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Contemplative pedagogies have been used in the higher education context to shift the focus of teaching and learning from “third person” or didactic methods to approaches that integrate “first person” ways of knowing. This shift in focus allows learners to delve deeper into understanding and integrate their lived, embodied experiences and those of others into their learning processes. This workshop will provide engineering educators with a toolbox of contemplative pedagogies and demonstrates examples of the ways in which engineering classrooms might look and feel when they engage mindful, affectiv ... (continued)
Yevgeniya V. Zastavker, Ph.D., is a professor of physics and education at the College of Engineering and a recent director of the Research Institute for Experiential Learning Science at Northeastern University. She earned her B.S. degree in physics from Yale University in 1995 and her Ph.D. degree in biological physics from MIT in 2001. Dr. Zastavker's research interests lie in the field of STEM education with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. With the goal of improving learning opportunities for a ... (continued)
Madhvi J. Venkatesh, Ph.D., is an educator, researcher, and dancer who is interested in how the skills and practices of different disciplines are interrelated and can be intertwined to cultivate holistic learning and wellness. She is a xo-Founder and director of wducation and outreach at Prakriti Dance and currently holds appointments as a lecturer and associate director of graduate wducation in the Department of Biological Chemistry and Molecular Pharmacology at Harvard Medical School and as a visiting scholar-in-residence at Franklin W. Olin College of Engineering. At Harvard Medical School, Dr ... (continued)
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With rapidly increasing technological advancements, practicing engineers need opportunities to learn in environments that will increase their ability to translate the new knowledge into application. Cognitive science and learning sciences research have shown that people learn at deeper levels when given the opportunity to solve authentic problems with others. In professional development, though, learners are typically full-time employees with many responsibilities – both personal and professional. In addition, learners may be located in many different time zones, further decreasing the feasibilit ... (continued)
Andrew C. Hurt, Ph.D., is a Senior Instructional Designer in the Teaching and Learning Technologies department at Purdue University. Dr. Hurt’s primary academic interest is in growing and developing employees within organizations with a particular emphasis on how technology can facilitate training and organizational development practices. He has 17 years of higher education teaching experience having taught at both Purdue University and Texas A&M University. He has designed, developed, and taught all manner of courses from large to small and in face-to-face, hybrid, and online formats. Dr. Hu ... (continued)
Dr. Wanju Huang is a Clinical Assistant Professor of Learning Design and Technology at Purdue University. Prior to joining the LDT program, she was an instructional design manager at Teaching and Learning Technologies, Purdue Online, where she led a team of instructional designers and video producers for course design and development. Dr. Huang received her Ph.D. in Curriculum and Instruction (with a concentration in Technology) from the University of Illinois at Urbana-Champaign. She has taught a variety of undergraduate and graduate courses (e.g., learning theories and instructional design, edu ... (continued)
Pursuing a Ph.D. degree in Purdue Engineering Education. Her research interest lies in assessment in engineering education with an aim to promote diversity, equality, and multiculturalism within the STEM field. She is a Purdue graduate with a Bachelor of Science degree in Biological Engineering, with a concentration in Pharmaceutical Processing Engineering.
Kerrie A. Douglas is an Assistant Professor of Engineering Education at Purdue University. She earned a PhD in Educational Psychology, with an emphasis on evaluation and assessment in 2012. Her research is focused on supporting high-quality assessment practice in engineering education. This focus includes what evidence and rationale are used to justify educational data use and the consequences of that intended use. She studies how to combine multiple sources and types of data to provide a deeper assessment of learners and how assessments can be used to support learning.
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One of the biggest challenges in developing and teaching a biomedical engineering course at the high school level is differentiating a very broad subject area for students with a range of backgrounds in science, math, and engineering. In the first part of the workshop, we will learn techniques for differentiating content and assessments in a biomedical engineering curriculum and how to scaffold course modules. We will also discuss successes and challenges that we have encountered with developing and teaching a biomedical engineering curriculum at the high school level at the North Carolina School ... (continued)
Marjorie Letitia Hubbard is currently a member of the engineering faculty at the North Carolina School of Science and Math (NCSSM) in Durham, North Carolina and at the South Carolina Governor’s School for Math and Science (SCGSSM) in Hartsville, SC. As an engineering instructor at NCSSM, Dr. Hubbard has taught and developed a variety of courses, both residential and online, including Honors Biomedical Engineering Online, a Survey of Biomedical Engineering mini-term course, the cross-disciplinary course Biomechanics of Injury, and a summer Engineering Research and Development program. She also se ... (continued)
Dr. Sims is the Interim President and Senior Vice President for Virtual Education and Outreach Programs at the South Carolina Governor’s School in Hartsville, SC. Prior to her tenure at GSSM, Dr. Sims was the Dean of Engineering and Technology at the North Carolina School of Science and Mathematics (NCSSM) which housed the Engineering and Computer Science programs, as well as the Peter T. Haughton Fabrication and Innovation Lab. While at GSSM, Dr. Sims developed and taught courses in Statics, Biomedical Engineering, Electrical Engineering, Engineering Research, and Biomedical Instrumentation. Mos ... (continued)
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In March 2020, campus closures across the United States mandated a sharp turn toward online teaching. While online courses have been growing in popularity for decades, during the COVID-19 pandemic this trend has accelerated, resulting in rapid, perhaps inelastic, changes in the educational ecosystem. In this workshop, we invite faculty, administrators, students, and EdTech industry representatives to come together after a long year of uncertainty and reflect upon the future landscape of engineering education.
