fictional • Observe, measure, and record their own design challenge character while actively participating in data • Observe, measure, record, and analyze the story • Solve a problem with a fictional friend their own data• Collaborate and reflect on their solution while actively participating in the story • Solve a problem for a fictional business • Collaborate in a team using real-world trade-offs

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Tony James Bailey; Leigh Anna Folger, University of Cincinnati; Rachel Schwind, Mechanical Engineering, University of Cincinnati; Gabrielle Anne Notorgiacomo, University of Cincinnati Honors Program; Jacob Daniel Wells

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Inaddition, a subset of the students in the course present their own experiences with the course andhow their participation has affected their view of engineering and their future careers. Thesestudents first reflected on their own unique experiences with the course, specifically focusing onworking in a multidisciplinary and vertically-integrated team, the development of teamwork andtechnical skills, and the impact of the course on their view of engineering. After reflecting, eachstudent analyzed the reflections of the other participating students and the commonalities anddifferences in the experiences were identified and are presented, with implications for similarcourses/programs.Background:One of the significant issues facing engineering over the

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

processes when peers were willing and able to providesupport. Kolodner and colleagues4, 5 developed ritualized activity structures that facilitate peerinteraction. The purpose of the present mixed-methods study was to investigate how middle-school students’ respond to communication challenges during a set of design-reflect-designprocesses associated with collaborative engineering design. Two questions guided analysis: RQ1: What do learners’ written reflections reveal about their perceptions of their group’s communication patterns, and how do these perceptions shift across the two design challenges? RQ2: What are learners’ perceptions of the quality of their individual-level interactions, and how do these perceptions

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

considerations in our core courses. I reflect on lessons learned from twoassignments in two different core courses, each implemented in the larger context of engineeringat a liberal arts college. Here introducing a social justice dimension of sustainability was a smallpart of a larger effort to integrate liberal education into core courses.One module introduced students in a first year Mass and Energy Balances course to the tool ofLife Cycle Assessment (LCA) for developing and analyzing green products and processes, whilesimultaneously offering a critique of green consumerism which was incorporated into studentLCA projects. A key learning outcome was that students understood not only the promises of thetool but also its limitations and when it is and is

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Sandhya Arumugam, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

" but provides little emphasis on "thinking." Assuch, little is known about how to incorporate competency-based education into traditionaland professional bachelor degree programs such as engineering, which requires a greaterfocus on knowledge and skill integration. The purpose of this paper is to highlight a newapproach to learning that goes beyond the proverbial "checking boxes" to provide anapproach for demonstrating the integration of abilities and reflection. This innovative andexperimental approach offers three unique attributes. First, it is competency-based in thatstudents are required to demonstrate mastery of meeting core innovative competenciesthrough submission of an artifact (“transdisciplinary-doing”) and reflection

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Perspectives requirement, introduces students to a variety ofmetacognitive issues and practices including: developing a growth mindset; Bloom’s and Perry’staxonomies for content and intellectual development; inaccuracy in self-assessment; lateral andlongitudinal transfer of knowledge and experiences; and the benefits of self-reflection. Over200 students in five years have taken the course, with very promising results. Retention ofIMPRESS 1st-generation and DHH students into their 2nd, 3rd and 4th year are all above 80%,at or exceeding the institutional average. IMPRESS student demographics are inclusive: 35% arewomen; 32% from identities historically excluded from STEM disciplines; and 17% Deaf or Hardof Hearing (DHH). Retention results are consistent

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

reflect on how ethics instruction can be modified to incorporate imaginationconcepts. Examples of modifications to an ethics curriculum that is currently in use for thesenior-level engineering class, Design of Steel Structures, in the Department of Civil andEnvironmental Engineering at the University of Massachusetts Amherst in the United States arepresented to initiate discussion.We invite educators to engage with the questions of moral reasoning and reflect on the role ofimaginal capacity in designing and developing pedagogies. Treating imagination in connectionwith fantasy and images of the impossible downplays the significance of its importance inreasoning and understanding, as illustrated by the scholars whose works we briefly review in

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Christopher Rowe, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

