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Transforming The Legal Studies Classroom: Clickers And Engagement, Susan Park J.D., Denise Farag J.D. 2015 Boise State University

Transforming The Legal Studies Classroom: Clickers And Engagement, Susan Park J.D., Denise Farag J.D.

Susan Park

No abstract provided.


Spatial Skills As Predictors Of Success In First-Year Engineering, Sheryl Sorby, Edmund Nevin, Avril Behan, Eileen Mageean, Sarah Sheridan 2014 Dublin Institute of Technology

Spatial Skills As Predictors Of Success In First-Year Engineering, Sheryl Sorby, Edmund Nevin, Avril Behan, Eileen Mageean, Sarah Sheridan

Conference Papers

Numerous research studies have highlighted the importance of well-developed 3-D spatial skills for success in STEM related programs. Poor spatial skills, particularly among first-year students, can place them at a distinct disadvantage when completing introductory courses in mathematics, CAD, descriptive geometry, and graphic communications - first-year requirements in many STEM related programs. This in turn can lead to poor grades and retention issues. Women are disproportionally among the group of students with weak or poorly developed 3-D spatial skills meaning that they are at a greater risk of leaving engineering when compared to their male counterparts. In this study, the spatial ...


Review Of Marilyn Francus, Monstrous Motherhood: Eighteenth-Century Culture And The Ideology Of Domesticity, Phyllis Ann Thompson 2014 University of South Florida

Review Of Marilyn Francus, Monstrous Motherhood: Eighteenth-Century Culture And The Ideology Of Domesticity, Phyllis Ann Thompson

ABO: Interactive Journal for Women in the Arts, 1640-1830

Review of Marilyn Francus. Monstrous Motherhood: Eighteenth-Century Culture and the Ideology of Domesticity. Baltimore: The Johns Hopkins UP, 2012. Xi + 297pp. Index. ISBN 978-1-4214-0737-1.


Discomforting Narratives: Teaching Eighteenth-Century Women’S Travelogues, Elizabeth Zold 2014 University of South Florida

Discomforting Narratives: Teaching Eighteenth-Century Women’S Travelogues, Elizabeth Zold

ABO: Interactive Journal for Women in the Arts, 1640-1830

In this essay, I describe an undergraduate course I designed and taught on eighteenth-century women’s travelogues and advocate for more courses that explicitly focus on noncanonical genres and authors. Using student papers, I explore how students worked through their discomfort with new genre conventions and improved their overall reading and analytical skills. I hope that my outline of the course will be useful to those who teach or will be teaching women's travel literature or who wish to focus courses on noncanonical authors and genres.


In Their Hands: Students Editing Eighteenth- And Nineteenth-Century Letters, Thomas McLean 2014 University of South Florida

In Their Hands: Students Editing Eighteenth- And Nineteenth-Century Letters, Thomas Mclean

ABO: Interactive Journal for Women in the Arts, 1640-1830

This article describes an honours-year class conducted in 2013 at the University of Otago in New Zealand. Students transcribed, annotated and wrote essays about a little-known New Zealand collection of unpublished letters written by leading British women writers of the Romantic era. Their research was then collected and published as a book entitled "In Her Hand: Letters of Romantic-Era British Women Writers in New Zealand Collections." The success of this course suggests the benefits of allowing students the opportunity to undertake original archival research and serves as a reminder that rich archival collections are found all over the world.


Quantifying Cognitive Processes In Virtual Learning Simulations, Michael Thornton, Gretchen A. Mosher 2014 University of Iowa

Quantifying Cognitive Processes In Virtual Learning Simulations, Michael Thornton, Gretchen A. Mosher

2014 ASEE North Midwest Section Conference

Virtual learning simulations have received increasing attention due various proposed educational, instructional, and institutional advantages; with literature focusing largely on perceptions of this technology and empirical comparisons to other instructional methods. Compared to traditional learning environments, virtual learning environments may present methodological advantages in studying learning processes through applying behavioral tracing techniques.

This paper will discuss behavioral indicators of cognitive learning processes used in virtual decision scenarios designed for third year engineering and engineering technology students. Behavioral measures to quantitatively analyze the learning process will be presented. Implications for assessing student learning, instructional strategy selection, and improving higher education quality ...


Mentoring Program, David W. Murhammer 2014 University of Iowa

Mentoring Program, David W. Murhammer

2014 ASEE North Midwest Section Conference

The Department of Chemical and Biochemical Engineering at the University of Iowa initiated a mentorship program during the 2012-13 academic year. This program involves pairing professional chemical engineers with a minimum of 5 years post-BS experience with chemical engineering sophomores. The resulting mentor-mentee relationships are intended to continue through graduation. The intent of this program is for the mentors to contribute to the professional preparation of the students for a successful career by interactively supplementing the students’ formal education with the mentor’s knowledge, experience, and counsel. This includes individualized help with career planning, resume preparation, interviewing savvy, internships, networking ...


Multiple Learning Strategies And Assessments Used In An Online Technology, Society & Ethics Course, Byron Garry 2014 University of Iowa

Multiple Learning Strategies And Assessments Used In An Online Technology, Society & Ethics Course, Byron Garry

2014 ASEE North Midwest Section Conference

The author of this article has taught Electronics Engineering Technology courses for 20+ years, mostly in a classroom face-to-face setting. The assessment of student learning depends mostly on the evaluation of how well the students have learned the theory-based, numerically-involved, and hands-on applications of each course’s content. For the past three summers, the author has also taught an on-line course entitled Technology, Society & Ethics. This kind of course calls for an emphasis on discussion and student writing, which requires a very different style of teaching and assessment than the instructor had used in the past. As a preparation for teaching the course for the first time, the learning outcomes of the course were developed before the specific teaching style and assessment process were chosen. Suskie1 says that for good assessment, the instructor at the start needs to “develop clearly articulated written statements of expected learning outcomes”, that is, what will the students know and be able to do by the end of the course.

For the course, the Student Learning Outcomes statements must meet the requirements of three different entities: ABET, the university’s General Education requirements, and the student evaluation of teaching process the university uses, which comes from the IDEA Center2. The IDEA Center has developed a list of twelve Learning Objectives (‘Objective’ as used by IDEA means the same as ‘Outcome’) that the course instructor can choose from, as the focus of the student’s evaluation of the learning the students achieved in the course. The course instructor chose three objectives to focus on: Learning how to find and use resources for answering questions or solving problems; Developing a clearer understanding of, and a commitment to, personal values; and Acquiring an interest in learning more by asking my own questions and seeking answers. Educational research highlighted by the IDEA Center and others show ...


Building An Engineering Honors Curriculum: Collegiate Consistency With Individual Flexibility, Amy Brewster, Robert Kirby, Art Spisak, Holly Blosser Yoder 2014 University of Iowa

Building An Engineering Honors Curriculum: Collegiate Consistency With Individual Flexibility, Amy Brewster, Robert Kirby, Art Spisak, Holly Blosser Yoder

2014 ASEE North Midwest Section Conference

Recently, Honors at Iowa developed a curriculum that all student members must complete to graduate with University Honors. The curriculum has two primary components; the first is building knowledge through course work and the second is the application of knowledge through hands on learning experiences. Because, however, the engineering undergraduate curriculum is more structured and sequential in nature than the curriculum of the other undergraduate colleges, a distinct honors engineering curriculum was developed collaboratively between the College of Engineering and the University Honors Program. This engineering-specific honors curriculum maintained the key features of course work and experience-based learning valued by ...


An Ethical Framework For Engineering Faculty: Motivation, Examples & Discussion, Rebecca A. Bates 2014 University of Iowa

An Ethical Framework For Engineering Faculty: Motivation, Examples & Discussion, Rebecca A. Bates

2014 ASEE North Midwest Section Conference

Engineering faculty address ethics from two perspectives. The first is as required content related to the ABET outcome that engineering graduates will have an understanding of professional and ethical responsibility. The second is as practitioners who face a range of ethical dilemmas and challenges, from plagiarism to “passenger” team members to professional relationships with colleagues to responsible conduct of their own research. As faculty members and professionals, we have multiple guides, including the recently adopted ASEE Code of Ethics (http://www.asee.org/member-resources/resources/Code_of_Ethics.pdf), however, there is still a need to examine frameworks and develop skills in ...


Understanding Engineering Students' Perceptions And Knowledge About Sustainable Development And Sustainability, B. Sharma, B. Steward, S. K. Ong, F. E. Miguez 2014 University of Iowa

Understanding Engineering Students' Perceptions And Knowledge About Sustainable Development And Sustainability, B. Sharma, B. Steward, S. K. Ong, F. E. Miguez

2014 ASEE North Midwest Section Conference

The Sustainable Engineering and International Development course was first offered to engineering majors at the Iowa State University (ISU) in 2005. The course is focused on describing, discussing and comparing the key concepts of sustainability, sustainable development and sustainable engineering. In 2005, sustainability was not a major part of the engineering curricula and students had little to no knowledge about these concepts. Nine years later, sustainability has become an integral part of our daily lives. In this study, we wanted to understand student perceptions, knowledge, and understanding of sustainability, sustainable development and its implementation across various engineering systems. The assessment ...


Peace And Conflict: Engineering Responsibilities And Opportunities, Robert J. Muscat 2014 University of Iowa

Peace And Conflict: Engineering Responsibilities And Opportunities, Robert J. Muscat

2014 ASEE North Midwest Section Conference

In many conflicts, the consequences of engineering projects are among the problems at issue, and engineers are unavoidably parties to the problems. Engineers need to raise their awareness of the potential effects of their projects, especially in situations of serious social and political contention, and to explore alternative designs or engineering solutions, and methods of implementation, that may ameliorate rather than exacerbate tensions. Engineers will also need to dialogue effectively with the many stakeholders affected if these projects are to be politically viable and achieve their technical purposes. The paper draws on several case studies of engineering projects in conflict ...


Hybrid Teaching Vs. Traditional Teaching In Computer Engineering Courses: What Works And What Does Not Work?, Andy S. Peng, Robert Nelson, Cheng Liu, Jai-Ling LIn, Lynn M. Meredith 2014 University of Iowa

Hybrid Teaching Vs. Traditional Teaching In Computer Engineering Courses: What Works And What Does Not Work?, Andy S. Peng, Robert Nelson, Cheng Liu, Jai-Ling Lin, Lynn M. Meredith

2014 ASEE North Midwest Section Conference

This study compares student learning outcomes from two instructional approaches: hybrid vs. traditional teaching method. The study applies a previously developed framework in order to assess the learned curriculum for the same upper division computer engineering course. It also analyzes how it is aligned with the intended curriculum. The same undergraduate computer engineering course was taught by two different instructors during two different semesters. Both instructors have extensive technical background and many years of practical engineering experiences in the related field. Both classes used an identical textbook, delivered similar set of course topics, had similar lab setup, required homework assignments ...


Multidisciplinary Approaches: A Management Core For Applied Managment And Decision Science, Teresa J.K. Hall, Byron G. Garry, Carrie L. Steinlicht 2014 University of Iowa

Multidisciplinary Approaches: A Management Core For Applied Managment And Decision Science, Teresa J.K. Hall, Byron G. Garry, Carrie L. Steinlicht

2014 ASEE North Midwest Section Conference

The new management core curriculum was launched at South Dakota State University in 2012 designed for programs at the institution affiliated with decision sciences, applied management and economics. A task force of business and industry leaders working with faculty developed a set of key competencies for graduates from management-related programs. Based on those competencies, an ad hoc group of multidisciplinary faculty in the Colleges of Engineering, Agriculture and Biological Sciences, Education and Human Sciences, and Arts and Sciences designated a four-course sequence named the Management Core to address key elements of the competencies. The undergraduate Operations Management program, housed in ...


Teaching Ethics In A "What's In It For Me?" World, Patricia Rummel Jinkins, Jill Clough 2014 University of Iowa

Teaching Ethics In A "What's In It For Me?" World, Patricia Rummel Jinkins, Jill Clough

2014 ASEE North Midwest Section Conference

Increasingly, students have trouble in determining what is and is not ethical for personal or professional behavior. However, public safety and corporate competence depend on this distinction. Even substituting substandard materials to meet deadlines or operating outside their area of expertise cause no qualms for many engineering student. Extrinsic incentive or punishment is ineffective so the change must come from intrinsic motivational factors. While some programs have the luxury of an entire semester-length required course in ethics, others must attempt to include these critical concepts within the content of an already crowded curriculum.

