Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Blum, University of Colorado, Colorado Springs

Tagged Divisions

Educational Research and Methods

researchers have argued that this model does not provide a complete picture ofengagement. They pointed out that it does not consider the commitment of psychological energyor the relationship between the quality of student effort and student learning.30 Other theorieswere developed to explain the impact of engagement on student development. For example,experiential learning theory took a dynamic view of learning entirely separate from the IEOmodel. Instead, it was based on a learning cycle which in turn was driven by the resolution ofdual dialectics which it defined to be action/reflection and experience/abstraction.24 Regardless of the model, it has been well established that engagement has a positiveeffect on student outcomes and development

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; David Quarfoot, SDSU/UCSD; Kimberly C Csanadi

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Leo H. McWilliams, University of Notre Dame; Catherine F. Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

found thatpersistence rates and levels of engagement varied significantly from institution to institution.They also reported that engineering students have the same level of engagement as students inother majors and, despite heavier course loads, reported levels of satisfaction with the collegeexperience and involvement with campus organizations and volunteer work at levels similar tostudents in other majors. One notable difference reported by engineering students in that study;however, was that those students rated themselves lowest in terms of personal and socialdevelopment, as well as in regard to reflective and integrative learning, when compared to theirpeers in other majors. The authors of that study speculated that this perceived lower

Conference Session

Aerospace Engineering Curriculum

Collection

2003 Annual Conference

Authors

Keith Koenig; Masoud Rais-Rohani; Thomas Hannigan

State University (MSU) recognizedthe need for restructuring its curriculum in part to modernize its undergraduate program andincrease enrollment which had begun to decline rapidly since 1990 following nearly a decade ofsteady growth as indicated in Fig. 1. This decline in enrollment was in most part a reflection ofcareer opportunities available to ASE graduates and was not necessarily unique to MSU. In fact,Mississippi State University is on par with the national average* in the percentage of enteringfreshmen choosing ASE as a major (1.8% compared to national average5 of 1.6%), thepercentage of engineering BS degrees awarded to ASE majors (2.25% compared to the nationalaverage6 of 2.2%), and has exceeded the national average in recent years in

Collection

2000 Annual Conference

Authors

Esther V. Reed; Matt W. Mutka

Collection

2000 Annual Conference

Authors

Richard L Canale; Ellen J Duwart; Cheryl Cates

StudyThe first study was conducted as part of a Pilot Program for Internet Based Reflective Learningfor Cooperative Education Students which was funded by a University InstructionalDevelopment Fund Grant and an Asa Knowles Research Grant7. . During the 1997 winter andspring quarters, Canale and Duwart conducted 11 focus groups in which more than 80% of the Page 5.145.14ECE students, sophomores through seniors, participated. Within a written survey, they wereasked to identify the learning that took place in each of the 11 attributes as a result of theirclassroom, laboratory, and co-op learning. Each group of students then discussed

Conference Session

Design Tools and Methodology II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward James Christie; Daniel D. Jensen, U.S. Air Force Academy; Richard T. Buckley Ph.D., U.S. Air Force Academy; Devin A. Menefee, U.S. Air Force Academy; Kyle Kenneth Ziegler; Kristin L. Wood, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

reduction of design fixation26. In the experiment, student groups were given differenttasks across multiple design stages. Some were allowed to build one or more prototypes early onand then reflect upon what they had built, some were allowed to consistently improve theirprototypes, some were only allowed to start working on physical prototypes at the end, and somewere not allowed to build any prototypes. All groups received technical critiques of their designsin between the three design stages. The overall takeaway is that early prototyping efforts that arenon-continuous are likely to quickly settle on one concept and perfect it. Allowing for constantprototyping allows a team a chance to develop entirely new concepts with time to evaluate

