Stephanie has conducted workshops on a variety of topics including effective teaching, inductive teaching strategies and the use of experiments and demonstrations to enhance learning. Dr. Stephen J Krause, Arizona State UniversityStephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. This paper describes a model for a virtual community of practice (VCP) to support faculty efforts to adopt research-based instructional strategies in Chemical, Materials and Biological Engineering courses. The VCP was built on published recommendations for successful faculty development programs. The VCP program began with a 10 week virtual training period for five pairs of VCP leaders, during which they acquired the skills and knowledge needed to lead the faculty VCP. The faculty VCPs focused on one of five technical disciplines and were led by a pair of leaders having expertise in a specific technical focus area as well as in engineering pedagogy. Workshops were held using Internet conferencing software: the first 8 weekly workshops provided training in research-based pedagogy, and the second 8 biweekly workshops supported faculty efforts to implement chosen strategies in their courses. The participants were full-time faculty members with a range of teaching experience and pedagogical expertise, ranging from novice to expert. Improvement was measured via pre/post survey in the areas of familiarity and use of research-based pedagogy, as well as in perceived student motivation. DrThe second part of the paper focuses on the translation of faculty participant experiences from the VCP into the classroom as they implemented a variety of instructional methods in their courses. We describe their approaches and preliminary results using different instructional methods such as flipping the classroom, using game-based pedagogy, promoting positive interdependence in cooperative-learning teams, peer instruction, small group discussion, Process Oriented Guided Inquiry Learning (POGIL), and using Bloom's Taxonomy to structure a course.
Haven in Connecticut. Her background is in Chemical Engineering, with degrees from Northwestern University (Ph.D.) and Illinois Institute of Technology (B.S.). Dr. Ciston's research interests are in two main areas: Engineering Education (including student experience, attitudes, and perceptions) and Sustainability (including impacts of the Chemical and Energy industries on water resources).
Our work is motivated by the need to cultivate a diverse group of talented future engineers. Adult undergraduate students age 25 and over are an important source of engineers, with life experience that can enhance student experience, but not much is understood yet about this specific group. Adult students face challenges specific to their demographic due to responsibilities in other aspects of their life as employees, parents, spouses, and more. This paper examines adult engineering students' conceptions of what an engineer is, across three distinct academic environments: a community college, a small private undergraduate university, and a large public research university. A semistructured interview approach was used to collect data from adult students with prior engineeringrelated work experience. These data reveal strong similarities among the conception of what it means to be an engineer, despite differences in the demographic background and institutional context of the participants. There are differences in courseload, employment status, and number of dependents among the sample populations at the three institutions. Participants from all institutions identified with occupational respect, application of knowledge to find solutions, benefiting society, and problem solving as important aspects of the engineering occupation. This work suggests opportunities to enhance professional identity development at institutions of multiple types through industrial collaboration and mentorship, policies and programs to support studentparents, and cooperative work opportunities that marry engineering education with engineering practice.
Adult students comprise a significant percentage of undergraduate learners, 10% within engineering programs. Whereas gender and ethnic diversity are commonly studied aspects, studies involving student age comprise a much smaller set of the available literature within the engineering education field. To increase the diversity and number of engineers in the workforce, it is critical that adult students be supported through degree completion.Our work aims to create new pathways for non-traditional engineering students by examining the role of prior work experiences, identity, and expertise. The work supported by NSF REE collects and analyzes qualitative and quantitative data from non-traditional engineering undergraduate students at three diverse institutes of higher education: a large public university (University of California, Berkeley), a small private university (University of New Haven), and a community college (Cañada College). We foresee the data providing critical insights to enable engineering educators to be more effective, and making substantial contributions to our understanding of engineering identities and students' thinking processes. By filling gaps in current understanding of the identities, level of expertise, and experiences of these students, the study aims to improve persistence outcomes for engineering students and increase the number of qualified engineering graduates.In an effort to leverage existing data, we have set out to replicate the work carried out by Atman/Cardella (2007) and Matusovich et al (2011) with a new study population comprised of undergraduate students aged 25 and over. The paper/poster will detail our efforts to train our research team of engineering and social science students in carrying out these experiments with a high degree of fidelity to the original studies. This work is being carried out at universities that do not have students focused on engineering education research; we describe the process by which we trained students to collect the data and actively participate in the research. Features of our training include: human subjects research training with a focus on the Belmont Report and its applications, training in semi-structured interviewing, analysis of the publications from the prior related work, practice data collection sessions, role-playing, training on thematic coding, and finally deployment in real data collection. Motivation -Why Research on Adult Nontraditional Engineering StudentsEngineers seek to find solutions to society's problems. The keystone to successfully attaining solutions may be said to be diversity -diversity of our lived experiences. We can claim that engineering, by its very nature, is dependent on teamwork and creativity of thought. Diversity increases the range and creativeness of possible solutions the team or individual can attain
Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation.Dr. Jacquelyn Kay Nagel, James Madison University Dr. Jacquelyn K. Nagel is an Assistant Professor in the Department of Engineering at James Madison University. She has eight years of diversified engineering design experience, both in academia and industry, and has experienced engineering design in a range of contexts, including product design, bio-inspired design, electrical and control system design, manufacturing system design, and design for the factory floor.
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