Collection

1996 Annual Conference

Authors

Gary S. Godfrey

and feedback; scaffolding and fading; articulating and reflections;exploration; and sequence. Table Three has been constructed to apply the cognitive apprenticeship model toprinciples of 3-D Visualization. Table 3 COGNITIVE APPRENTICESHIP AND 3-D VISUALIZATION CONTEXT Textbook Knowledge Mechanical Drawing Blueprint Reading ANSI Standards Computer Literacy Computer Aided Design 2-D Visualization & Construction

Conference Session

Attitudes, Self-Confidence, and Self-Efficacy of Women Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

series of questions that students responded to on a Likert scale. Male students had amore favorable view of engineers’ role in society than female students, based on responses toquestions from the Pittsburgh Freshman Engineering Attitudes Survey (PFEAS). Becauseprevious studies have indicated that females want to benefit society through their work, thecontinuing poor perception of engineering as a helping profession among females may reflectrecruiting problems. More revealing information was found in the reflective essays that thestudents write at the end of the semester summarizing their feelings about engineering andwhether they plan to stay in the major or switch majors.BackgroundThe engineering profession needs to recruit more students, and

Conference Session

Assessment Methods

Collection

2006 Annual Conference & Exposition

Authors

Abi Aghayere, Rochester Institute of Technology

Tagged Divisions

Engineering Technology

. Page 11.1283.1© American Society for Engineering Education, 2006 The Efficacy of Ongoing Course Assessment for Enhancing Student Learning in Structural Design CoursesAbstractA technique was recently developed for the continuous assessment of student learningthat involves measuring students’ perception of learning of course topics. The assessmentinstrument is divided into several modules with each module consisting of a detailedlisting of course topics. This instrument has been used in the author’s on-campus andonline structural analysis courses. The results of the data collected from a structuralanalysis course pointed to enhancement in student learning, with the additional benefit offorcing the students to reflect on and take

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

Tagged Topics

ASEE Diversity Committee, Diversity

another as well as relate to how their discipline is practiced [2]. Students who are not able todevelop an alignment in a given discipline in higher education may change majors or drop out toseek a sense of belonging elsewhere.Diversity is one of the greatest challenges to the engineering profession today. Manyengineering schools struggle to attract and retain a student population that reflects the diversityof the general population. One of the key reasons cited for students leaving STEM is theperception of a chilly climate, especially by those who are members of underrepresented groups[3]. Furthermore, there is compelling evidence that diversity among students and faculty iscrucially important to the intellectual and social development of both

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruth E. H. Wertz, Valparaiso University; Karl R.B. Schmitt, Valparaiso University; Linda Clark, Brown University; Bjorn Sandstede, Brown University; Katherine M. Kinnaird, Smith College

Tagged Topics

NSF Grantees Poster Session

observation is impractical. Extensivework shows that student self-reports alone can be unreliable. Students may under- or over-report Commen ted [1]: do you have any citations for self-their degree of misunderstanding based on any number of external factors, or they may legitimately reports?not know the degree of their misunderstandings relative to certain topics. Instead of relying onlyon student self-observations, this study uses a triangulated approach incorporating instructors,teaching assistants, and students each completing a weekly reflection. T he reflection asks aboutthe difficulties or misunderstandings experienced in the classroom during the past week. Theprotocol consists of five items that are tailored to the instructor, T A

Conference Session

Systems Engineering Division Technical Session 1: Course Design & SE Competencies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kuan-Yu Chou, National Chiao Tung University; Yon-Ping Chen, National Chiao Tung University; Sunny S. J. Lin, National Chiao Tung University; Chao-Yang Cheng, National Chiao Tung University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering

transformation emphases are illustrated in the coloredboxes. The colored circles signified the methods and decisions of self improvements (SI0-1, SI1-2, andSI2-3). Various self-improvement methods (teacher reflection, product creativity check, and PBLexperience student report) were adopted in each round (text underlined). The major decisions of self-improvement are provided in the colored circle.This paper is structured as a case study to explain the transformation process listed inFigure 1, including working emphases, self-improvement methods and sequentialtransformation decisions for the DCS capstone course. Figure 1 shows the timeline ofcapstone transformation (rounds 0 to 3) and self-improvement cycles from 0-1, 1-2,and 2-3.In the following, Session