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

Tagged Topics

Diversity, NSF Grantees Poster Session

has been known to significantly increase success, retention, and graduationrates. We noticed the differences in the level of preparedness and its influence on the student’sperception of their journey. We also explored the influence of soft skills, outlook, scholarlyattributes, and support on the perception of the journey through the program. Although ourparticipants have reported that they did not perceive any overt sexism or racism, we present thefindings correlated with gender and race/ethnicity.Our future work will include fine-tuning the protocol to explore intersectionality and reflect uponthe situations where the students might feel minoritized. Additionally, the students in the futurestudy will be purposefully selected to examine

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

items passed the .32 criteria, and together, the model explained a totalof 46.26% variance. Therefore, we proceeded with the more parsimonious one-factor solution.The one-factor CFA model fitted poorly to the data. Therefore, we explored the modificationindices. By allowing error covariances of similarly worded items (i.e., between items 16 and 18,19 and 21, 17 and 23, 19 and 22, 19 and 20, and 20 and 21), we reached an acceptable model fitfor the one-factor solution of the CFA sample (χ2 = 137.52, df = 16, p < 0.001, RMSEA = 0.1095% CI [0.085, 0.116], CFI = 0.96, TFI = 0.93). All items loaded above .50 onto the mindsetfactor. These modifications reflected the covariance among items that focused on intelligenceand among items that focused on

Collection

2024 Rocky Mountain Section Conference

Authors

Katherine Robert

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

CS.Next, the theme of collaboration was also found to be beneficial for students’ formation of bondsin CS. This result is reflected in prior work whose results suggest that the long-term impacts ofproject-based learning in STEM transcend traditional learning outcomes to also includeprofessional advancement and friendships [60]. Further, authors demonstrate that students’exposure to collaborative assignments are a significant, positive predictor of their persistence inCS [26]. Interestingly, however, the more recent work of Lehman et al. [32] found that students’exposure to collaborative pedagogy in introductory CS courses was a significant, negativepredictor for persistence. In their discussion, they suggest that the surprising result may

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

betelling of how students approach learning with the affective domain [14]. Also, returning to theidea that the domains are connected is reflected in the fact that many of studies found focus on twodomains at a time instead of only one domain at a time [4-7], [14-19]. Several studies exist thatresearch the domains, but they focus on testing a specific class within engineering or non-engineering majors [4-6], [9], [14-16], [18], [20]. Similarly, the studies that focus on math orchemistry classes may not have tested solely engineering students, which could still distort or skewresults towards conclusions that may not apply to engineering students overall [4-5], [21]. Theproblem with these studies is that their findings cannot be generalized for all

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

, Page 22.221.6race/ethnicity, parents’ education, class-year, disciplines, and SAT scores) and then on measures 
of six academic (classroom and curricular) and ten out-of-class student experiences that theliterature indicates are related to learning and skill development18, 19.Variables UsedThe Design Skills scale is the criterion measure for this paper. This scale contained 12 items(alpha = .92) reflecting engineering students’ reports of their self-assessed ability on design skills.Table 1 gives this scale’s item-content and descriptive statistics.Four sets of independent variables are used: sociodemographic (Table 2); classroom experiences(Table 3); curricular experiences (Table 4); and out-of-class experiences (Table 5

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Design in Engineering Education

specificallyformatted with prompting questions that the student answers at the end of each class period (forthe class discussion notes) or at the completion of each project (for the project summary notes).These completed “worksheets” 1) get the first year students in the habit of documenting thematerial that they have learned, 2) allow the student to look back to previous work for reference(both during the course and in subsequent courses), and 3) allows the instructor to follow theprogress of each student when the binders are checked formally (mid-semester and end ofsemester or whenever the need may arise). In addition to obtaining/creating a binder after thefirst class period, the students write a reflection paper (with prompting questions) about a seriesof