Over the past year, our research team has observed the response of the engineering edu ... (continued)
Alan Cheville studied optoelectronics and ultrafast optics at Rice University, followed by 14 years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering education. While at Oklahoma State, he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Foundation, he took a chair position in electrical engineering at Bucknell University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.
Atsushi Akera is Associate Professor and Graduate Program Director in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Science, University of Pennsylvania. His current research is on the history of engineering education reform in the United States (1945-present). He is the immediate past chair of the ASEE Ad Hoc Committee on Interdivisional Cooperation; Chair of the International Network for Engineering Studies (INES); past chair of the ASEE Liberal Education / Engineering and Society Di ... (continued)
Thomas De Pree is postdoctoral researcher at Bucknell University for the project, "Developing Human Social Networks to Identify and Develop Data-Driven Metrics and Methods for Expanding Learning Opportunities Across the Lifetime" (NSF, DUE-1745922), PI Alan Cheville and Co-PI Atsushi Akera. De Pree holds a Ph.D and M.S. in Science and Technology Studies (STS) from Rensselaer Polytechnic Institute in Troy, New York, and a M.A. in Anthropology and Education from Teachers College, Columbia University.
Sarah Appelhans is a PhD candidate in Cultural Anthropology at the University at Albany (SUNY). Her dissertation research, "Flexible Lives on the Integrated Circuit: Gender and Belonging in Semiconductor Manufacturing", investigates the boundaries of membership in engineering in the Northeastern United States. She is honored to be a research assistant on two NSF-sponsored studies entitled "The Distributed System of Governance in Engineering Education" and "Developing Human Social Networks to Identify and Develop Data Driven Metrics and Methods for Expanding Learning Oppor ... (continued)
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The workshop will begin with interactive demonstrations of using active learning techniques, along with evidence on the benefits of these practices. Throughout this portion, workshop organizers will act as Learning Assistants (LAs), modeling how undergraduate students can be used as LAs. We will then discuss why LAs can be so effective, including the benefits of near-peer instructional guidance. The logistics of setting up an LA program will be discussed, including training the undergraduate LAs to teach by questioning and not by telling. Our team will also present some of our research on LA epis ... (continued)
Brian Self has given pedagogical workshops both nationally and internationally. His engineering education research includes work on Just-in-time teaching, model eliciting activities, inquiry based learning activities, adaptive learning, conceptual growth, and non-cognitive and affective measures of student success.
Laura Ríos is an Assistant Professor of Physics at Cal Poly, and her research builds upon a fundamental assumption that lab courses offer a unique learning environment to develop the skills for empirical inquiry, and thus should reflect the authentic practices of experimental physics. She led the Learning Assistant Preparation Class at Cal Poly last year and oversaw the transition to using LAs in virtual instruction. She has been investigating student sense of belonging in our engineering physics class and worked with Dr Lutz on LA epistemological growth.
Benjamin David Lutz is an Assistant Professor in Mechanical Engineering at Cal Poly and has a Ph.D. in Engineering Education. His research has focused students’ cognitive and affective development in engineering as well as student perceptions of learning. He worked with the Learning Assistant preparation class at Oregon State as a Post-doc, and along with Dr
Ríos has examined student epistemological development when they serve as LAs.
Stamatis Vokos, Professor of Physics and APS Fellow, investigates cognitive and affective aspects of teaching and learning in physics, supporting systemic change efforts at the local, national, and international levels. He has served on multiple committees of APS and AAPT and has chaired the National Task Force on Teacher Education in Physics.
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A hands-on introductory class in practical engineering skills was developed by Dr. Robert Bowman at RIT and has been employed since 2003. This class has a proven record of increasing retention by providing first-year students with an intuitive bridge between abstract textbook concepts and the lab bench. However, the natural world has recently imposed severe restrictions on traditional in-person lab instruction, forcing creative ways of maintaining hands-on pedagogy.