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering design and engineering entrepreneurship. a. Did the things you learned in the course about engineering design and engineering entrepreneurship help you with the designing your life course activities? Please explain. b. Did the designing your life course activities help you in the course about engineering design and engineering entrepreneurship? Please explain.The DYL activities used in the course were taken from the text and minimally modifiedto suit a classroom setting. The activities used in the course included: • Creation of a life-design team • Identification of key mentor(s) • Creation of health/work/play/love dashboard • Descritption of workview • Lifeview reflections • Good

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T. Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

Attitudes Toward Engineering scaleand the Reformed Teaching Observation Protocol, respectively. There were significantdifferences in the extent and connectedness of faculty across departments, reflecting departmentalinstructional climate [3].In this follow-up, we examine the social networks of faculty, many of whom were not included inthe original sample, who were recruited to participate in a 1-year series of workshops on learner-centered pedagogy, active learning methods, and use of advanced instructional technology andassessment. Forty-three faculty participated in eight professional development workshops(approximately one every two weeks for each of the two semesters in Fall, 2016 and Spring,2017) on Evidence Based Instructional Practices (EBIS

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Sarah Wodin-Schwartz, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

engineers capable of working in both the social and technical dimensionsof contextualized, open-ended problems [6]. Wisnioski, a historian of engineering studies,reflected in his 2015 editorial that, while calls for engineering education reform towards “global,economic, environmental, and societal context” [7] have been existent since as early as the1920s, “each wave of reform has come with incomplete efforts to establish institutional rewardsthat value such historical and contextual work.” [8] However, since Wisnioski’s editorial, muchprogress towards contextualization has been made in the engineering community, largely in partdue to support from the Accreditation Board for Engineering and Technology (ABET) and theNational Science Foundation (NSF

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Milton Johnson, Bioscience High School; Allison Wolf; Xavier A. DeLeon, QESST; Mayra Ramos; Meredith Marie Morrissey, Mountain Pointe High School; Alyssa Johnson, Kyrene School District; Scott Richard Currier; Lauren D’Amico

Tagged Divisions

Pre-College Engineering Education

grade, 3 hours): Working in small groups, studentscreate a solar scribbler and use the engineering design cycle to refine their STEAM design basedon a hypothesis, test the hypothesis, (i.e. Build, Test, Reflect, Refine, Repeat). For the entire set of lesson instructions and materials, please click here.This material is based upon work supported in part by the National Science Foundation (NSF) and the Department of Energy (DOE) under NSFCA No. EEC-1041895. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect those of NSF or DOE.

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University; Melissa Lynn Morris, West Virginia University; Anne Marie Aramati Casper, Colorado State University ; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering can beexplored.MethodsStudy contextIn fall 2017, students in a total of eight sections of a common first-year engineering course tookfour surveys throughout the semester and were taught by three distinct instructors. Eachinstructor had an equal number of intervention (four sections, n =116) and comparison sections(four sections, n = 137).The students in the intervention sections participated in multiple activities, which are describedsubsequently. Table 1 shows when each of the activities occurred throughout the fall term.Table 1. Activities and Timeline Activity Week of Semester Dean’s Talk and Reflection Questions 2 Teamwork

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Christine Nguyen, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education

-on engineering design challenges in the modules. During thisprocess, the phenomenon is also mapped to NGSS to ensure that material would be appropriate for a middleschool teaching environment.Hands-On Activities. Each module included hands-on engineering design challenges for the students toperform while working through the associated phenomenon. During these activities, students are required towork in pairs, which facilitates an environment conducive to learning through collaboration and integrativecomplexity. Additionally, after each section of the modules, students are required to reflect on their ownreasoning, which challenges them to compare their misconceptions about a concept before the module and theirfindings after the module

