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Displaying results 2941 - 2970 of 8955 in total
Collection
2001 Annual Conference
Authors
Chris Lorenz; Trevor Harding; Jennifer Kadlowec; Kurt DeGoede
that theevents and experiences had on them as graduate students and as faculty in their teaching careerswill be discussed.UM-ASEE Student Chapter EventsThe UM-ASEE Student Chapter provides a variety of avenues for meeting the purpose of theorganization. Since its inception, the main events hosted by UM-ASEE Student Chapter arepanel discussions and brown-bag lunches on topics related to academic careers. Topics that havefueled panel discussions that are pertinent to the graduate students are: finding an academic job,curriculum vitas, grant proposal writing, interviewing, starting a research program, the state ofteaching at various types of universities and patents and intellectual property. The format for
Conference Session
Engineering, Ethics, and Community Engagement
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tucker Krone, Washington University in St. Louis; Seema Mukhi Dahlheimer, Washington University in St. Louis; Sandra Payton Matteucci
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division (COMMENG)
Paper ID #41379Engagement in Practice: Innovating a Project-Based, Community EngagedCourse for Engineering Students that Fosters Ethical ThinkingProf. Tucker Krone, Washington University in St. Louis Tucker Krone joined the faculty in the McKelvey School of Engineering at Washington University in St. Louis in 2017. He teaches statistics, ethics, publication writing, communication, and community engaged courses. Tucker emphasizes engineering and statistics as forces for equity and social justice. Tucker Krone’s current passion focuses on integrating community engagement, social justice, equity, diversity and inclusion into
Conference Session
Educational Research and Methods Division (ERM) Technical Session 20
Collection
2024 ASEE Annual Conference & Exposition
Authors
Dorothy Decontee Gocol, Florida International University; Helen Urpi Wagner-Coello, Florida International University; Monica E. Cardella, Florida International University
Tagged Divisions
Educational Research and Methods Division (ERM)
, Credible, Emotion, Structure) and the OCAR structure (Opening, Challenge, Action, Resolution) form Writing Science. ● Draft your story: The majority of the workshop was used as time for the undergraduates to create drafts of their stories. They were reminded to think about their audience -- who do you want to tell your story to? And reminded that they could choose to tell a story about their experience working on the institutional change project, another story about their undergraduate experience, or a story about experiences that led them to choose to study a STEM field for their major. ● Peer feedback: Students read their stories aloud, and gave each other feedback (in some cases, they asked each other questions
Conference Session
Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sarah Ilkhanipour Rooney, University of Delaware; Shameeka M Jelenewicz, University of Delaware
Tagged Divisions
Biomedical Engineering Division (BED)
delivered in an asynchronous format (video recordings).At the end of each unit, student teams submitted deliverables using templates modeled aftercompany forms: Product Initiation Request form, Design Inputs table, Design Details form, andFailure Mode and Effects Analysis (FMEA) table. The deliverables, mapped to the learning goals(Appendix A), included writing a need statement based on the VoC; examining regulatory, ethics,and impacts of engineered solutions; creating design inputs; summarizing design details andrecreating a CAD model of an existing product; and identifying potential failure modes of anexisting product. Additional assessments tied to learning goals included maintaining a designhistory file (DHF), team norms, peer evaluations
Conference Session
Faculty & Program Exchanges: Internationalizing, Collaborations, Interactions
Collection
2010 Annual Conference & Exposition
Authors
Saeed Foroudastan, Middle Tennessee State University; Sandi Hyde, Middle Tennessee State University
Tagged Divisions
International
impediments. AsAllan Goodman, president and CEO at the International Education Institute aptly stated in aspeech delivered at Chatham University, “Languages convey much more than facts. Since theyare the repositories of culture, knowing them enables us to gain perspective” (Allan, 2009, pg.368).5 Therefore, interaction among students with differing native tongues provides invaluableopportunities to improve their language skills and cultural awareness simultaneously. Studentsfrom varying backgrounds, enrolled at Middle Tennessee State University, are exposed to peer-led-team-learning environments through the Experimental Vehicles Program (EVP), aninterdisciplinary collaboration in engineering projects. Figures 1 – 4 show examples of thevehicles built
Conference Session
Materials Selection & Design
Collection
2010 Annual Conference & Exposition
Authors
James Olshefsky, ASTM International
Tagged Divisions
Materials
important.Educators can show how a specific standard relates to a practical outcome through hands-onactivities in the laboratory. The steps may include calibration and set-up of a testing apparatus,preparation of test specimens, recording the results of the test, performing any necessarycalculations, writing a test report, and interpreting the results. A student who is being introducedto the language of standards for the first time may find interpreting the actual language ofstandards difficult to follow. Therefore, it may be necessary to prepare a simplified outline ofthe necessary steps to perform a complete test. Any simplification of a method should remainconsistent with the original technical standard. In addition, some testing standards may take too
