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Displaying results 2851 - 2880 of 22826 in total
Conference Session
The Best of Design in Engineering
Collection
2012 ASEE Annual Conference & Exposition
Authors
Michael S. Trevisan, Washington State University; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, University of Idaho; Phillip L. Thompson, Seattle University; Paul R. Leiffer, LeTourneau University; Howard P. Davis, Washington State University; Susannah Howe, Smith College; Jennifer E. LeBeau, Washington State University; Robert E. Gerlick, Pittsburg State University; Patricia Brackin, Rose-Hulman Institute of Technology; M. Javed Khan, Tuskegee University
Tagged Divisions
Design in Engineering Education
knowledge, skills, and behaviors needed by engineering graduates to succeed in arapidly changing world? Industry has presented its lists of desired attributes.4 The NationalAcademy of Engineering has defined attributes needed by the engineer of 2020.5 Notable amongdesired abilities are to: communicate effectively across disciplines and cultures, collaborate tocreate practical and innovative solutions, anticipate and adapt to change, and learn fromexperience.6, 7 We must teach students to learn from and innovate amid engineering design andproblem-solving challenges and to use reflection to make new discoveries, gain deeperunderstanding of problems, and find better solutions.8Engineering design courses provide opportunities to develop many important
Conference Session
Novel Methods in Engineering Ethics
Collection
2010 Annual Conference & Exposition
Authors
Craig Titus, Purdue University; Carla Zoltowski, Purdue University; William Oakes, Purdue University
Tagged Divisions
Engineering Ethics
decision-making process that studentscan adapt and implementin their own projects. We have also created methods of assessment to determine how muchprogress students make in their moral decision-making abilities and in their ability to identify,characterize, and reflect on the specific ethical issues they encounter in their project work. Tothis end we have created reflection questions, lectures, workshops, and an assessment instrument. Page 15.763.3As with all curriculum development, these tools are continually updated as we learn more aboutthem, but our data so far suggest these tools have enabled us to be effective in our task ofteaching
Conference Session
Women in Engineering Division Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Angela R. Bielefeldt, University of Colorado, Boulder
Tagged Divisions
Women in Engineering
goalthrough other avenues? This study explored the attitudes of female students at the end of theirfirst semester in engineering in order to help answer this question. Students’ reflective essaysfrom first year introduction to civil engineering (CE), environmental engineering (EvE), andarchitectural engineering (AE) courses were analyzed for content. The students were asked todiscuss if they were interested in continuing to major in CE/EvE/AE and why or why not. Arubric was used to score the extent to which the students indicated that helping people was amotivation toward engineering; 35% of CE students and 32% of EvE students indicated that theirprimary motivation toward the major was the ability to help people. Engineers Without Borders(EWB) and
Conference Session
Developing the Design Skillset
Collection
2014 ASEE Annual Conference & Exposition
Authors
Antonette T. Cummings P.E., Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette
Tagged Divisions
Design in Engineering Education
students and theircommunity partners and other stakeholders is important [6], [7]. Research suggests that criticalexperiences, where design assumptions are confronted, and immersive experiences are needed todevelop more comprehensive ways of understanding design [8].This past summer, EPICS offered an immersive design experience to a group of 13 students (12undergraduate, 1 graduate) from a variety of majors. Another publication provides a broaderdescription of this course and includes data from the participants’ reflections [9]. The designteam’s goal was to make the camp more accessible to children with physical disabilities throughtwo projects: the design of an accessible tree house and the adaptation of a sailboat to allowcontrol of the steering
Conference Session
Integration of Engineering and Other Disciplines (Including Liberal Arts)
Collection
2014 ASEE Annual Conference & Exposition
Authors
Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur
Tagged Divisions
Liberal Education/Engineering & Society, Multidisciplinary Engineering
:  Pedagogical  Objectives  The pedagogical foundation for the 2D Design Activity rests in the Kolb learning model18, whichdescribes the complete progressive cycle of learning experiences. As shown in Figure 1, thismodel is based on four fundamental progressive experiences needed for learning: concreteexperience, reflective observation, abstract conceptualization and active experimentation. In theKolb model of learning, the goal for any course or teaching activity is to follow this progressionof student led learning, and to act as a facilitator in the natural inquisitive exploration that willoccur in this progression. Concrete
Conference Session
Assessment
Collection
2013 ASEE Annual Conference & Exposition
Authors
Lindsey Anne Nelson, Purdue University, West Lafayette
Tagged Divisions
Entrepreneurship & Engineering Innovation