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

Computers in Education

Directorat the Center of Engineering Education and Outreach at Tufts University. Hynesreceived his B.S. in Mechanical Engineering in 2001 and his Ph.D. inEngineering Education in 2009 (both degrees at Tufts University). Inhis current positions, Hynes serves as PI and Co-PI on a number offunded research projects investigating engineering education in theK-12 and college settings. He is particularly interested in howstudents and teachers engage in and reflect upon the engi- neering designprocess. His research includes investigating how teachers conceptualizeand teach and how students engage in engineering through in-depth case study analysis

Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Matthew J Miller, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Andrea Hércules, Loyola University Chicago; Erika Esmeralda de la Riva, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Conference Session

Design in Engineering Education Division (DEED) - AI and Digital Futures in Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniene Byrne Ph.D., Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

application. To fully prepare future engineers, engineering education mustencourage students’ reflection on the interplay of engineered systems as life-changingtechnologies, with societal impacts and intersections with governance of the economy andhuman wellbeing.Since 2014 the literature on Responsible AI policy has increased exponentially in parallel withits expanded usage. This survey identifies current literature up to late 2024, on Responsible AIPolicy and Design across these domains of government, education, and media and describes it inthe context of changing policy approaches. Sources support discussions about opportunities,challenges, controversies, and future directions.The goals of this paper are: • Provide an overview of AI policy

Collection

2014 ASEE Zone 4 Conference

Authors

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Delu Zhao, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois Urbana-Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Yang Victoria Shao, University of Illinois Urbana Champaign; Chrysafis Vogiatzis, University of Illinois Urbana - Champaign; Ann Jeanne Fredricksen; Jennifer R Amos, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

representing other ethnic groups. The survey also captured responses fromstudents across various engineering courses, reflecting a diverse range of disciplines.Comprehensive demographic details, including gender, ethnicity, disability status, and courseparticipation, are provided in Table 1 and 2. Part Total Male Female Non- White Asian Latinx Other/ CS ECE&IE binary Mixed Class Class 1 669 479 186 4 113 522 20 30 487 193 2 604 433 167 4 104 470 20 26 438 151Table 1: Demographics of two surveys - Gender, Ethnicity, and Course (CS for Computer science

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milica Miladinovic, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute; Pratap Mahesh Rao, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

driving the students’ research and formation of their professional networks?AcknowledgmentsThis material is based upon work partially supported by the National Science Foundation (NSF)under Grant No DGE-1922761. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNSF.We are grateful to Professor Loris Fichera for connecting us with the end users. We sincerelythank the study participants, as well as the PhD committee members—Professor Lyubov Titova,Professor Aswin Gnanaskandan, and Professor Yihao Zheng—for their valuable contributions.References[1] M. Roach, “Encouraging entrepreneurship in university labs: Research activities

Conference Session

Civil Engineering Capstone Showcase

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, California Polytechnic State University, San Luis Obispo; Brayden A Martinez EIT, Miyamoto International; William R Adam, Buro Happold

Tagged Divisions

Civil Engineering Division (CIVIL)

students responded rapidly to thisrequest for revisions, motivated by their desire to be approved for a work permit for the project.Though challenging at the time, it was in the process of completing these revisions where muchof the learning took place for their project team. Their final report reflects the required changesand has served as an example for later teams [42].Moment Monument: This structure consisting of six isolated steel frames illustrating nine specialmoment frame (SMFs) connections was able to be considered a ‘sculpture/art piece’ forpermitting purposes, so the design and construction needed not be as extensive as an actual SMFused as a lateral force resisting system in a high seismic region. For seismic, in-plane analysiswas