In this workshop led by Dr. Bowman and Analog Devices University Program engineers, attendees will explore how advances in modern, ... (continued)
Mark Thoren joined Analog Devices (Linear Technology at the time) in 2001 as an applications engineer supporting precision data converters. He's since held various roles in mixed-signal applications including evaluation systems, training, technical publications, and customer support. Mark recently joined Analog Devices' System Development Group, where he works on reference designs and the ADI University Program. Mark has a BS in Agricultural Mechanical Engineering and MSEE, both from University of Maine.
Robin has spent 25 years in the semiconductor industry, and held positions ranging from factory applications engineer to field applications engineer to engineering director. He has worked on a variety of systems in the analog, digital, and software domains and with large direct customers and smaller customers served by distribution. Robin has been with ADI for 17 years and is the engineering director for ADI’s Systems Development Group, where he works creating HDL interfaces and device drivers for ADI’s mixed-signal IC products. He holds four patents and a BSc (EE) from the University of Saskatchewan.
Robert Bowman has held faculty positions at the University of Utah, University of Vermont, University of Rochester, and Rochester Institute Technology, where he was Department Head for five years. He has consulted with a number of companies in areas of analog integrated circuits, thin film devices, transducing elements, and semiconductor physics including Analog Devices, IBM, Eastman Kodak, LSI Logic, and Siemens Corp.. He holds eleven patents and earned a BSEE from Penn State Univ., an MSEE from San Jose State Univ., and Ph.D. EE and Ph.D. Bioeng both from the University of Utah.
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The strategies that we will share in our workshop stem from an NSF-funded project titled the Dissertation Institute. The Dissertation Institute is a week-long intervention for minority students in the final phases of the doctorate. During this intervention, students are given a series of workshops and tools for succeeding in the doctoral pursuit as well as time to practice these skills, particularly those relevant to writing. We also conduct research on motivational factors affecting students' experiences in pursuing a doctorate.
Using these data, we have studied commonalities that have le ... (continued)
Dr. Stephanie G. Adams, Dean of Engineering, UT Dallas. Dr. Adams is the PI on the NSF research project this workshop is based on. Dr. Adams has research experience in doctoral engineering education.
Dr. Holly Matusovich, Professor of Engineering Education, Virginia Tech, , matushm@vt.edu . Dr. Matusovich is a PI on the NSF research project this workshop is based on. Dr. Matusovich has research experience using motivation frameworks to examine doctoral student motivation.
Dr. Mayra S. Artiles, Assistant Professor, Arizona State University, mayra.artiles@asu.edu. Dr. Artiles was part of the research team on the NSF research project this workshop is based on throughout her postdoctoral work. Dr. Artiles main research expertise is advisor-advisee relationships in engineering doctoral programs.
Dr. Juan M. Cruz, Assistant Professor, Rowan University. Dr. Cruz was part of the evaluation team of the NSF research project this workshop is based on. Dr. Cruz has expertise in faculty motivation to adopt research based instructional strategies.
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During this workshop, participants will learn about and practice with a new asset-based approach to mentoring that is currently being utilized, studied, and further developed in two NSF-funded projects: an S-STEM project designed to support pre-transfer, low-income, academically talented engineering and computer science students and an AGEP project designed to support new tenure-line and lecturer faculty from minoritized and underrepresented groups in STEM.
The mentoring model integrates assets- or strengths-based approaches in positive psychology with critical mentoring (Weiston-Serdan, 2017) a ... (continued)
Dr. Jane Lehr is a Professor in Ethnic Studies and Women's & Gender Studies and Director of the Office of Student Research at California Polytechnic State University, San Luis Obispo. She is affiliated faculty in Computer Science & Software Engineering and Science, Technology & Society. She is also the Faculty Director of the California State University (CSU) Louis Stokes Alliance for Minority Participation (LSAMP) in STEM Program at Cal Poly. She previously served as elected co-chair of the Science & Technology Taskforce of the National Women's Studies Association, an ... (continued)
Dr. Brissa Yazmin Quiroz is currently the Valley Industry Partnership for Cooperative Education (VIP) Program Director at California State University, Fresno. She has a bachelor’s degree in Industrial Engineering from The University of Texas at El Paso (UTEP), a master’s degree in Industrial Technology from California State University, Fresno, and a PhD in Environmental Science and Engineering from UTEP.
Dr. Daniel J. Almeida is an Associate Professor in the Higher Education Counseling / Student Affairs (HECSA) Program in School of Education at Cal Poly, San Luis Obispo.
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This interactive workshop will allow participants to learn, discuss, and share strategies to form, facilitate, monitor, and evaluate student teams.
Dr. Lisa Abrams is currently the Associate Chair for the Department of Engineering Education at The Ohio State University (OSU). She received her Bachelor's and Master's Degrees in Mechanical Engineering and PhD degree in Industrial Engineering from Ohio State. She has seven years of industry experience in the areas of Design and Consulting. Her research focuses on the recruitment, retention, and success of undergraduate students, especially those populations who are under-represented in engineering. She has developed and taught a wide variety of engineering courses in First Year Engi ... (continued)
Dr. Jeffrey E. Froyd is the Department Chair in the Department of Engineering Education at the Ohio State University. He received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburg ... (continued)
Dr. Adithya Jayakumar is currently a faculty member in the Engineering Engineering Department at The Ohio State University.
Lucy Sheppard is a third year student studying Industrial and Systems Engineering at The Ohio State University. In addition to working on undergraduate research in the Department of Engineering Education she is an Undergraduate Teaching Assistant for the Fundamentals of Engineering program for first-year engineering students.
Toni Calbert is a Program Assistant for the Department of Engineering Education at The Ohio State University. She received her B.A. in Government from Harvard University, J.D. from Columbia University, and Ph.D. in African American Literature from the Department of English at Ohio State.
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The main goal of the workshop is making MIDFIELD more accessible to the ASEE community. The workshop introduces midfieldr (a package in the R software environment) that provides access to a MIDFIELD student-record data sample and tools to analyze and graph persistence metrics such as graduation rates. The workshop is designed for R beginners.
More information, including pre-workshop homework, available at http://bit.ly/ASEE-MIDFIELD-workshop
Materials:
Pre-workshop software (R) installed using device that you will be using at the workshop.
Susan Lord (slord@sandiego.edu) is director of the MIDFIELD Institute and professor and chair of integrated wngineering at the University of San Diego. She is a Fellow of the IEEE and the ASEE. Dr. Lord has considerable experience facilitating workshops including the National Effective Teaching Institute (NETI) and special sessions at FIE.
Matthew Ohland (ohland@purdue.edu) is the MIDFIELD director and principal investigator. He is professor and associate head of engineering education at Purdue University and a Fellow of IEEE, ASEE, and AAAS. Dr. Ohland has considerable experience facilitating workshops including the NETI and CATME training.
Marisa Orr (marisak@clemson.edu) is the MIDFIELD associate director and an assistant professor in engineering and science education with a joint appointment in mechanical engineering at Clemson University. She is a recipient of the 2009 Helen Plants Award for the best nontraditional session at FIE (Enhancing Student Learning Using SCALE-UP Format).
Richard Layton (graphdoctor@gmail.com ) is the MIDFIELD director of data display, professor emeritus of mechanical wngineering at Rose-Hulman, and the lead developer of the R packages used in this workshop. Dr. Layton has considerable experience facilitating workshops, including a 2014 FIE workshop on data visualization and the 2018 FIE workshop on midfieldr.
Mr. Long is the Data Steward for MIDFIELD.
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Program directors from the National Science Foundation will conduct this workshop for members of the engineering education community. There are multiple funding programs at the foundation that invest in leading-edge engineering education research that advances our understanding of learning, teaching, equitable participation in engineering, and institutional change in engineering education at all education levels and in diverse settings. Selecting the right NSF program for your new idea and writing a compelling narrative are two critical steps in making your proposal competitive.
The program dire ... (continued)
Dr. Cardella is a Program Director in the Division of Research on Learning in Formal and Informal Settings at the National Science Foundation.
Dr. Grant is a Program Director in the Division of Engineering Education and Centers for the Broadening Participation in Engineering Program.
Dr. Ilumoka is a Program Director in the Division of Undergraduate Education at the National Science Foundation.
Dr. Jackman is a Program Director in the Division of Undergraduate Education at the National Science Foundation.
Dr. Ladeji-Osias is a Program Director in the Division of Engineering Education and Centers at the National Science Foundation.
Dr. Nelson is a Program Director in the Division of Undergraduate Education at the National Science Foundation
Dr. Sheppard is a Program Director in the Division of Undergraduate Education at the National Science Foundation
Dr. Hjalmarson is a Program Director in the Division of Research on Learning in Formal and Informal Settings at the National Science Foundation.