quality of life. These components may help educators create stronglearning scaffolds to help students manage the complexity of designing for people living inpoverty.23 I found engineering design educators24, 25 who used reflection to identify learningneeds of their students developed these stronger scaffolds intrinsically. Furthermore, I wanted tooffer guidance to engineering educators assessing student work that targeted marginalizedcommunities around the world. Design as improving the quality of life has four components. 1. Design activities center on wellbeing objectives. 2. Critical knowledge to understand wellbeing objectives rests in diffuse communities. 3. Designers use social networks to manage design activities. 4. Assessing
Conference Session
Undergraduate Retention Activities
Collection
2005 Annual Conference
Authors
Edward Evans; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar
programs in science” (p. 28). Consequently, equity is equalopportunities for both boys and girls to succeed in science (Levin & Matthews, 1997). However,equity in science learning reflects broader responsibility, embodied by the social justice model:the obligation to prepare all students to participate in a postindustrial society with an equalchance at attaining the accompanying social goods—rights, liberties and access to power (Lynch,2000, p. 16). In order for the science learning to be equitable, it is necessary to have “full and activeparticipation in a contextually equitable classroom” (Krockover and Shepardson, 1995, p. 224).Lee (2003) posits: “from an anthropological perspective, science teaching should enable studentsto make smooth
Conference Session
Accreditation and Assessment in SE Programs
Collection
2011 ASEE Annual Conference & Exposition
Authors
Susan E. Conry, Clarkson University
Tagged Divisions
Software Engineering Constituent Committee
similarities. To theextent that these factors seem to be correlated with administrative housing, perhaps theinstitutional context has shaped the character of the program more.Table 2 summarizes the data relative to the overall content of the technical curricular componentand the degree to which it reflects required coursework. Table 2(a) gives the relevant data forcomputer engineering programs, while Table 2(b) and Table 2(c) summarize this information forcomputer science and software engineering programs. Some interesting patterns emerge whenthis data is analyzed. First, the relative size of the technical component in the computerengineering and software engineering programs is similar – an average of about 51% of the totalcurriculum is technical in
Conference Session
Interdisciplinary Experiences and Assessment in Environmental Engineering
Collection
2012 ASEE Annual Conference & Exposition
Authors
Angela R. Bielefeldt, University of Colorado, Boulder
Tagged Divisions
Environmental Engineering
4.6 responsibilityWritten communication NR 4.8 4.3 5.3 5.0 4.9Oral communication NR 5.0 3.2 5.6 5.1 5.0Impact of engineering in a NR 4.7 4.5 4.8 4.9 5.1 societal contextLifelong learning NR 4.5 3.5 4.7 4.8 5.1Contemporary issues NR 3.6 3.4 4.6 4.6 4.4NR = not rated since the question was not asked that year; items with ratings above 5.0 havebeen highlightedStudents’ Reflective EssaysAll students in the course were required to write reflective essays. This was a
Conference Session
Graduate Student Experience
Collection
2012 ASEE Annual Conference & Exposition
Authors
Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech
Tagged Divisions
Graduate Studies, Student
AC 2012-5183: EASING INTO ENGINEERING EDUCATION: AN ORIEN-TATION PROGRAM FOR GRADUATE STUDENTSStephanie Cutler, Virginia TechWalter Curtis Lee Jr., Virginia Tech Walter Lee is a Graduate Assistant and doctoral student in engineering education at Virginia Tech. His pri- mary research interests focus on diversity and student retention. He earned a B.S. in industrial engineering from Clemson University.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include
Conference Session
ETD Design I
Collection
2012 ASEE Annual Conference & Exposition
Authors
Aurenice Menezes Oliveira, Michigan Technological University
Tagged Divisions
Engineering Technology
answer of item 3 relate to the cutoff frequency of the low pass filter? Page 25.56.8Experiment 6: Basic Time Domain Reflectometry (TDR)Concepts: Impedance matching and mismatching, line loss, reflected wave, cable’s propagationvelocity, matching load, line discontinuities, transmission line characteristic impedance, loadimpedance, reflection coefficient.Objectives: Students become familiar with the use of TDR as a standard procedure in detectingfaults in transmission lines. This technique is especially useful in cases where it is difficult toinspect the transmission line visually such as buried cables. One was the goals of this
Conference Session
Technological Literacy and Technological Policy
Collection
2012 ASEE Annual Conference & Exposition
Authors
Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Barbara A. Heifferon, Louisiana State University
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
visual artifacts in a website. ENGL 2000, however, requiredmore total pages of writing in a greater variety of genres. ENGL 2000 IE 4785 Blog Daily Journal Reflections Excursions Webpage Cultural Analysis Primary Research Daily Assignments Secondary Research Brochure Research Paper Figure 3: The diagram shows the overlap of the class assignments given in ENGL 2000 and IE
Conference Session
Engineering, Ethics, and Community Engagement
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tiffany Smith, NASA; Zachary T. G. Pirtle, NASA
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)
studies,methodologies, and frameworks for thinking about how to teach engineers about the nature oftheir work1. The American Society for Engineering Education has a separate Engineering EthicsDivision that has also tackled broader topics on how engineers should consider the ethical andsocietal implications of what they do. Our research paper here seeks to build bridges to some ofthat engineering education and ethics research by reflecting on recent efforts that have beenperformed from within a government agency, the National Aeronautics and SpaceAdministration (NASA), to reflect on the implications on the work of engineers. This event wascalled the Artemis and Ethics workshop, and it focused on bringing in social science andhumanities scholars
Conference Session
Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Britney Russell, University of Connecticut; Antigoni Konstantinou, University of Connecticut; Ayah Abdallah, University of Connecticut; Fayekah Assanah, University of Connecticut
Tagged Divisions
Graduate Studies Division (GSD)
andprovide flexible learning opportunities [9,10]. These efforts reflect a broader recognition of theimportance of communication skills in graduate education and a commitment to preparingstudents for the multifaceted demands of their professional and academic futures.The University of Connecticut has taken a step to advance its graduate engineering curriculumby recognizing the significance of structured support in scientific communication and overallcareer preparation for graduate students. The university has launched a ProfessionalDevelopment (PD) course series uniquely tailored to boost the success of its graduate students.This program distinguishes itself through its focus on career advancement and developingessential core skills for graduate
Conference Session
Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tess Bisbee Meier, Worcester Polytechnic Institute; Ceren Yilmaz Akkaya, Worcester Polytechnic Institute; Yunus Doğan Telliel, Worcester Polytechnic Institute
Tagged Divisions
Graduate Studies Division (GSD)
effectively ona team, integrate information from multiple sources, communicate with written and visualmaterial, and make connections across disciplines 18 .PBL is not inherently transdisciplinary or convergent, but PBL can be used to teach and addressconvergent problems. While PBL is not the only way to learn convergence methodologies, it canbe an efficient “means” to the “end” which is understanding and implementing convergencemethodologies. It emphasizes the process of question identification and framing as much asproblem solving, encouraging students to iterate and seek feedback, and to reflect on theirapproach and proposed solution. Additionally, outcomes of PBL are similar to the skills neededfor the future of convergence research in industry
Conference Session
Assessment in Engineering Graphics
Collection
2011 ASEE Annual Conference & Exposition
Authors
Niall Seery, University of Limerick; Diarmaid Lane, University of Limerick; Donal Canty, University of Limerick
Tagged Divisions
Engineering Design Graphics
students graphically communicate their design solution effectively?  Will students work produce evidence to suggest that they understood the conceptual approach of a DCG brief (by comparative experience)?  Is there evidence on completion of the process that the students have the capacity to reflect on the activity and derive an educational value/meaning?ApproachThis study was conducted with third year undergraduate students on the Materials &Construction and Materials & Engineering initial teacher education degreeprogrammes at the University of Limerick. The activity took place within theirEngineering Design Graphics 1 module in the first semester of year 3. The approachtaken to the graphics module was to divide the
Conference Session
Track 3 - Session 2
Collection
2014 ASEE International Forum
Authors
Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University; Shane M Curtis, University of Tulsa
Tagged Topics
Student Development
= 3.07, SD = .84; RQI: PreM = 3.07, SD = .37); see Figure 1(c).Both groups reported gains on post-program test scores, but those for the NanoJapan students weregreater such that these students reported higher post-test scores than their RQI counterparts(NanoJapan: PostM = 4.18, SD = .53; RQI: PostM = 3.81, SD = .57). This difference between thetwo groups was significant, suggesting that the NanoJapan students experienced greater gains oninterpersonal development as compared with the RQI students. This may reflect an importantdifference between the programs in that throughout the summer, the NanoJapan students completeda curriculum that required written updates and reflection exercises on not only their researchprojects but also intercultural
Conference Session
Social Responsibility & Professionalism
Collection
2005 Annual Conference
Authors
Michael Thompson; William Oakes
mixed results. Projects were assigned but with only part of theone credit available, it was difficult to find enough time to meet the needs of the community andto accomplish something significant from the students’ viewpoint. These factors createdfrustration on both the students and the community partners. These trials did, however, providevaluable experience to gauge the capabilities of the first year students and allow the instructionalteam to develop materials to support the service-learning projects. These experiences reinforcedthe fact that reflection was imperative to help students process their experiences in thecommunity. These experiences also showed that the seminar format was an excellentenvironment for these reflection discussions
Conference Session
ASEE Multimedia Session
Collection
2002 Annual Conference
Authors
Leonardo Rivera
, pictures, diagrams and demonstrations are favored; Verbal Learner when sounds and words (and their written representations) are preferred.• What is the organization of the information preferred? If prefers to start from applications and phenomena to infer fundamental principles from them is an Inductive Learner; if, on the other hand, prefers to know the technical foundations, the basic concepts and then derive the applications and uses is a Deductive Learner.• How is the information processed? An Active Learner likes to take part in physical activities and group discussions, a Reflective Learner likes to have time to himself to reflect and elaborate individually.• How does the person move towards the understanding of the
Conference Session
Industrial Engineering Technical Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Victoria Townsend, University of Windsor; (Ruth) Jill Urbanic P.Eng., University of Windsor
Tagged Divisions
Industrial Engineering
utilized. In the pedagogicalliterature, Kolb’s experiential learning cycle is often referenced. Kolb’s learning cycle consistsof a concrete experience (feeling), reflective observation (watching), abstract conceptualisation(thinking), and active experimentation (doing)[5]. This is quite similar to Deming’s plan (think),do (and feel), check (reflect), and act (revise) learning cycle. Deming’s PDCA cycle is used herebecause it also further grounds the students’ learning in industrial engineering practice, asstudents may have learned about Deming and his work in their studies on quality, management,and continuous improvement, which is also cited in the project management literature[6, p.229].This enables the learning strategy to potentially be
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
using low-costfluorescent cameras, visible and near-IR cameras, and far-infrared thermal cameras areused to characterize the grain structure, defects, surface roughness, reflectivity,electroluminescence, photoluminescence, and photovoltaic operation of solar cellmaterials (e.g., monocrystalline and multicrystalline silicon wafers), thin-film and nanosolar cells, commercial silicon solar cells, and photovoltaic modules. Students canimport captured images into MATLAB or other widely-available image processingsoftware for analysis and interpretation. Topical laboratory modules and projects arebeing developed suitable for on-line delivery.Overview, Purpose and Broad Aims: The purpose of this work is to develop, validate,and disseminate a series of
Conference Session
Engineering Faculty: Interactions, Influences and Issues
Collection
2014 ASEE Annual Conference & Exposition
Authors
Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida
Tagged Divisions
Educational Research and Methods
specific setting.19 Observation of the expert helps the novice to develop aconceptual model of the task which provides a useful framework within which the novice canorganize, interpret, and reflect on feedback from the expert.19 The apprenticeship model is thecore of the undergraduate research experience, whereby a faculty researcher mentors anundergraduate student through hands-on, authentic, self-directed scientific investigation thatmakes an original contribution to the field.Out-of-class experiences are as equally effective as class-related experiences on improvededucational outcomes, suggesting that a holistic approach fosters students’ college success.20Extra-curricular opportunities for undergraduate students to be involved in faculty
Conference Session
A Challenge to Engineering Educators
Collection
2013 ASEE Annual Conference & Exposition
Authors
Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech
Tagged Divisions
Liberal Education/Engineering & Society
Paper ID #7218Raze the Silos: Using Digital Portfolios to Increase Integrative ThinkingDr. Lisa DuPree McNair, Virginia Tech Dr. Lisa DuPree McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective
Conference Session
Engineering education issues relevant to agricultural, biological and ecological engineering-Part 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Hector Palala, University of Nebraska, Lincoln; Heydi Han, University of Nebraska, Lincoln; Juan Carlos Ramos Tanchez, Cornell University; Boanerges Elias Bamaca, University of Nebraska, Lincoln
Tagged Topics
Diversity
Tagged Divisions
Biological and Agricultural Engineering Division (BAE)
. The goal of these discussions is togather detailed information about how they use multiple languages and technology in labs, with afocus on how they communicate and understand tasks. Following these discussions, we holdreflection meetings to go over and confirm the details gathered from the interviews. The findingsfrom these interviews will help us think about how to make future classroom experiences bettersuited for graduate student assistants from different language backgrounds. In December 2023,during our reflection meetings, we took a close look at our own experiences. Hector led grouptalks and interviews to study our experiences, especially the cultural parts in our life stories andresearch. We found important topics and patterns. Hector
Collection
2024 ASEE Midwest Section Conference
Authors
Kimberly J. Cornett