Conference Session
Building Bridges with Community Colleges
Collection
2004 Annual Conference
Authors
Gordy Skattum; Clifford Mirman
Differential Equations • Sciences - Chemistry I with lab, Calculus-based Physics with lab (Both I and II) • Computer Programming - Fortran or C (C++) depending on the specialty IAI General Education Requirements (9 to 18 credit hours - recommended) • Communications - two-course writing sequence and one-course in oral communications • Humanities and Fine arts - Select one course in each area and one additional from either area. • Social and Behavioral Sciences - Select 3 courses from at least 2 different disciplines as specified Mechanical Engineering Specialty Courses (7 to 16 credit hours) • Engineering Graphics/CAD • Engineering Statics • Engineering Dynamics • Strength of Materials/Mechanics of Solids
Conference Session
Improving Teaching & Learning
Collection
2004 Annual Conference
Authors
Anita Gandolfo; Ken Alford
Copyright © 2004, American Society for Engineering Educationthe Army, specifically. Civilian faculty members also learn military rank insignia, basic Armycommand structure, and how the Military Academy is different from other universities.Teaching programs typically discuss the courses offered in their program, standard teachingloads, job appraisals, vacation policies, additional duties (outside of teaching), scheduledmeetings, and other related topics.The Academy, department, and teaching program information is extremely useful, but themajority of time during the summer teaching workshops is spent on developing and practicingteaching skills. New faculty members learn how to prepare lesson plans, write course objectives,create a course syllabus
Conference Session
How We Teach Problem Solving?
Collection
2004 Annual Conference
Authors
Amy Miller; Maher Murad; Robert Martinazzi
exercise was conducted in the second semester of the freshman year. The exercise wasnot implemented during the first term in order for students to obtain an understanding of what isexpected of them in a college atmosphere.The exercise, conducted in the context of student teams consisting of three (3) freshmanEngineering Technology students, begins with a simple statement of personal academicaspiration of each student for the semester. Students are given the freedom to write anyscholastic goal that they have. The process of formulating and writing a goal often is a benefit inand of itself. The student will be far more aware of it. The specific goal itself is not important tothe process. The goals will vary per the individual; one student may be
Conference Session
Curriculum Development in Computer ET
Collection
2005 Annual Conference
Authors
Ronald Krahe
discussed the need for using formal design methods in engineering courses.However, simply using such methods do not particularly facilitate students buying into acomplex problem. Experience has shown that it is not uncommon for students to misinterpret anassignment, to solve the wrong problem, to write programs that contain errors and give theincorrect answers, and then blame everything and everyone other than themselves for themistakes.This condition is not unique to the education environment. Numerous examples could be givenof lengthy product development projects that yielded defective products; products that didn'tmeet the customer need, and worse yet, programs that performed a miscalculation and causeddamage to equipment, and resulted in human
Conference Session
Tricks of the Trade Inside the Classroom
Collection
2002 Annual Conference
Authors
Kenneth Reid
who will record the answer, put all names on the paper, andopen the floor for discussion among the groups. Groups may ask questions of me or other nearbygroups. Rather than stopping the work at a certain time, I will typically wait a few minutes then,while the groups are still working, I’ll begin to write the correct solution on the board. Groupswho are progressing well can continue and check their answer at the end, while groups that arestuck resort to what they would have done in the first place: getting the solution from the board.The quizzes may be turned in or left with the students. If turned in, I choose to give allparticipants full credit for the quiz rather than grading their answer, since the answer was availablebefore they were
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence); Marie A. Boyette, FLATE; Nina C. Stokes, Florida Advanced Technological Education Center
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
needs to be compared with the number of students who actually completed the program and successfully entered the workforce or enrolled in a post-secondary STEM program.”Overall, there was evidence of a lack of consistency among participants as far as being aware ofreliable resources for data tracking. This is a potential area district administration may wish toaddress. Data about local female enrollment could be made more accessible through websites,and information about data mining is a topic of interest for professional development workshopsor teacher work days. Teachers indicated their willingness to collaborate with other teachers (94%): “I would use my peers (the female science teachers at my school) and also find women
Conference Session
Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Lindsay K. Gouedy, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University
Tagged Divisions
Graduate Studies Division (GSD)
develop a community withpeers in the same field.Two faculty members, who are active STEM education researchers, have instituted a newseminar series specifically for these students that is designed to realign the course withengineering education topics, continuously improve the Ph.D. curriculum, and assist students ontheir Ph.D. paths. The group of faculty and students began meeting every other week to discusstopics specifically related to STEM education and the needs of graduate school in lieu ofattending the general engineering seminars. This new seminar series covers multiple topicsapplicable to students in STEM education, including developing a plan of study, writing andpresenting a proposal for a dissertation, and on-campus graduate
Collection
2008 Pacific Southwest Section Meeting
Authors
Keith E. Holbert; George G. Karady
—specifically a K-12 school teacher—toprovide authoritative source(s) of the STATEMENT, what was envisioned as a simple search andproof would ultimately reveal a lack of evidence for the cited statistics. The STATEMENT beingreferred to here is that people (or students) learn (or recall/remember): • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they hear and see • 70% of what they say (and write) • 90% of what they say as they do a thingThere are various forms and permutations of the STATEMENT found in published literature. Thispaper details the results of the quest to find support for the STATEMENT. This is not the firstinvestigation into the source of these numbers, as our literature search
Collection
2016 Rocky Mountain Section Conference
Authors
Hugh Smith
solve a problem as required in networkprogramming. The methodology we present includes a process for breaking down the problem,developing state diagrams and then implementing state machines in C. This methodologyconsists of a number of modules that walk the students through this process. Our observationsare that this approach has improved the completion rate and quality of the student programmingassignment. We present the results of a student survey that indicates that this process is veryhelpful in implementing their final programming solution.KeywordsComputer Networks, State Machines, Socket ProgrammingIntroductionThis paper addresses an issue experienced with teaching students to write client-server basedcomputer networking programs. While
Collection
2011 Fall ASEE Middle Atlantic Section Conference
Authors
Cecelia Wright Brown; Kofi Nyarko; Kevin Peters
Instructional ActivitiesThe application of visual/spatial intelligence Language Arts - By reading (metaphors and analogies), writing, understanding charts and graphs, developing a good sense of direction, manipulating images, constructing models, designing practical objects and interpreting visual images.To increase the girls verbal/linguistic intelligence Speech - Cultivate public speaking skills (oral presentation of
Collection
2008 ASEE Zone 1 Conference
Authors
Auf Akhtar; Syed S. Rizvi; Khaled M. Elleithy
taken of theprimary production database.The primary database is configured to ship redo data to the standby using Data Guard LGWR ASYNCtransport services. LGWR ASYNC ships redo data to the standby server as it is committed using anasynchronous process. The standby database receives the redo data and writes it to standby redo logs(SRLs). Then following a log switch on the primary, Data Guard archives the SRL and completes theprocess of applying the redo data to the standby database.Note that the process used by Data Guard to maintain the standby copy of the production database issignificantly different from that used by remote mirroring solutions such as SRDF. SRDF must replicate
Collection
2011 Northeast Section Meeting
Authors
Steve Klosterman; Simon Pitts; Steven McGonagle; Carey Rappaport
over 20 industry partners who provide a core group of students,referred to as candidates and typically engineers early in their careers, vetted by company-specific talent review processes to participate. The diversity of companies, engineeringdisciplines and experience represented by the members of this cohort add cross-cultural richness,facilitating opportunities for peer learning. In addition, the tight integration with companies,accentuated via the Challenge Project (covered later), ensures that both the program and facultystay attuned to current industry concerns, practices, trends and needs.The cohort meets regularly as a group, in classroom and laboratory scenarios, share a joint studyarea, participate in multiple team projects and
Collection
2015 ASEE Zone 3 Conference
Authors
Norman D. Dennis; Edgar C. Clausen
the college, a developmentalworkshop was created for the clinical faculty within the college of engineering with a vision ofmaking clinical faculty more engaging and organized instructors. The workshop was modeledafter the very successful week long ASCE ExCEEd Teaching Workshop. Participants were notonly exposed to various teaching pedagogies, but were actually required to incorporate thepedagogies into a practice class, presented to their peers and to master teachers.IntroductionAccording to the ASEE Engineering Data System,1 engineering enrollment at U.S. universitieshas increased 56% since 2005 (421,072 to 655,160). At the same time, the number of tenuretrack faculty has remained level at approximately 26,000, while the use of non-tenure
Conference Session
NSF Grantees: Diversity 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Meghan Berger, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University; Kalynda Chivon Smith, North Carolina A&T State University; Scott Grant Feinstein; Gloria Jones-Johnson, Iowa State University; Luis Gonzalez-Diaz
Tagged Topics
Diversity, NSF Grantees Poster Session
amicroaggression scale than their White peers (Forrest-Bank & Jenson, 2015). As these slightinsults may be intentional or unintentional, microaggressions likely have contributed to theracial/ethnic and gender disparities in the engineering field. Within the last decade, engineeringeducators have expressed interest microaggressions and how these interactions impact thelearning environment, later workplace. Table 1 Microaggression Taxonomy, Sue et al. (2007) and Lewis and Neville (2015) Microinsult Microinvalidation Microassault Ascription of Alien in own land Assumptions about Intelligence style & beauty
Conference Session
NSF Grantees: S-STEM 3
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College
Tagged Topics
Diversity, NSF Grantees Poster Session
increase the likelihood of first-yearand second-year student retention for low-income STEM students as compared to theirincome/high school GPA-ACT (or SAT)/geography-matched peers within STEM? RuralArkansas has experienced economic hardships that have severely limited STEM education-relatedresources for K-12 students as school systems in these areas have continued to struggle financially[3]. Data have also shown that students from rural areas receive limited exposure to academicenrichment programs. This can lead to lower levels of confidence as well as the belief that theyare not prepared to be successful in STEM programs [4]-[11]. Secondly, can the PTG supportinitiatives significantly increase the average first-year and second-year GPA for low
Conference Session
Practice III: Multimedia Learning
Collection
2018 ASEE Annual Conference & Exposition
Authors
Faye Linda Wachs, California State Polytechnic University, Pomona; Juliana Lynn Fuqua, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona; Michael Pavel Ramirez, California State Polytechnic University, Pomona; Laura Queiroz DaSilva, California State Polytechnic University, Pomona ; Nguyen Nguyen; Cheyenne Romero, California State Polytechnic University, Pomona
Tagged Divisions
Educational Research and Methods
report improved levels of satisfaction in studies of flipped classrooms [9],[23] andspecifically in engineering courses [4],[13]. Research has shown a student preference for theflipped class model relative to traditional models [9],[24]-[27]. Student engagement within theclassroom setting and with peers is also facilitated by the flipped class model [23]. Interestingly,some research suggests high-performing students benefit more than weaker-performing studentsfrom a flipped class [27]. In addition, flipped classrooms have been shown to be impactful forretaining people of color in STEM [28].1.3 Why did we attempt a flipped class?While the flipped classroom approach may not be appropriate or effective for all types ofcourses, instructors, or
Conference Session
Multidisciplinary Efforts in Upper-level Courses
Collection
2016 ASEE Annual Conference & Exposition
Authors
Michael S Thompson, Bucknell University; Andrew Ciotola, Stadler Center for Poetry, Bucknell University; Daniel Mancusi, Bucknell University; Mark Yerger, Bucknell University; Adam B Gegg
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering
Bucknell University’s professionalliterary arts center. Its mission is to foster in a wide and varied audience an appreciation for thediversity and richness of contemporary American poetry, and to provide support for professionalwriters. The Stadler Center’s programs include, among other offerings, an annual series ofreadings by visiting poets and writers, fellowships and residencies for emerging and establishedauthors, and a nationally circulated literary journal. The Center also serves as the seat of theEnglish Department’s Creative Writing program. Like many such university-based arts centers,the Stadler Center serves both an on-campus and an off-campus constituency, bridging the dividebetween the university and the wider literary culture. Its
Conference Session
Building Pathways that Promote Pursuit/Persistence in Engineering
Collection
2015 ASEE Annual Conference & Exposition
Authors
Bette Grauer P.E., Kansas State University; Linda P. Thurston Ph.D., Kansas State University; Beth A. Montelone, Kansas State University
Tagged Topics
Diversity
Tagged Divisions
Minorities in Engineering
and have strong existing ties to the land-grant universitythrough programs funded by Federal and private agencies. Each Alliance institution identifiednew initiatives for this project to complement those already in place, providing synergy towardthe overall project goal. These initiatives include focused and enhanced recruiting; developmentof detailed transfer guides; training for admissions personnel and academic advisors; studentenhancement programs such as student research opportunities, internships, math immersion, andalternative spring break; a focus on career counseling; formal and peer tutoring; andimplementation of improved student tracking. A particular focus of the KS-LSAMP isrecruitment and retention of military veterans in STEM
Conference Session
Programmatic Integration of Liberal Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
David Robert Bruce P.E., Fulbright University Vietnam; Sebastian Dziallas, Fulbright University Vietnam
Tagged Divisions
Liberal Education/Engineering & Society
learninginclude that students dislike forced interaction, dislike the increased responsibility for their ownlearning, and prefer instruction solely from an expert perspective [7]. The distribution ofcriticisms of active learning techniques are adopted as identifying elements of their practice inthe corresponding three categories: ‘Increased Interaction’, ‘Increased Responsibility’ and‘Decreased Expertise’. Decreased expertise in this context involves removal of the professor asthe primary authority for information as presented from the peer-directed activity; their peers areviewed as having decreased expertise compared to the knowledge of the instructor. It is ofinterest if there is parity in the criticism of the presented active learning activities in
Conference Session
Climate Issues for Women Students
Collection
2007 Annual Conference & Exposition
Authors
Xiang-Yun Du, Aalborg University; Anette Kolmos, Aalborg University
Tagged Divisions
Women in Engineering
equality in the study of engineering. It is suggested [10] that women’s learning isbetter supported in an environment that is different from those in traditional education and from thosethat support men’s learning. The ‘chilly climate’ in engineering classrooms has been identified as themajor reason that leads to women’s inferior experiences to their male peers [9]. Through addressingsome commonly identified issues for female students in male dominated courses, Lewis [21]elaborates what is required for technical education to be gender inclusive. She pointed out three Page 12.779.2aspects that have been neglected in the construction of
Conference Session
K-12 Outreach and Out-of-School Time Engineering Programming and Research
Collection
2014 ASEE Annual Conference & Exposition
Authors
Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University
Tagged Divisions
K-12 & Pre-College Engineering
college level, so the material is new formost of the students. For example, the physics course concentrates on special relativity;chemistry focuses on aspects of organic chemistry and molecular synthesis. Each course gives ahomework assignment every week, designed to be challenging enough to require collaborative Page 24.691.4effort to solve. No student is advanced enough in all areas of science to complete eachassignment independently. This forces gifted students who rarely encounter true academicchallenges to be pushed from their comfort zone. To succeed they must ask for and acceptassistance from their peers or teaching assistants. The
Conference Session
BME Course and Curriculum Development
Collection
2012 ASEE Annual Conference & Exposition
Authors
Steve Warren, Kansas State University
Tagged Divisions
Biomedical
, and programming, (b) stark variations in the core interests of thestudents, and (c) cultural disparities between engineering departments regarding reasonablelevels of assignment difficulty and commensurate time investments. To help address some ofthese issues in a junior-level Introduction to Biomedical Engineering course, the author haschosen (for four recent Spring course offerings) to set aside two to three weeks of each 16-weekcourse for discretionary topics chosen by the students. Each student or student pair then takes onthe role of the instructor and teaches that topic to the rest of the students in the format of a 25-minute seminar. Students must assign homework to their peers and grade the results; thesegrades are then entered into
Collection
2022 CIEC
Authors
Joseph Untener; Philip Appiah-Kubi
and oral presentations for eachteam alternates. When written updates are due, team leaders provide a summary progress reportwhich is also shared with the project sponsor. The other team members each write individualreports to demonstrate their efforts. The individual report has four main areas: activities from theprevious week (since the last progress report), significant accomplishments, problemsencountered, and immediate future actions. The team leader’s report also covers these four areasas well as the status of the project (schedule), and conclusion. On the due date, the team leadercollates and sends all reports to the faculty advisors.Throughout the semester, four peer reviews (one every four weeks) are completed by eachstudent. The form
Conference Session
Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "
Collection
2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors
Jennifer Speed, Texas State University; Don Pair, University of Dayton
Tagged Topics
2025 CoNECD Paper Submissions, Diversity
stakeholder groups.Introduction & Literature ReviewNationally, there are widely known, persistent inequities in STEM student outcomes. This studyhas its origins in concerns about inequities, but concerns were accompanied by a skepticismabout simplistic diagnoses of the problem. Inequitable student outcomes have strong associationswith race and family income, which can be proxies for access to quality secondary education andparental college achievement [1], but there are other factors at work. Students pursuing STEMmajors in college often suffer even worse outcomes than their non-STEM peers, with studentsfrom underserved groups experiencing much lower retention rates (i.e., retention in a STEMmajor and retention in college generally) and