First-Year Programs

teachers using their traditional teaching methods. The experimental sections of the studybegan the course with a grand challenge focusing them on determining the strengths andweaknesses of the different tools and computer software engineers might use. Instructors thenintroduced three challenges that helped students learn the content goals listed above for thecourse in addition to focusing continually on the strengths and weaknesses of the tools andcomputer software packages.Three types of data were used in this study: survey responses, answers to test questions, andreflective responses. The surveys were required of students in all eleven sections of this course.These surveys were completed on-line and submitted to a database. The reflection

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

). Moreover, at the ten universities graduating the largest number of civilengineering undergraduates, two (of eight) engineering leadership criterion emerged as the most widelyintegrated within the current curriculum: “The Ability to Conceive and Design within RealisticConstraints,” and “Understand Economic, Environmental, Global and Societal Contexts and Impacts.”One criterion emerged as entirely absent from the ten universities: “Reflection and Lifelong Learning.”Introduction and BackgroundMuch has been written on the distinctions between management and leadership. Bass (1990) separatesmanagement from leadership in the following way: leaders facilitate interpersonal interactions andpositive working relations and generate excitement at work

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Civil Engineering

that are required to solve thechallenge as the course progresses. This processengages students in high level problem solvingtasks of design, trouble shooting and systemsanalysis which they will do during theirprofession.Challenge-based instruction has been usedsuccessfully in multiple engineering contextsincluding bioengineering[2], civil engineering[6]and first year engineering to name a few. Figure 1: STAR Legacy Learning CycleCommon to each of these efforts was the use ofthe STAR.Legacy learning cycle to guide the instructional design[7]. STAR stands for SoftwareTechnology for Action and Reflection. Action and reflection define the primary pedagogicalapproach. The learning cycle, shown in Figure 1, illustrates a common

Conference Session

Beyond the Classroom: Summer and Scholarship Programs to Engage Minorities

Collection

2013 ASEE Annual Conference & Exposition

Authors

G. Padmanabhan P.E., North Dakota State University; D. Darshi De Saram, North Dakota State University; Thomas Charles Schanandore, North Dakota State University; James Schanandore, North Dakota State University; Robert V. Pieri, North Dakota State University

Tagged Divisions

Minorities in Engineering

book that was rigorously graded, and write a reflective journal to emphasize theneed to develop into reflective practitioners. Two advanced graduate students assisted theengineering professor in instructing the students on fieldwork and processing field observationsusing spreadsheets. Beyond that, they took the lead in designing and conducting a series oftutorials making students create survey maps using computer aided graphics, and gainexperiences in algebra, trigonometry, numerical methods, statistics and calculus. Further, thetwo performed yeoman service helping students catch up whenever they fell behind, thus gainingan in-depth knowledge of challenges faced by students. Another activity was demonstration ofGPS and GIS technology by two

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Tom Walker; Hayden Griffin; Tamara Knott; Richard Goff; Vinod Lohani; Jenny Lo

the College of Engineering. This redesign resulted in changes tocourse curriculum and coordination and hiring/management of faculty.The increased focus on educational research has had multiple effects on EngE1024, including theincorporation of outcomes of ongoing research projects, such as the incorporation of electronicportfolios for assessment and reflection purposes originated from an NSF Bridges to EngineeringEducation grant and use of a ‘spiral curriculum’ approach from an NSF Department-levelReform grant.The change in paradigm resulted in significant personnel changes. For the first time, thedepartment hired graduate and undergraduate teaching assistants to aid in course developmentand implementation. Also, to provide faculty time to

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

& Exposition Copyright ©2002, American Society for Engineering Educationwe considered Felder and Silverman’s index of learning styles (ILS). They identify preferencesfor learning as Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global.7Felder identifies active learners as those who like to experiment with working things out workingwith others, while reflective learners are those who prefer thinking things out and working bythemselves. Sensing learners prefer collecting facts and following procedures, while intuitivelearners are more oriented toward concepts, theories, and significance of meaning. Felderdescribes visual learners as those who prefer visual representations and verbal learners