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Justin L Hess, IUPUI, Indianapolis

Tagged Divisions

Engineering Ethics

failure will have on a broad range of stakeholders.Additionally, whereas many engineering ethics case studies focus on human stakeholders andcorporations, here the focus also includes marine and aquatic life, challenging a narrowlyanthropocentric focus by placing environmental issues as a focal point. In this sense our focuspushes beyond both macro-ethical issues, where students are encouraged to adopt a broadenedsocietal viewpoint to deduce the most ethical courses of action, and micro-ethics, where thefocus is towards the professional obligations of an individual engineer.7,8The case as we designed it challenges students to justify the ethicality of deeper water drilling inlight of this disaster, guided by the reflective specification and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University; Lori C. Bland, George Mason University; Anastasia P Samaras, George Mason University, VA USA

Tagged Topics

NSF Grantees Poster Session

comprises a series of design decisions that are madeover multiple semesters.Significant research about faculty development of interactive teaching practices has beenconducted 2–5. Earlier work by McKenna, Yalvac, and Light examined how to createcollaborative partnerships between engineering faculty and learning scientists toencourage collaborative, reflective, and improved teaching. They state, “An extension ofthis work would be to examine the trajectory of change in teaching approaches, that is, toinvestigate the process of change.” (p. 25) 4 We expect learning and change to happenthrough faculty development, and we propose a framework for scaffolding that process ofchange much like engineering education research has proposed constructing

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher R. Saulnier, Massachusetts Institute of Technology; Aikaterini (Katerina) Bagiati P.E., Massachusetts Institute of Technology; John G. Brisson II, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

environment impacts students’ perception of the engineering design process.Design Based Wilderness Education PedagogyWhen developing a curriculum targeting the engineering design process, the role that design-thinking plays within a design-based learning environment is of particular interest. As describedby Dym et al., design thinking “reflects the complex processes of inquiry and learning thatdesigners perform in a systems context, making decisions as they proceed, often workingcollaboratively on teams in a social process”3. Design thinking has been explored through manyframeworks broadly divided into two paradigms: design as a rational problem solving process,and design as a process of reflection-in-action4. The wilderness environment is

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

American Society for Engineering Education, 2015 Focus on Social Learning in a First-Year Technical Writing Class: a Canadian Case-Study The University of British Columbia, CanadaAbstract: Incorporation of writing assignments into the first-year curriculum is a keyopportunity for engineering educators. The topics of sustainable consumption and design,environmental issues and global engineering were introduced into a first-year engineeringcommunication course in the Faculty of Applied Science at the University of British Columbia,Vancouver. This successful initiative was further expanded to include writing reflection papers,proposals and research reports on community service learning

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

to teach,especially in ways that capture students’ interest and attention. A variety of approaches areimplemented including dedicated courses inside and outside of engineering, as well as weavingethical case studies throughout the curriculum 3-5. Creative approaches to teaching engineeringethics including argumentation, eye-witness role playing, videos, engineering ethics lunches, andeven an engineering ethics board game have previously been presented 6-10. The objective of thisassignment was to combine the common practice of integrating an ethics unit into a first yearIntroduction to Engineering course with the innovation of a creative fiction assignment requiringthe students to generate and reflect upon an ethical dilemma of personal

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Crismond, City College of the City University of New York; Michal Lomask

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

),  influenced  our  efforts  to  develop  the  teaching  standards  used  for  this  project.  In  addition,  a  framework  that  articulates  what  informed  design  thinking  entails  –  students  using  design  strategies  effectively;  making  knowledge-­‐driven  decisions;  conducting  sustained  technological  investigations;  working  creatively;  and  reflecting  upon  their  actions  and  thinking  –  was  another  foundation  upon  which  this  work  was  built  (Crismond  &  Adams,  2012).  The  final  set  of  the  design  teaching  standards  (see  Table  1  for  details)  created  for  this  project  is  organized  around  three  dimensions:      Dimension  I  –  STEM  Concepts  –  Teachers’  understanding  of  science,  technology