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Engineering educators are going to enhance students’ abilities to develop their professional skills with convergence norms driving creativity and innovation. NSF has defined such thinking in research as:
“the convergence paradigm intentionally brings together intellectually-diverse researchers to develop effective ways of communicating across disciplines by adopting common frameworks and a new scientific language, which may, in turn, afford solving the problem that engendered the collaboration, developing novel ways of framing research questions, and opening new research vistas.” [1]
However, th ... (continued)
Ph.D., has 25 years of experience working with colleges and universities, government agencies and non-profit organizations. She has held academic leadership positions for the past 15 year, including: department head, associate dean, and dean. Dr. Adams is a fellow of the American Society for Engineering Education (ASEE) and has held a number of elected positions in ASEE, including President, Vice President of Professional Interest Councils, Professional Interest Council I Chair, and Engineering Management Division Chair. She has received numerous awards for teaching, service, student mentoring at ... (continued)
Ph.D., has 30 years of experience in higher education and consulting, in roles including: faculty member, department head, mentor, facilitator, and evaluator. P.K. has served in numerous Boards such as ASEE, WEPAN, and NAMEPA and is a fellow of the American Society for Engineering Education. He helped establish the scholarly foundation for engineering education as an academic discipline through lead authorship of the landmark 2006 JEE special reports “The National Engineering Education Research Colloquies” and “The Research Agenda for the New Discipline of Engineering Education.” P.K. is internat ... (continued)
, Ph.D., M.B.A., spent seven years in the petroleum industry and now has over 20 years of experience in higher education and consulting, in roles including: faculty member, inaugural research institute executive director, associate/assistant dean, assistant vice chancellor, assistant vice president, faculty senate committee leader, and evaluator. She is a member, Fellow, EAC Commissioner of ABET, and past-Board and Executive Board Member of the American Society for Engineering Education (ASEE), member and former President of the Women in Engineering ProActive Network (WEPAN), and Distinguished Me ... (continued)
Ph.D., is a seasoned professional with over 36 years of experience in industry, government, and higher education institutions in roles including: lead design engineer, Program Director, Associate Dean, Assistant Dean, Associate Provost, entrepreneur and Center Director. As a longtime champion of inclusive excellence in STEM, she has developed strong relationships with local and national programs to promote the participation of underrepresented minorities in science and engineering. As a small business owner, she provides evaluation and consulting services to minority serving institutions to buil ... (continued)
Ph.D., P.E. is a Professor of Engineering Education, Associate Dean for Equity and Engagement, and the Founding Executive Director of the Center for the Enhancement of Engineering Diversity for the College of Engineering at Virginia Tech. A Professor of Engineering Education since 2005, she served as Interim Department Head from 2010-2011. From 2005-2007, she served as a program manager in the Division of Undergraduate Education for the National Science Foundation, returning from 2013-2015 to serve as the program director for broadening participation in the Division of Engineering Education and C ... (continued)
Ph.D., P.E., has 40 years of experience in higher education and consulting, in roles including: faculty member, dean, provost, mentor, facilitator, and evaluator. Dr. Watson is a fellow of the Institute of Electrical and Electronic Engineers (IEEE), the American Society for Engineering Education, and the Accreditation Board for Engineering and Technology (ABET). Her awards include the U.S. President's Award for Mentoring Minorities and Women in Science and Technology, the American Association for the Advancement of Science mentoring award, and the IEEE International Undergraduate Teaching Med ... (continued)
The Canadian Academy of Engineering, in partnership with Western University, is organizing a “Global Conference on Engineering Education – Challenges and Opportunities”. This conference is consist of a series of symposia, held online, over a period 5-6 few months, organized with different parties. The first symposium, “Future Perspectives of Engineering Education and the Impact of the Pandemic”, was held during the AGM of the Canadian Academy of Engineering on June 15 and this is the second symposium.
This Symposium at ASEE on July 26 will focus on the future of our engineering classrooms wit ... (continued)
This annual session provides associate deans an opportunity to network and discuss current issues of interest.
ASEE Vice President of Member Affairs
Aerospace personnel development and retention
Technical session that includes topics of interest to the architecture, engineering, and construction industry.
This speed networking event kicks off the Biomedical Engineering Division (BED) programming at the ASEE conference. The goal of this session is to develop connections and build community among educators in biomedical engineering. The format will consist of 1-on-1 pairings followed by small-group discussion. Bring your preferred drink and join new and returning members of the BED community to exchange ideas and expand your professional network.
This session includes papers that cover classroom adaptations as a result of the Covid-19 pandemic. Authors share lessons learned and student perceptions of course modifications.
This session will focus on papers related to teaching students how to program computers in the realm of programming courses.
This session will focus on papers related to teaching students how to program computers in the realm of programming courses.
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DEED technical session
DEED technical session
DEED technical session