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Robert Krueger

publicaffairs? If Barber and Battistoni are correct about expression, how do we “educate” current andfuture generations to be engaged citizens? Service learning has been advocated widely as a method for advancing civic awareness andcitizen responsibility among college students (Hepburn et al. 2000; Hunter and Brisbin 2000;Ehrlich 1999; Neimi et al. 1999; Battistoni 1997; Campus Compact 1994; Schumer 1994).Hunter and Brisbin (2000) define service learning as “a form of experimental education thatcombines structured opportunities for learning academic skills, reflection on the normativedimensions of civic life, and experimental activity that addresses community needs or assists

Collection

2000 Annual Conference

Authors

Sheila A. O'Connor; Don Malzahn

the students. Students were surveyed initiallyto determine their prior experiences with teams, their preferences related to learning styles,decision styles, and conflict resolution styles, and their knowledge about team processes.Throughout the semester the students reflected on questions related to their teamfunctioning, completed peer evaluations, weekly team symptom checklists and instrumentsthat measured team cohesion. All of this information was stored in the database and theknowledge-based system accessed the database as needed. The information in thedatabase was also used to perform analysis to determine how the teams functioned anddeveloped over time. The third main component of the model consisted of the seven teamprocess modules

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

-week (July 11th through August 13th) Online Summer 2010 BridgeProgram. Finally, some reflections and plans for refining and broadening the academic concepts,skills, and support services for next year’s Online Summer Bridge Program are also presented. Afollow-up paper will be prepared on the effectiveness of the Online Summer Bridge Programafter we have had time to collect sufficient data and make comparisons of the academicperformances of the On-Campus versus Online Summer Bridge Program participants.Background Information on Summer Bridge ProgramsThe Virginia-North Carolina (VA-NC) Louis Stokes Alliance for Minority Participation(LSAMP) Program received a five-year grant from the National Science Foundation during thesummer of 2007. The goal

Conference Session

Attracting Young Minds: Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rema Nilakanta, Iowa State University; Giada Biasetti, Iowa State University; Shashi S. Nambisan P.E., Iowa State University

Tagged Divisions

Minorities in Engineering

class, learn from others during the peer review process, andimprove grammar and comprehension skills in the target language (Spanish).The project was deemed successful based on student and instructor feedback. Section 6“Findings and Discussions” provides reflections of Spanish 351 students and faculty member,who participated in the translation project. Page 25.182.85.2 Challenges: Fall 2010 Spanish 351 ¡Vamos! Translation ProjectAlthough the above mentioned translation project was successful, it also lay bare inherentchallenges of such collaborations. For example, synchronizing schedules between the twoprojects (class project and developing

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

Collection

2024 ASEE-GSW

Authors

Matthew Kuester, University of Mary Hardin-Baylor; Paul R Griesemer, University of Mary Hardin-Baylor

Tagged Topics

Diversity

University of Mary Hardin-Baylor (UMHB) was redesignedfor the Fall 2022 semester to improve student engagement and retention in the engineering program.The course design centered around an individual design project, with supporting modules to preparestudents for the project. Student feedback (in the form of student reflections) provided insight intohow students interacted with the project. Despite being an individual project, many students describedcommunity building that occurred through collaboration. Students also described a sense ofaccomplishment from completing a difficult, open-ended design problem. The redesigned course hasbeen offered in two semesters (Fall 2022, Fall 2023), and the retention rates for students enrolled inthese courses

Collection

2023 ASEE GSW

Authors

Mohammad Shafinul Haque; Anthony Battistini; Soyoon Kum; Azize Akcayoglu; William Kitch

1 Session XXXX Hands-on Experiential Learning Modules for Engineering Mechanics (Work-in-progress) Mohammad Shafinul Haque, Anthony Battistini, Soyoon Kum, Azize Akçayoğlu, William Kitch Angelo State University AbstractExperiential learning includes concrete experience (CE), reflective observation (RO), abstractconceptualization (AC), and active experimentation (AE) modules to form a complete learningcycle. It promotes active learning and can significantly improve comprehension of

Collection

ASEE North East Section

Authors

Jonathan Mellor, University of Massachusetts Dartmouth; Stephanie McGoldrick, University of Massachusetts Dartmouth

panels to reduce their carbon footprint. The teams worked together to make their sites aestheticallyappealing and conducive to low-impact, sustainable development while also serving as an economic boom to the city.Key components of the class were team member evaluations and personal reflection essays. Students were requiredto evaluate themselves and their peers to assess the success of the teams. This helps students be accountable to theirpeers across disciplines. Additionally, reflection questions were posed to the students throughout the course toconsider potential project challenges, evaluate successes, and propose alternative approaches for the future. The paper“Measuring the Impacts of Project-Based Service Learning” by Paterson, Swan, and