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Behnaam Aazhang, Rice University; Randal T. Abler, Georgia Institute of Technology; Jan P. Allebach, Purdue University, West Lafayette (College of Engineering); L. Franklin Bost, Virginia Commonwealth University; Joseph R. Cavallaro, Rice University; Edwin K. P. Chong Ph.D., Colorado State University; Edward J. Coyle, Georgia Institute of Technology; Jocelyn B. S. Cullers, Boise State University; Sonya M. Dennis, Morehouse College; Yingfei Dong, University of Hawai'i at Mānoa; Prasad N. Enjeti, Texas A&M University; Afroditi V. Filippas, Virginia Commonwealth University; Jeffrey E. Froyd, Texas A&M University; David Garmire, University of Hawai'i at Mānoa; Jay George; Brian E. Gilchrist, University of Michigan; Gail S. Hohner, University of Michigan; William L. Hughes, Boise State University; Amos Johnson, Morehouse College; Charles Kim, Howard University; Hale Kim, INHA University; Robert H. Klenke, Virginia Commonwealth University; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Yung-Hsiang Lu, Purdue University, West Lafayette (College of Engineering); Kevin James Lybarger, University of Washington; Stephen Marshall P.E., University of Strathclyde; Subra Muralidharan, University of California, Davis; Aaron T. Ohta, University of Hawai'i at Mānoa; Francisco Raul Ortega, Florida International University; Eve A. Riskin, University of Washington; David M. Rizzo; Candace Renee Ryder, Colorado State Univerisity; Wayne A. Shiroma, University of Hawai'i at Mānoa; Thomas J. Siller, Colorado State University; J. Sonnenberg-Klein, Georgia Institute of Technology; Seyed Masoud Sadjadi, Florida International University; Scott Munro Strachan, University of Strathclyde; Mohsen Taheri, Florida International University; Gary L. Woods, Rice University Department of Electrical & Computer Engineering; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Brian C. Fabien, University of Washington; Phiilp Johnson, University of Hawaii at Manoa; Robert Collins, Univesrity of Strathclyde at Georgia Tech; Paul Murray

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

level students as they graduate. To supporttransitions between quarters or semesters, students maintain rigorous documentation of theirefforts, typically in the form of VIP notebooks or institution-approved electronic portfolios. VIPprograms also involve peer evaluations, reflecting the team-based nature of the course. GeorgiaTech has developed a web-based peer evaluation tailored to VIP, which will soon be piloted witha handful of consortium members.Cost EffectiveAlthough VIP projects are not limited by quarters or semesters, the VIP program is curricular,with all students participating for a letter grade. This differentiates VIP from paid researchexperiences, as students do not receive stipends or hourly wages. This makes the program cost

Conference Session

Women in Engineering Division (WIED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rita Manco Powell, University of Pennsylvania; Henry Towsner, University of Pennsylvania; Brett Frankel, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

, 63% minored in Math, CS and/or arelated discipline. Some respondents indicated that they had earned two or more minors intargeted programs. 11% of respondents had earned a Masters in Math, CS or a related discipline.Analysis of survey questions yielded the following results:Respondents were given a checkbox question with a list of statements, and asked to check allthat apply:Question: What did you think of your PESP experience? Check all that apply.Responses: The following are the 5 most endorsed statements out of 16 statements. Thestatements that were endorsed by the 102 respondents are reflected in percentages of respondentsbelow. 1. PESP was fun–selected by 84% of respondents 2. PESP gave me insight into the types of problems that

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huiye Yu, UNSW Sydney; Hua Chai, University of New South Wales; Jayashri Ravishankar, University of New South Wales

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

interface or application. Thus, Python, with strong compact ability across this area, is mostrequired. Fortran is second on the list mainly due to its efficiency in math calculation, whichmade it suitable to simulate large physical systems, and the existence of legacy code in theindustry practice. In short, while policy and investment fuse the growth of the electric power industry, theworkforce, however, is facing growing skills shortages [5, 6]. On the other hand, academicshave seen the need to renew the power system engineering curriculum and attempts to integrateup-to-date knowledge into the curriculum are reflected in the literature [30, 31, 34, 39, 40, 42-44].4.3 Soft Skills The resulting ranking of soft skills extracted from the job ads

