Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ritushree Chatterjee, Iowa State University; Ahmed E. Kamal, Iowa State University; Zhengdao Wang, Iowa State University

Tagged Divisions

Graduate Studies

expertise, technological affordances, and assessment strategies is as clear as possible” (p.105).In contemporary pedagogy, it is crucial that learning environments provide learners ampleopportunities to actively participate in learning that will mimic real-world professional settings.Literature has shown that formative learning activities that engage learners in a collaborative andreflective manner also reflect current professional practices [6], [7], [8]. Formative assessmentsprovide instructors a truer representation of the knowledge and skills gained by the learners byusing various techniques throughout the teaching and learning processes [9].Assessments should also inculcate a culture of heathy dialogues among peers and go beyondassessing

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado - Boulder; Marissa H. Forbes, University of Colorado - Boulder; Jacquelyn F. Sullivan, University of Colorado - Boulder

Tagged Divisions

Environmental Engineering

, some students described their intent to leave engineering due to the restrictivecurriculum and/or a desire for more balance between technical and non-technical courses. Thesethoughts were revealed in their reflective essays at the end of the semester. For example, onestudent described a desire for balance between technical and non-technical coursework: Currently, I am unsure of whether or not I want to continue with the environmental engineering program and become an engineer. Prior to attending CU, I was convinced I was going to become an engineer and save the world…[but] I do not like how technical my course schedule is. As I learned when I did [the course plan] for [environmental engineering], there are relatively

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Douglas E. Melton, Kern Family Foundation

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Incorporating an item or two from Table 1 is agood place to start. Also focus on some of these key elements of EML as defined by Wheadonand Duval-Couetil:  In order to better create value in society, students need to learn how to discover, identify, and dig deeper into real problems rather than just solve given problems.  Learning through experience and reflection is critical to entrepreneurship education due to the situated nature of entrepreneurial thought and action.  EML is student-centered and focused on developing a combination of affective factors, thinking patterns, knowledge, and skills.  EML involves creating learning experiences through which students develop self-efficacy, value-orientation

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven W Klosterman, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

as the Myers-Briggs TypeIndicator (MBTI), suggest the typical engineer tending towards a preference for introversion asgeneralized below16. “I like getting my energy from dealing with the ideas, pictures, memories, and reactions that are inside my head, in my inner world. I often prefer doing things alone or with one or two people I feel comfortable with The following statements generally apply to me: o I am seen as "reflective" or "reserved." o I feel comfortable being alone and like things I can do on my own. o I prefer to know just a few people well. o I sometimes spend too much time reflecting and don't move into action quickly

Conference Session

Assessment of Learning in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Biomedical

the problem. Research has shown that this technique prepares studentsfor future learning allowing them to learn more from subsequent lectures or reading. 4,17,18However, during the first implementation of this new curriculum, students were prompted togenerate ideas about the problem solution using from the following two questions: What do youknow that will help you solve this problem? What do you need to know to solve this problem?Surprising to us, students were giving answers in paragraph form rather than using morecommon problem solving approaches. This prompted the biomedical engineering domain experton the team to reflect on his own problem solving method for transport problems. From thisexplicit reflection, the domain expert made his own

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa M. Del Torto, Northwestern University; Bruce Ankenman, Northwestern University; Stacy Benjamin, Northwestern University; Trevor Harty, Northwestern University; Penny L. Hirsch, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

bybeing involved with design. All of the faculty/staff interviews were audio recorded, and fourwere transcribed and coded for key insights.iThese insights were then used to develop a pair of surveys to gather feedback from students whohad been involved in the Design Certificate Program and DFA: one survey for alumni and onefor current undergraduates. The surveys were essentially identical in the sections that collecteddemographic information, the students’ experiences with design, and what benefits they felt theyhad received from design at Northwestern, but the alumni survey also included a section thatasked alumni to reflect on the skills they gained from being involved with these design programsand how their design experiences affected their

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Thomas M. Philip, University of California, Los Angeles

Tagged Divisions

Engineering Ethics

their jobs: these aren’t CEOs who are terminated withgolden parachutes, but people, already poor, whose source of income is further being harmed bythe arrival of corporations.Janine also explicitly evaluates the work of informal waste-workers, mentioning multiple timesthat they are doing a good job. This reflects the view taken in the video, but the highlighting andthe repetition of this in the utterance is Janine’s. The evaluation happens through two devices: (i)Janine as the speaker tells the other participants that the informal workers were good (line 5-9),and (ii) Janine acts as the voice of the informal workers, quoting them (line 18-20). This alsoserves as an evaluation of the companies, who emerge in Janine’s utterance as being worse

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Schmitt, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology; Ted A. Conway, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

wherestudents may be of different demographics than those they will ultimately design for. Upongraduation, students will be expected to design solutions for handicapped or elderly individualswho are from a completely different background 3,29.Within the context of engineering design, the term “empathetic design” has emerged as animmersive design experience meant to help designers understand the needs of the end-user.Empathetic design is defined by Battarbee 30 as the ability of an engineer to immerse themselvesin the lives, environments, attitudes, experiences, and dreams of end users. Further, thisimmersive experience should be reflected in the design requirements 31. This experience is oftenrecommended in various user-centered design

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

pseudonyms), was much slower than the class norm (e.g., in labprogramming assignments), and two students appeared to particularly excel. By the end of terminterviews, the professor and other students could pick out who in particular was struggling andslow, as could Isaac himself, who reflected “I just don’t think I have the brain for programming.”This happened, in spite of the fact that programming in the professional world is rarely a timedactivity with “winners” easily noticed, and in spite of the fact that the students with whom hecompared himself arguably did not belong in an introductory programming class. Specifically,two out of the five students arrived through non-traditional pathways (a second bachelor’sdegree, a community college transfer

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

Tagged Topics

NSF Grantees Poster Session

energy minor, internships, and related activities of the consortium http://liaec.aertc.org/education.htm  Co-development and use of templates for electronic portfolios, used by students in the minor program to document evidence of learning, collect reflections, and assess student progress, both in the minor and in internships related to minor program requirements.  Several consortium meetings held to assess progress, discuss obstacles, and collect information on cross-registration and course development.Energy Education ModelSeveral learning objectives were established for the minor in energy science, technology andpolicy (ESTeP). The goal is that when students complete the minor, they should be able to: 1. Understand

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, Education Consultant; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

-term process of defining mutually agreeableGraduate Attribute Profiles and Professional Competency Profiles for the three principalcategories of practitioners—engineers, engineering technologists, and engineering technicians.The Graduate Attribute Profiles are three sets of assessable outcomes, each of which reflects agraduate's potential to acquire the competence necessary to practice within a given category. TheProfessional Competency Profiles define the elements of competency that a practitioner isexpected to demonstrate at the time of attaining registration.* The IEA Graduate Attribute andProfessional Competency Profiles are, by design, applicable to all engineering disciplines. TheIEA adopted the first version of these profiles in June

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

in mechanical engineering at ASU. Her interests include innovative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Dr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including developing and teaching the Introduction to Engineering course. He also teaches

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette; Bunmi Babajide, Purdue University, West Lafayette; Anastasia Marie Rynearson, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

accountability pressures for reading andmathematics3, 7. Integration of STEM subjects has been suggested as a way to address thechallenges of diminishing instructional time while providing students with the opportunity forengaging in realistic and multidisciplinary contexts that reflect real world problems. With manystates adopting the NGSS8, curricula for integrating engineering with an explicit focus onteaching science are needed.PictureSTEM is a curricular development project aimed at creating STEM integration moduleswith an explicit focus on engineering design, as well as standards-based mathematics andscience, for grades K-5. The PictureSTEM units were developed to meet this need for explicitSTEM integration modules that meaningfully teach each of

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, Northeastern University; Susan F Freeman, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Kris Jaeger-Helton, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

them a wealth of learning and experiencethat may reflect their diverse backgrounds. Similarly, faculty may also bring new knowledgeinto their role as instructors, often borne from their international experiences. With the potentialfor so many differences in knowledge and perspective, the prospect for learning barriers to affectthe inclusivity of classroom instruction is high. Accordingly, the richness of perspectives may belost if effective efforts are not made to create a safe environment with a sense of belonging andcollective ownership.2As a first step toward investigating the effects of diversity on the interface between students,instructors and the learning environment, a group of instructors at Northeastern University inBoston

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Michael Wild, James Madison University; Robert L. Nagel, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Mechanics

several subsystems on a team with four or five other peopleusing suite of tools is too great,” 21 and provides the following advice, “to become competent ineach one of these areas—application and integration, team work, and tool use—students needtime, repeated experiences, and a lot of reflection on the learning.” 21 The goal of this researchproject is to create active-learning activities that create meaningful connections betweenengineering science and engineering design that teach students to apply and integrate when‘doing design’. This goal is well summarized by Dym as there must be, “a change in attitudetoward a more explicit and visible role for design as being ‘what engineering is all about.’Analysis unquestionably retains its centrality

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

Tagged Topics

NSF Grantees Poster Session

uncertain and perhaps even unwilling toembrace sustainability (at least, the environmental pillar) as a valid and valuable part of theirengineering curriculum. Combined with the relatively weak power of ethics (includingsustainability) over personal and business interests,8 students may see sustainability as a noblebut vague and entirely unreachable state of affairs.Previous research studies in engineering education have highlighted the fact that students oftenbring into the classroom views of sustainability that reflect both the broad and confusingdefinitions of sustainability in national and global circles and a narrow view of what engineersare capable of impacting and desiring to contribute to improved sustainability practices

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scale.However, there are a number of sub-components within each factor. For example, sub-components of Level of Academic Challenge are higher-order learning, reflective and integrativelearning, learning strategies, and quantitative reasoning. Overall, the NSSE measures a wholehost of students’ experiences. However, the primary focus of PosSES is on students’ engagementin out-of-class activities. One other difference between the two instruments is that the NSSE isadministered to first-year students and senior-year students, while PosSES can be administeredto first-year through senior-year students. PosSES includes all of these high impact activitiesalong with others we identified through reviews of the literature, web searches, and a Q-studyusing focus

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

before thesetendencies turn into actual departures. Such early career studies require looking at motivation,because motivation is a critical determinant of future behavior.Although all motivation theories share the common goal of connecting people’s behaviors tospecific motivations, self-determination theory (SDT) is particularly useful because it drawsimportant distinctions among the types of motivations that people experience.15,16 SDT identifiesa continuum of motivation types, ranging from controlled to autonomous. Autonomousmotivations are distinguished from more controlled motivations in that they are driven byinternal rewards rather than external and reflect that an individual is self-directing his or herbehaviors, resulting in greater

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara Ball, UCSC Baskin School of Engineering; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

: ❏ It involves the management of natural resources ❏ It directly impacts energy use ❏ It directly impacts land use ❏ It directly impacts water use ❏ It has social impacts ❏ It has economic impacts ❏ It is related to urban planning ❏ Other:Learning Reflections – First Response In order to understand participants’ first reactions to each of the learning activities theywere involved in, we asked them to complete a “quick and dirty” written response sheet whichasked them to rate the primary learning activity of the day (on a scale of 1 – 5 with 5 being thebest) and to record something they thought they had learned and would “take away” from theactivity. Respondents

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, The Landing School; Andrew Michael Erdman, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Dean H. Lang, Pennsylvania State University, University Park; Jeffrey G. Soper, Montreux School of Business; Donald H. Horner Jr., Jacksonville University

Tagged Divisions

Engineering Leadership Development Division

as non-engineering courses in the College. Several members of the EngineeringFaculty Curriculum Committee thought the Minor was more appropriate in the Business School.The debate was heated, but the Minor was narrowly approved by one vote. The narrow successof the vote was a clear reflection of the views of the college. The domain of engineeringleadership was new at the time, and there were no other programs available to offer to faculty asbenchmarks of value or success. Reluctance, by many in the College of Engineering, to includenon-technical courses at that time was not unexpected. Industry champions, incased within theLeonard Center, were critical to the acceptance of the program.The hard work of figuring out the details of each course

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

parents’ expectations, what appealed to them most, and what they were mostconcerned about.Semi-structured interviews were conducted with faculty at mid-semester. These interviewsaddressed faculty’s experience with students and other faculty, and their beliefs about what wasgoing well and what could be improved for next time. Researchers also attended and took notesat faculty reflection sessions. Finally, class observations were conducted to inform ourunderstanding of the other data sources.Data AnalysisDescriptive statistics were used to summarize closed-ended survey data. Qualitative data frominterviews and open-ended survey items were analyzed using the constant comparative methodfor naturalistic inquiry [27], to discover themes related to

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

learnedprogramming skills. Kai’s experience with Lego Robotics is an example of this. When askedwhat he learned from participating in an informal learning experience, Kai responded, “Well Idid learn how to program Lego Robots.”Some of the children are learning very hands-on, practical skills as they engage in engineeringthrough informal experiences, while others are wrestling with conceptual ideas. Alexander isactive in 4-H, and he has done many projects in electricity. Marcus has a great interest inphysics, and learns most of his engineering ideas from his participation at local universityoutreach programs and his interaction with tutors and experts. In Table 3, we share two examplesof what students or parents reflect on as their learning, and include an

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Thema Monroe-White, SageFox Consulting Group; Ari Turrentine, VentureWell; Angela Shartrand, VentureWell; Amit Shashikant Jariwala, Georgia Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

project around a topic that appeals to them. When students follow theirpassions, the passions of their teammates, or work on a topic that, for them, will make a Page 26.990.4difference in the world, their intrinsic motivation increases.8,12 Experimentation and iteration inthe context of the project, and reflecting (in a safe environment) on the failures that ensue,completes what Neck et al. refer to as a “virtuous cycle,” that equips students with confidenceand knowledge that they can apply next time.8,12By integrating entrepreneurship into engineering, students are likely to be more connected totheir learning and thus are more likely to

Conference Session

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

expressed concerns that students may consider just getting feedbackon "if they did the problem right" as pertaining to these questions. Again, these are issues relatedto student interpretations of the items, so the cognitive interview data was assessed for anysimilar discrepancies; however, none seemed apparent. Hence, these items were seen asfunctioning as intended.As for overall functioning and validity of the SCAEI, all of the content experts stated that theSCAEI would be informative for guiding self-reflection on their own teaching. Some of thecontent experts also said they could see themselves using the SCAEI for education researchpurposes.During the item alignment study, one content expert initially interpreted the "active" dimensionof the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

developing since the 1970’s, led largely by Dr. David Kolb; this theory is based “ona learning cycle driven by the resolution of the dual dialectics of action/reflection and ex-perience/abstraction” 43 . The importance of experiential learning has been discussed for themedical field 1;3;9;15;18;33;61 , engineering 2;19;76;84;85 , leadership roles 16;29;32;34 , and general edu-cation 7;58;86;87 . For further reading on broad applications of the experiential approach, Kolbhas compiled bibliographies containing numerous works spanning decades 44;45;46;47 . Burger found that experience with actual work is one of the strongest factors affectingcareer choice 22 while Tuss concludes that “experiential education strategies will strengthenschool science

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

which students intended to persist in their major. In thecivil and architectural engineering course, students also wrote a reflective essay where they Page 26.1449.6indicated their intent to stay or leave engineering; this information was used to compare with thesurvey data.Data analysis to compare the pre- and post- survey results used two methods. First, Wilcoxontests were used to compare pre- and post- responses from the same students. The Wilcoxon testwas used because it is suitable for ordinal data and does not require normally distributedresponses; this is in contrast with the more traditional paired t-test. In the case of the civil

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

profession have come to a growing recognition of the importance engineers’communication skills, the teaching of these skills has steadily moved from the periphery to thecenter of engineering curricula guidelines. Yet the growing body of research in this areaindicates that too often communication learning is still relegated to service courses or is taught ina manner that does not reflect current knowledge about writing pedagogy. Faculty may bereluctant to incorporate writing assignments into their courses or do it in an ineffective mannerbecause of time constraints and large courses, especially at the lower levels. This research beginsan investigation of the use of peer review to mitigate some of these concerns while incorporatingcontemporary writing

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

reflection as science teachers take on engineering asrecommended by the NGSS. This study suggests that identifying engineering epistemologies willbe an important part of engineering integration in science classes; recognizing conflicts betweenteachers’ priorities and the goals of reform curriculum could help to improve the frequency ofteacher use of engineering. Literature Review In this literature review I build a rationale for my study by reviewing the purpose ofadoption of engineering by science educators including the NGSS reform initiative backgroundand its purposes; engineering education and the role of engineering design in the NGSS; andteacher reform implementation including science

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeanne R. Garland, New Mexico State University; Michele A. Auzenne, New Mexico State University; Ricardo B. Jacquez, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

life; 2) To positively contribute to retention and transferthrough active involvement in a research mentorship program at a baccalaureate-granting Page 26.1576.5university, and 3) To provide academic and professional development to students through theresearch experience and seminar to orient students to university life and to the culture of researchin their disciplines.With a transfer rate of 69.1%, the goals of the program are being realized, as reflected in themajority of the students who opt to enter a 4-year school the semester after SCCORE or whogain a committed intent to do so after they return to complete their community college