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sahar Mari, Northwestern University in Qatar; Sara AlBanna, SLB; Nayef Alyafei, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

dedication to student suc- cess, her innovative approach to program design, and her collaborative spirit, Sahar Mari is a true asset to the field of student support services.Ms. Sara AlBanna, SLB Sara AlBanna is a recent graduate from Texas A&M University at Qatar with a degree in petroleum engi- neering. She currently works as an field engineer at SLB. As a dedicated engineer, she is passionate about creating positive change in the industry. Her diverse undergraduate research projects, ranging from the impacts of migration on education to the development of multilateral wells, reflect her interests in multi- disciplinary pursuits. AlBanna is a multifaceted individual, identifying as an author, artist, and petroleum

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Lynn Realff, Georgia Institute of Technology; Sydney Mae Ayers; Julianne Latimer; Lily Sullivan; Clara Templin

Tagged Divisions

Design in Engineering Education Division (DEED)

classes was lower than that for students in small classes(Figure 3).Figure 3: Response rates for large classes (1,079 students in six sections) was lower than those of smallclasses (15-20 students per section).Students were asked to rate their agreement with six different statements.Statement 1: The pre-work prepared me for the in-class discussion.Statement 2: This session equipped me with a defined and common language by which a team could discuss the various skills and strengths of different members.Statement 3: This session aided my ability to discuss team strengths and skills with a view to developing specific and helpful strategies for my team.Statement 4: This session helped me to reflect on past team

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska Lincoln; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

to metacognitive learningengagements. In the process of self-assessing, students activate self-regulatory functions thatenable students to take ownership of their own learning. Self-assessment activities includestudents reflecting on, evaluating, and monitoring their own learning performances. Studentswho self-assess are better able to identify areas they need to improve upon, and to determine themost appropriate courses of action to achieve academic success. However, little is known aboutthe congruence in students’ perception of self-assessment and instructor's intent in requiring self-assessments. Hence, the purpose of this study is to explore the perceptions of engineeringstudents who participated in self-assessment in an engineering

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

learning is widely accepted as an integral part of engineeringeducation, as these experiences have been shown to improve students’ vocational self-conceptand work self-efficacy, as well as provide higher starting salaries post-graduation [10-11]. In thecontext of this study, enrolment in the program may signal students’ intent to be part of theengineering profession, or at least to obtain some professional experience in the field of theirdegree. However, given that the students are in their first year, we assume that they remain at anearly stage of professional socialization. Therefore, their expectations for the profession and theirown career trajectories may reflect their implicit assumptions about engineering and serve as abaseline for future

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University at West Lafayette (COE); Brooks Michael Leftwich, Purdue University, West Lafayette; Russell Korte, The George Washington University; Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods Division (ERM)

unpredictable futures as professionals and citizens. By expandingthe capacity to study engineering practice through students serving as participant observers, wepropose that academia can learn more about the engineering workplace while students gain atruer understanding of engineering work. At the same time, reflectively engaging with practicemay help students develop new professional competencies, while potentially also identifyingmisalignments between their own identities and goals, on one hand, and current educational andworkplace realities, on the other. This paper will likely be of interest to researchers who studyengineering practice, and especially those concerned with the full range of practical andmethodological challenges associated with

Conference Session

Technical Session M3B

Collection

2022 First-Year Engineering Experience

Authors

Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Workshops

exercises in listening that have direct impact on student teaming. • Practice and discuss other mindfulness techniques that expand application for different situations. • Practice guided reflection exercise with selected readings on mindfulness. • Summarize in small groups to present takeaways and ideas for classroom and personal application.PRESENTERS/FACILITATORSDr. Richard Whalen, Teaching Professor and Director, First Year Engineering at Northeastern University. Over20 years’ experience teaching first year students and experience implementing mindfulness and mediation inthe engineering classroom.Email: r.whalen@northeastern.eduDr. Kathryn Schulte Grahame, Teaching Professor and Associate Director, First Year Engineering