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

Tagged Divisions

Faculty Development Division (FDD)

selecting items from the MCA that aligned with targeted five out of sixcompetencies and created additional items to reflect the content in the online module [17]. Asmentioned earlier, Young and Stormes (2020) discussed a unique mentor program at CSULB asa two-semester operation. In the first semester, faculty mentors attended a 10-week hybrid-training format with one in-person meeting and 8-week online sessions focusing on the learningobjectives of the EM curriculum. In the second semester, the mentors would practice their skillswith students in mentor-related projects. Based on the learning goals of the tailored EM trainingand the critical aspects of the mentor-mentee compacts from the projects, the researchers selectedand modified items in each

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

round of interviews was scheduled to take place in the spring of 2020. Due to theCOVID-19 pandemic, and the abrupt switch to online learning in March of 2020, data collectionfor the first cohort was delayed until mid-summer. We also needed to update IRB protocols toinclude remote interviews as well as update the interview protocol to ask about any positive andnegative experiences the students had due to the COVID-19 pandemic. Consequently, weinterviewed cohort 2 (AY 2020-2021) in the spring of 2021. We then interviewed students fromcohort 1 (AY 2019-2020) in the fall of 2021. Although these students were entering their thirdyear of college (typically junior level), we used the same protocol and asked them to reflect ontheir first year. Finally

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Benjamin Z. Dymond, Northern Arizona University; Davis Ray; Joshua T. Hewes P.E., Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Robin Tuchscherer, Northern Arizona University

Tagged Divisions

Civil Engineering Division (CIVIL)

interviews contained seven questions intended to allow instructors to reflect upon andsuggest improvements for anchor deployment: 1. How many anchored lessons did you offer in your course this semester? 2. What did a typical anchor look like in your course? 3. How difficult was it to add anchored lessons into your existing curriculum? 4. What were some challenges you faced when implementing anchored lessons? 5. How did you perceive the students’ opinions of the anchored lessons? (i.e., Did they seem to like the content? Did they ask good questions? Were they attentive?) 6. Do you feel that the anchored lessons added positive value to your class? In what way? 7. Any suggestions on how to improve anchors in future semesters

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Cervantes, Johns Hopkins University ; Sydney Danielle Floryanzia, University of Washington and Johns Hopkins University; Jackie Sharp; William Roberts Gray-Roncal; Erik C. Johnson, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

relative to their peers - reflecting opportunity gaps but notdeficits in capability. To normalize each applicant, students summarize their skills and interestsin an application consisting of demographic information, short answers, and eight 200-500 wordessays. The essays focus on the lived experiences of each student, offering students an opportunityto demonstrate their qualifications for the CIRCUIT program in their (1) potential for leadership 3 Table 1: A summary of the CIRCUIT pillars and benefits to stakeholdersPillar Description Student Benefit Nation BenefitHolistic Student selection Critical enabler for Evidence-driven

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alana Teresa Smith, University of Massachusetts Lowell; Emi Aoki, University of Massachusetts Lowell; Mahsa Ghandi, University of Massachusetts Lowell; Jasmina Burek, University of Massachusetts Lowell; Charles Thompson Ph.D., University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell

Tagged Divisions

Graduate Studies Division (GSD)

authors acknowledge partial support of this research from the National Science Foundation In-novations in Graduate Education in Cyber-Physical Systems Engineering under Grant No. #2105701.Any opinions, findings, conclusions or recommendations expressed are those of the authors and do notnecessarily reflect the views of the National Science Foundation.The authors thank Prof. Susan Tripathy and Prof. Trina Kershaw for providing valuable resources ontechnical communication and teamwork during the IGE workshops. R EFERENCES [1] E. F. Barkley, K. P. Cross, and C. H. Major, Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons, 2014. [2] M. Dollinger, J

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hua Chai, University of New South Wales; Huiye Yu, University of New South Wales; Kuthsav Thattai, University of New South Wales; Jayashri Ravishankar, University of New South Wales

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion