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2015 122nd ASEE Annual Conference and Exposition

作者： Sullivan, Jacquelyn F. Myers, Beth A. O'Connor, Kevin Peck, Frederick A. Ennis, Tanya D. Stites, Nick A. Louie, Beverly Cafarella, Julie Kotys-Schwartz, Daria A. Integrated Teaching and Learning Program University of Colorado BoulderCO United States Department of Educational Psychology and Learning Sciences University of Colorado BoulderCO United States School of Education University of Colorado CO United States Engineering GoldShirt Program University of Colorado Boulder College of Engineering and Applied Science United States Integrated Teaching and Learning Program College of Engineering and Applied Science University of Colorado BoulderCO United States Center University of Colorado Boulder College of Engineering and Applied Science United States University of Colorado BoulderCO United States

The University of Colorado Boulder engineering GoldShirt Program was created and launched in 2009, with the aim of providing an alternative pathway to and through university engineering programs. Using an Inclusive Excellence framework, the program provides a system of initiatives to broaden the participation of students traditionally underrepresented in engineering. The engineering GoldShirt Program is committed to a research→practice→research cycle. This paper focuses on the implementation of research driven program changes in one facet of the engineering GoldShirt Program - the Explorations through Physics course - an essential first year preparatory course preceding calculus-based physics. Results from our work demonstrate the need to combine and carefully weigh quantitative and qualitative research results real-time to make well-informed and timely programmatic decisions that directly impact student performance and retention. We advocate for engineering colleges to move away from single intervention approaches for bolstering diversity to systems approaches that encompass myriad academic, social and engineering identity development components to attract and retain underrepresented students in engineering. © American Society for engineering Education, 2015.

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Bringing research into the classroom: Conceptually new heat-exchange cartridge for chemical engineering education

Bringing research into the classroom: Conceptually new heat-...

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2010 ASEE Annual Conference and Exposition

作者： Abdul, Baba Thiessen, David Van Wie, Bernard Brown, Gary Golter, Paul Washington State University Pullman WA United States Washington State University United States Center of Teaching Learning and Technology Washington State University United States School of Chemical Engineering and Bio-engineering Washington State University United States

There is a need for faculty to integrate their research and teaching activities. This call has become more strident especially within research universities. In fact, funding agencies such as the NSF are providing strong motivation to include educational components as part of the broader impact of research proposals. This paper describes an example of a new idea from the research lab in the form of a multichannel evaporator being brought into a classroom with an inductive learning environment for testing and analysis by the students. Hands-on activities with the equipment are designed to promote understanding of heat- and mass-transfer principles. The evaporators utilize novel open-coil capillary channels that are being developed for various applications including intensified processes. Activities, concept questions, and a teaching strategy continue to be modified to center on classroom implementation of this evaporator. Targeted assessment in the form of pre and post concept tests was administered but the results were not statistically significant. Students reacted positively to the opportunity to test a new system that cannot be found in textbooks. © American Society for engineering Education, 2010.

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Influences of Argumentative Speaking Performance in English: A structural equation modeling approach using online self-regulated learning and community of inquiry 23

Influences of Argumentative Speaking Performance in English:...

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7th International Conference on Education and Multimedia Technology, ICEMT 2023

作者： Espiritu, Ayena Gwen S. Cruz, Allyana Louise D. Quinto, Edward Jay M. Ong, Ardvin Kester S. Department of Psychology School of Health Sciences Mapua University Philippines Center for Teaching and Learning Mapua University Philippines School of Industrial Engineering and Engineering Management Mapua University Philippines E.T. Yuchengco School of Business Mapua University Philippines

ISBN: (纸本)9798400709142

The influence of psychological variables on the argumentative speaking in English performance has drawn increasing attention due to the challenges of sudden shift of new normal education. This study tested the influences of online self-regulated learning (OSRL) and community of inquiry (CoI) on the argumentative speaking task score (ASTS) of senior high school and college students in the Philippines. A total of 300 students participated in this study and answered two survey-type instruments and a task assessment. The current study utilized structural equation modeling (SEM) to analyze the interrelationship among OSRL, CoI, and ASTS. Analysis revealed that CoI had a significant positive correlation with ASTS (β: 0.416, p =0.001). Also, OSRL was found to have a significant positive correlation with ASTS (β: 0.792, p = 0.001). Surprisingly, CoI was found to have a significant positive correlation with OSRL (β: 0.212, p = 0.010). Regarding the significant indicators for each dimension, all factors of CoI were significant indicators, but teaching presence yielded the highest level of significance. For OSRL, similarly, all factors were significant, but task strategies was found the most significant. Despite the study's limitations in terms of the study areas chosen, the spatial units, the indicators used, and the CFA proved to be a useful tool that produced positive outcomes. It would be very beneficial for language learning and educational psychology. Finally, results can be used for educational purposes, which can help establish ideas of how environmental, behavioral, and cognitive factors influence one's speaking ability. © 2023 ACM.

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Comparison of student perceptions of virtual and physical laboratories

Comparison of student perceptions of virtual and physical la...

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2009 ASEE Annual Conference and Exposition

作者： Koretsky, Milo Kelly, Christine Harding, Philip Gummer, Edith Department of Chemical Engineering Oregon State University United States School of Chemical Biological and Environmental Engineering Oregon State University United States Classroom-Focused Research and Evaluation Program Center for Classroom Teaching and Learning Northwest Regional Educational Laboratory

This paper presents an analysis of student survey responses after completion of three different laboratories, two physical laboratories and a virtual laboratory. Students' perceptions of the three different laboratory experiences are discussed from the focus of intended (metacognitive questions) and actual learning (cognitive questions). The student responses were coded by three researchers, the coding process was modified to increase the interrater reliability from around 0.7 to around 0.9 and was verified by two independent coders. Student perceptions about the laboratory experiences were also correlated to student performance in the class, as measured by the students' scores on all graded assessments for the course. Analysis of metacognitive statements of students show enhanced awareness of experimental design, and greater occurrences of critical thinking and higher order cognition in the virtual laboratories. These statements are consistent with the type of learning that has been previously measured for one of these virtual laboratories, particularly through a think aloud protocol that has been reported elsewhere. © American Society for engineering Education, 2009.

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A comparison of freshman and senior engineering design processes

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Design Studies 1999年第2期20卷 131-152页

作者： Cynthia J Atman Justin R Chimka Karen M Bursic Heather L Nachtmann Center for Engineering Learning and Teaching University of Washington Seattle WA 98195 USA Industrial Engineering Department University of Pittsburgh Pittsburgh PA 15261 USA

In this paper we report the results of an in-depth study of engineering student approaches to an open-ended design problem. To do this, verbal protocols were collected from 26 freshman (first year) and 24 senior (fourth year) engineering students as they designed a playground for a fictitious neighborhood. We analysed these protocols to document and compare the student design processes. The results show that the seniors produced higher quality designs. In addition, compared to the freshmen, the seniors gathered more information, considered more alternative solutions, transitioned more frequently between design steps and progressed further into the final steps of the design process.

关键词： design behavior design education protocol analysis

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Recruiting and retaining engineering female faculty at utah state university

Recruiting and retaining engineering female faculty at utah ...

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2005 ASEE Annual Conference and Exposition: The Changing Landscape of engineering and Technology Education in a Global World

作者： Feng, Mary Hailey, Christine Dupont, R. Ryan Sullivan, Kim Utah State University United States ADVANCE Program Utah State University United States College of Engineering National Center for Engineering and Technology Education NSF-funded Center for Learning and Teaching Civil and Environmental Engineering Utah Water Research Laboratory United States Division of Environmental Engineering Biology at Utah State University United States

ADVANCE at Utah State University (USU), is a five-year institutional transformation project to increase the advancement of women faculty in engineering. The project addresses problems that impact the effectiveness and satisfaction of all faculty members, specially women and underrepresented minorities. The ADVANCE team at Utah state found that administrative support and leadership is required to transform into accountability, support for the program at the faculty level, and awareness and training at all levels. ADVANCE is also working on other programs such as, part-time tenure track, clear communication and application of the tenure and promotion process, and the effect of family friendly policies to attract women engineering faculty.

关键词： engineering education

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Design and Impact of an Undergraduate Civic Science Course

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Journal of College Science teaching 2020年第4期49卷 41-49页

作者： Garlick, Jonathan Bergom, Inger Soisson, Annie Tufts University School of Dental Medicine School of Medicine School of Engineering United States Office of Institutional Research at Tufts University United States Center for the Enhancement of Learning and Teaching Tufts University Tufts University School of Veterinary Medicine United States

An interdisciplinary group of faculty members from Tufts University developed an undergraduate civic science course designed to help students better understand and interpret the broad, sociocultural impacts of science. The course teaches principles of civic science and was designed around four facets of learning. These facets lay groundwork for students to fully explore, through dialogue and writing, connections between science, personal values, and civic life. We present an overview of the course structure, challenges and goals, and student feedback from surveys and focus groups about the impact of the course. Students developed an appreciation that science is accessible, personal, relevant, and indispensable to their civic lives—especially those with interests in the humanities and social sciences. Students also learned a “working language” of a science issue and an understanding of the personal relevance of an issue in ways that informed their personal and professional lives. The approach frames science learning around real-world issues of personal relevance that challenge students to find personal and civic solutions to society’s most daunting problems that exist at the nexus of science, technology, and society. © 2019 National Science teaching Association.

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Open assignments in a first year student project 45

Open assignments in a first year student project

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45th Annual Conference of the European Society for engineering Education, SEFI 2017

作者： Riedel, U. Simon, S. Sankowski, O. Glessmer, M.S. Krause, D. Center for Teaching and Learning Hamburg University of Technology Hamburg Germany Institute of Product Development and Mech. Engineering Design Hamburg University of Technology Hamburg Germany Leibniz Institute for Science and Mathematics Education Kiel Germany

ISBN: (纸本)9789899887572

Many universities offer projects to support students at the beginning of their studies in order to sustainably enhance the students' motivation or facilitate orientation and network building at university. We introduced a new, open project format during winter semester of 2015/16. In this project, freshmen develop products for specified target groups. After establishing a close cooperation with the local association of the blind and visually impaired, a usercentered approach for product development was used for the assignment where students developed a new product to simplify the daily lives of that target group. Students derived a specific technical problem statement and discussed their understanding of the problem as well as their ideas for solving them with the future users. Results of this project were an inclusive version of the popular board game "The Settlers of Catan", a tactile model of local main train station, and on the metalevel clear ideas for integrating this project format in the curriculum. In this paper, we will show how different aspects of this project format can be developed, which special features need consideration when using largely ill-defined assignments, and what kind of support students need to successfully finish the project.

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The engineering classroom is still relevant 123

The engineering classroom is still relevant

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123rd ASEE Annual Conference and Exposition

作者： Fitzsimmons, Eric J. Tucker-Kulesza, Stacey E. Li, Xiongya Jeter, Whitney Fallin, Jana R. Department of Civil Engineering Kansas State University United States Kansas State University United States Fort Hays State University United States Teaching and Learning Center Kansas State University United States

Attrition in engineering is a complex issue with dynamically linked variables related to teaching methods in the classroom, student learning behaviors, and student perceptions of difficult material. Extensive research has been conducted in order to understand common, yet ineffective teaching practices in engineering that result in the loss of numerous future engineers. The objective of this study was to determine student actions necessary to achieve a desired grade in any engineering course, regardless of course delivery method and instructor effectiveness in the classroom. An anonymous survey was disseminated and logistic regression models were developed in order to determine relationships between self-regulated learning behaviors and final grades in seven freshman to senior engineering classes taught by civil engineering faculty. A total of five prediction models were developed for each letter grade, with the failing grade "F" serving as the baseline condition, or null model. The models found three significant variables that affect a student's final grade: regular class attendance, note-taking during class, and if he or she could keep up with the instructor during lecture. These interactive learning behaviors were all identified as critical for success, defining success as receiving an "A" in an engineering course. The combination of students taking notes and attending class showed the highest probability of a student receiving an "A." Results of this study have been summarized into a graphic that the authors show and discuss during the first class with students. This powerful graphic shows students what they can do in classes of all levels of civil engineering to succeed in their ever-changing learning environment. © American Society for engineering Education, 2016.

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A drop-in tutoring program to support the retention, self-efficacy and identity of undergraduate engineering students

A drop-in tutoring program to support the retention, self-ef...

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118th ASEE Annual Conference and Exposition

作者： Louie, Beverly Knight, Daniel Sullivan, Jacquelyn F. Center CU's College of Engineering and Applied Science University of Colorado Boulder United States Integrated Teaching and Learning Program University of Colorado Boulder's College of Engineering and Applied Science Boulder United States

In spring 2008 the College of engineering and Applied Science at the University of Colorado Boulder established an inclusive excellence program with a focus on increasing the academic performance and retention through graduation of students who are underrepresented in engineering - including women, minorities, low-income and first-generation college students. The Broadening Opportunity through Leadership and Diversity center (BOLD) center hosts the Student Success center (SSC), a drop-in tutoring initiative that is available for all engineering students, with an eye towards building inclusion. Launched in fall 2008, the SSC's primary goals are to foster student learning, maximize academic performance in math and science foundation courses and ultimately curtail the loss of students during the first, second and third years of engineering study. This paper presents the motivations behind hosting a college-wide tutoring center through the diversity-serving program in the college, the role of the SSC in improving the retention and success of first- and second year engineering students and a comparison of SSC users with the first- and second-year engineering non-user student population. Our primary research focus is to assess the factors associated with the use of facilitated informal learning environments, such as the SSC, that can impact student self-efficacy, identity and retention. Research includes probing the reasons behind the increased success we observe in SSC users, the impact of tutoring practices on student retention (especially those underrepresented in engineering), and examining the interest and academic performance of firstand second-year men and women who both persisted in or left engineering. This paper focuses on the results for 220 unique students who used the SSC more than 1050 times during the 2009-2010 academic year, with most seeking support for Calculus I-III, Chemistry and Physics. Staffed by two tutors at all times, the SSC provided approximate

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