The author describes an approach used within ...


Evaluation Of Hybrid Course Implementation In Construction Engineering, Aliye Karabulut Ilgu, Charles Jahren 2014 University of Iowa

Evaluation Of Hybrid Course Implementation In Construction Engineering, Aliye Karabulut Ilgu, Charles Jahren

2014 ASEE North Midwest Section Conference

Engineering educators call for a widespread implementation of hybrid instruction to respond to rapidly changing demands of 21st Century1. In response to this call, a junior-level course in the Construction Engineering department entitled Construction Equipment and Heavy Construction Methods was converted into a hybrid instruction model. The overarching goal in the hybrid course development was to take the content that can be engaged outside the class to an online platform so that class time can be used more efficiently for authentic, realistic, open-ended problems and homework assignments. This study reports the design, development and evaluation of this hybrid course and ...


The Effects On Instructor Workload Of Implementing Active Teaching Methods To Improve Student Enthusiasm And Performance, Cory Mettler, Nathan Ziegler 2014 University of Iowa

The Effects On Instructor Workload Of Implementing Active Teaching Methods To Improve Student Enthusiasm And Performance, Cory Mettler, Nathan Ziegler

2014 ASEE North Midwest Section Conference

There is an abundance of data that suggest that implementing active teaching methods in the classroom produces a deeper, longer lasting understanding and increased enjoyment of course material. However, most engineering educators do not employ these techniques. This paper addresses three of the most common concerns these educators have: 1. “I don’t have enough time,” 2. “It is difficult to employ active teaching techniques with my course material,” and 3. “I won’t be able to cover all my material if I allow time for the activities in class.” .

Active teaching was employed in two courses in order to ...


Successful Strategies For Engaging Community Colleges And Universities In Transfer Partnership, Marcia Laugerman, Diane Rover, Steve Mickelson, Mack Shelley, Kari Hensen 2014 University of Iowa

Successful Strategies For Engaging Community Colleges And Universities In Transfer Partnership, Marcia Laugerman, Diane Rover, Steve Mickelson, Mack Shelley, Kari Hensen

2014 ASEE North Midwest Section Conference

In order to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM), the National Science Foundation (NSF) established the Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP).

The Student Enrollment and Engagement through Connections (SEEC) project is a collaboration between Iowa State University (ISU) and Des Moines Area Community College (DMACC) funded by a STEP grant to increase the number of students graduating with a bachelor's degree in engineering at ISU and the number of students in pre-engineering study ...


Ethical Aerobics: Preparing Engineers For The Global Workplace, Scott Coffel 2014 University of Iowa

Ethical Aerobics: Preparing Engineers For The Global Workplace, Scott Coffel

2014 ASEE North Midwest Section Conference

Inadequate ethical conditioning can undermine the credibility of individuals and institutions. Fortunately, the professional staff of the Hanson Center for Technical Communication have devised a series of innovative workouts for the ethically winded. These workouts, consisting of writing–intensive exercises integrated into department-level and core curriculum courses at The University of Iowa’s College of Engineering, challenge students to revitalize lazy arguments, pursue accuracy to the point of exhaustion, and recognize that there are few (if any) merely technical decisions. In addition, we encourage students to visit the Hanson Center for one-on-one sessions with our peer consultants: fellow students who ...


A Study Of The Impact Of Project Lead The Way On Achievement Outcomes In Iowa, David Rethwisch 2014 University of Iowa

A Study Of The Impact Of Project Lead The Way On Achievement Outcomes In Iowa, David Rethwisch

2014 ASEE North Midwest Section Conference

Iowa has implemented the secondary engineering curriculum Project Lead The Way (PLTW) in an effort to create a more seamless transition for students from secondary school into science, technology, engineering, and mathematics post-secondary programs. PLTW has been implemented in all fifty states; however, there has been sparse research to-date that has rigorously measured the impact of PLTW on mathematics and science achievement. We used Iowa’s statewide longitudinal data system to follow multiple cohorts of PLTW participants and nonparticipants from 8th grade into secondary education. We derived a comparable treatment and control group by matching students based on their propensity ...


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