part of the grading process for the assignment which has been selected for programlevel assessment. The student should also complete a self-assessment of the work and reflect onthe progress made when comparing to previous portfolio artifacts and rubrics. A template forformatively assessing student’s longitudinal growth and students’ self-reflection is shown inAppendix B.The following recommended portfolio guidelines aim to reduce the workload burden andstandardize the process for formative assessment for the program: • A cloud folder should be created for each student that contains a copy of each rubric and portfolio template for an e-portfolio. Students should have “viewing” and “adding” permissions, but not ”editing
Collection
2020 ASEE North Midwest Section Annual Conference
Authors
Jeffrey A. Starke P.E., Marquette University; Margaret L McNamara P.E., Marquette University; Richard J. Povinelli P.E., Marquette University; Daniela Castillo-Perez, Marquette University; L. Noelle Brigham, Marquette University
the course topics.” (LeDoux and Waller, 2016) In this approach, students workin small groups (typically dyads) to analyze problems and develop solutions through interactionwith their peers. The interaction with instructors is intended to provide positive reinforcementand “just in time” intervention using the principles of being a reflective teacher outlined byBrookfield (1995). In the PSS, the interactions meet the criteria defined by Chi et al and providefor increased formative assessment opportunities within the learning environment from peers andinstructors “in the moment.” Furthermore, LeDoux and Waller (2016) measured the impact ofthis approach on student learning with summative assessments and conclude that “no matterwhat level of
Conference Session
Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4: Curriculum and Programmatic Effects
Collection
2023 ASEE Annual Conference & Exposition
Authors
Tate Cao, University of Saskatchewan; Shaobo Huang, University of Saskatchewan
Tagged Topics
Diversity
Tagged Divisions
Entrepreneurship & Engineering Innovation Division (ENT)
Alignment Model,In this paper, the authors attempted to investigate current engineering entrepreneurship educationthrough the lens of Constructive Alignment. We want to understand if this framework can capturethe nuts and bolts of the abovementioned diverse entrepreneurship education program designs. Theauthors proposed a modified model for the existing constructive alignment model to reflect thefeedback we received from the field.2. Methodology2.1 Data SourceTo obtain a comprehensive view of Canadian entrepreneurship education, we accessed the list ofdesignated educational institutions from the Canadian Federal government’s web tool provided byEmployment and Social Development Canada. We limited the scope of the project to educationalinstitutions
Conference Session
First-Year Programs Division (FYP) - GIFTS
Collection
2023 ASEE Annual Conference & Exposition
Authors
Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul Hottinger, California State Polytechnic University, Pomona
Tagged Divisions
First-Year Programs Division (FYP)
[2,3] showed that students have high self-reported IL skills but are in factlacking in their academic ability; finding, evaluating, citing, and synthesizing information.Providing a way to link IL to the field makes it more relevant and worthwhile for students. Thisalso is a way to support students in the development of their writing skills in a supportive,content-related way.ObjectivesLearning objectives for the collaboration between the engineering faculty and librarian includedteaching the first-year engineering students information literacy skills; the set of integratedabilities encompassing the reflective discovery of information, the understanding of howinformation is produced and valued, and the use of information in creating new
Collection
ASEE-NE 2022
Authors
Yuliia Kleban, Ukrainian Catholic University
accreditation procedure using one study program case study. Thirdly, theexperience and practices of the Faculty of Applied Sciences (APPS) at the Ukrainian CatholicUniversity (UCU) are shared concerning the set of central stakeholders (Academic programdirectors, professors, students, internal supporting departments, and external stakeholders). Finally, the paper contains the reflection part and further improvements to continuousimprovement and a shortlist of suggestions for a broad audience. There is an improveddashboard designed, and the build-in markers are presented to improve the experience of themain stakeholders. Background National system of HEI accreditation in Ukraine experienced several years ofstagnation motivated by the low
Conference Session
Materials Division Technical Session 3
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jonathan Brown, The Ohio State University; Janet Meier, The Ohio State University; Jenifer Locke, The Ohio State University; Brandon Free, The Ohio State University
assignments with lower stakes were duethroughout the week: a reading/lecture quiz, a survey to submit questions, and a shortenedhomework assignment. Finally, we changed some content near the end of the course to allowstudents to connect the course to their own career aspirations, which we expect can aid in long-term retention. Specifically, students chose among several possible topics to cover in the finalweeks, covered via typical pre-recorded lectures and reading, and also guest lectures. They wrotean abstract-length reflection on how they could use what they learned in this course later in theircareers. Overall, students remained engaged with the course throughout the semester andprovided favorable comments and evaluations of the course, including