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Lei Xie, Texas A&M University; Michael Beyerlein, Texas A&M University; Rodney Boehm, Texas A&M University; Jill Zarestky, Colorado State University

Tagged Divisions

Educational Research and Methods

executionAccording to Bringle and Hatcher [1], service-learning is defined as a “course-based, creditbearing educational experience in which students (a) participate in an organized service activitythat meets identified community needs, and (b) reflect on the service activity in such a way as togain further understanding of course content, a broader appreciation of the discipline, and anenhanced sense of personal values and civic responsibility” (p. 112).” Service-learning has beenproven to benefit students in many ways. More specifically, service learning has been found toenhance students’ collaboration skills [2], civic engagement, interpersonal skills [3], [4], andtheir ability to apply knowledge to problem-solving [5].Our service-learning course was

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Murray, Washington State University, Everett; Lucrezia Cuen Paxson, Washington State University, Everett; Soobin Seo, Washington State University, Everett; Mark Beattie, Washington State University, Everett

Tagged Divisions

Multidisciplinary Engineering

where the instructors could guide the groups, group projects outside of class where thestudents would navigate their own team-building, and individual assignments designed to fosterself-reflections. It is important to note that while team members had specific responsibility forcertain deliverables, the collaborative sessions, group assignments, and various presentationsrequired harmonious orchestration following an Aristotelian model: the whole being greater thanthe sum of its parts.Interdisciplinary sessions are intended to increase the teams' capacity to complete the projectwhile also becoming more aware of themselves in the process. They include: 1. Kickoff session – The purpose of this session is to form connections, elicit and correct

Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

Bonnie S. Boardman, University of Texas, Arlington

Tagged Topics

FYEE Conference - Paper Submission

really good lesson for the class. The class talked about how she should havespoken up more during the team part of the exercise and how she hurt her team by not doing so.This allowed everyone to see both the power of the team and also the importance of eachindividual on the team. Thank goodness for that one high scorer!Another of the activities was an escape room type exercise. Escape rooms are physical games inwhich teams must solve a series of puzzles or challenges using clues, teamwork and strategy tocomplete all objectives. In the developed escape room, teams were given a time limit in whichto successfully complete all objectives.Students were required to complete a reflection after each team building activity. This reflectionserved to bring

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

Charles Schreier, University of Dayton; Carl Eger, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

Liberal Education

reflectionpaper that describe how the experience affected them personally.Since its inception in 2001, the ETHOS program has sent over 30 students to five countries totake part in summer service-learning internships. Information obtained from the reflection andtechnical papers and program evaluation sheets indicate that students who have participated inthe international service-learning internships have gained perspectives on the influence ofengineering and technology in the global world. Further, these experiences have providedgrowth in technical knowledge and problem solving, and in language development and culturalawareness.Alumni Assessment StrategyAlthough the ETHOS service-learning internship program has a fairly well established methodfor

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin S. High, Oklahoma State University; Scott D Gelfand, Oklahoma State University, Department of Philosophy; Ronald Steve Harrist Ph.D., Oklahoma State University; Shelia M. Kennison, Oklahoma State University

Tagged Divisions

Engineering Ethics

demonstrate why people act unethically. After a discussion of each video, each individualstudent is guided through a two-part exercise. The first part, developing a Personal InventoryReport, helps the student engage in self-reflection in order to determine what sorts of situationsthe student might find ethically challenging. In the second part of the exercise, the studentdevelops a personal plan (Adaptive-Strategies Report) addressing what strategies they might usein order to increase the likelihood that they will act ethically in challenging situations (that is, thesituations arrived at while developing the Personal Inventory Report). Page

Conference Session

Ethical Issues I: Sustainability and Environmental Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Roger Painter P.E., Tennessee State University

Tagged Divisions

Engineering Ethics

ethics. Critical reflection is key to significant shifts of frames of reference. In thiscontext the goal of encouraging students to view engineering ethics through the lens of environmentaljustice issues is motivated by transformation learning theory. During the first half of the semesterlectures covered NEPA and EIA in the conventional manner and research papers were assignedfor EIA case studies. Beginning at midterm the relationship of environmental justice issues toNEPA and EIA were introduced and subsequent case study assignments also involvedenvironmental justice issues. For these case studies, the student’s role played the variousstakeholders on both sides of the case study issues. Anecdotally the impact of the interventionwas immediately

Conference Session

Chemical Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Amanda Portis Malefyt, Michigan State University

Tagged Divisions

Chemical Engineering

response was mixed, though primarily positive (Figure 2). Comments from the end-of-term course evaluations also reflected this dichotomy: • I don't like that you wanted us to struggle with the homework and waste our time. My time is precious. • I liked everything in the class except the fact [that] we did book homework before we learned it. • Homework, online homework, and lectures all went together nicely. • His set up of the homework/glossary/Sappling [sic] made sure you did the work first and had an understanding of the material before it was covered in lecture. • I think that I've learned more in this class in one semester than any other class I've taken here.The principal complaint about the course

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

used to elicit critical thinking and the application of mathematical conceptsas educators strove to develop a simulation of a physical phenomenon. As the participantsworked through the exercises, the engineering and education faculty pointed out opportunitiesfor reflection on the application of mathematics to solve the problem and asked questions toinitiate discussions of their experiences.One example activity focused on developing a mathematical model for water exiting from ahose. Participants discussed in class what they knew about the situation and what they wanted toknow when they conducted experiments with actual hoses outside. As students collected avariety of data to help develop the model, they wrestled with issues such as how to

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Deborah Nykanen, Minnesota State University, Mankato; Marilyn Hart, Minnesota State University, Mankato; Mezbahur Rahman, Minnesota State University, Mankato

and peer-mentoring. Group composition varies tomeet the specific objective of each discussion. For example, broad major groups are used tofacilitate peer mentoring amongst students within disciplines. Groups by year (sophomore,junior, senior) are used to facilitate interdisciplinary discussions amongst students at similarstages in their education. We found that it is important to have less structured time to fosterstudent-student and student-faculty interaction. Topic guidance provides the structure to allowstudents to establish connections, share personally and professionally, and encourage peermentoring. Grading is credit/no-credit and is based primarily on attendance.General seminar themes include student goals and reflections on progress

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Colorado School of Mines; Maria Brunhart-Lupo, Colorado School of Mines

Tagged Divisions

Engineering Ethics

Paper ID #9395Ethics for the ”Me” Generation - How ”Millennial” Engineering StudentsView Ethical Responsibility in the Engineering ProfessionMrs. Natalie CT Van Tyne P.E., Colorado School of Mines Natalie Van Tyne is a Teaching Associate Professor and Director of the Design EPICS Program at Col- orado School of Mines. Her background is in chemical and environmental engineering, and she is a registered professional engineer in Colorado. She has been teaching first year and second year funda- mental engineering design courses since 2002, and her research interests are in service learning, reflective learning, and

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Halimat A. Ipesa-Balogun, Smith College; Yanning Yu, Northwestern University; Yezhezi Zhang, Smith College; Xi Jiang, Smith College

Tagged Divisions

Educational Research and Methods

students to reflect upon the effectiveness ofthis approach. The students together proposed that anyone posting an authoritative source mustalso post a summary of the content of the source. Later they continued to improve upon this ideaand soon required anyone posting an authoritative source to process it and include in their notehow the authoritative source could be used to improve the ideas in the group’s discourse.MetadiscourseStudies have shown that when students are engaged in metacognitive activities (e.g., self-reflection, self-explanation, or monitoring), their learning is enhanced. However, metacognitivethinking is not spontaneous. Thus, it is important to incorporate metacognitive support in thedesign of learning environments (Lin, X