• Sunday | October 13, 2024

    This workshop will equip participants to begin engaging with their students' emotions as a powerful tool for improving learning and building engineering identity. This workshop draws on the results of our National Science Foundation study on affect and engineering identity. Our project examines engineering students' affect (their emotions, feelings, and beliefs) experienced while problem-solving or doing design. While engineering is often seen as purely rational, our data and previous studies have shown affect to be an important part of students' experiences.

     

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      Jessica Swenson

      University at Buffalo, USA

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      Emma Treadway

      Trinity University, USA

  • Sunday | October 13, 2024

    Many engineering and computing instructors are unsure how to oppose the discriminatory, assimilationist politics of engineering education, which continues the oppressive legacies of engineering practice and US education. Although these inequalities are structural-distributed, recursive, and reinforcing-instructors have a strong influence over the classroom and its syllabus, especially as an informational and rhetorical device for orienting students to their classes (Jones, 2024). But how does the discourse of "decolonizing your syllabus" fit into engineering and computing education, let alone general equity-minded practices (Center for Urban Education, 2017)? This workshop brings research on equity in engineering education to inform the design of syllabi in undergraduate engineering courses.

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      Gabriel Medina-Kim

      Rensselaer Polytechnic Institute, USA

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      Chosang Tenzin

      California Polytechnic State University, USA

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      An Huynh

      California Polytechnic State University, USA

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      Lynne Slivovsky

      California Polytechnic State University, USA

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      Jane L. Lehr

      California Polytechnic State University, USA

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      Lizabeth Thompson

      Cal Poly, San Luis Obispo, USA

  • Sunday | October 13, 2024

    This workshop engages with the question: how might we help students become better able to intentionally engage in a design process, as part of an effort to help them become reflective practitioners of design? On a theoretical level, this work connects to the diversity of design processes  and research on metacognition. This workshop also builds on prior research on helping students to become more metacognitively aware of their current state in a design process.    In this 3-hour workshop, participants will learn how to build self-awareness for their students and themselves through self-tracked design timelines (i.e. Design Signatures).  The workshop facilitators have extensive experience implementing these concepts in their design teaching. 

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      Daria Kotys-Schwartz

      University of Colorado Boulder, USA

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      Cynthia Atman

      University of Washington, USA

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      Reid Bailey

      University of Virginia, USA

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      Susannah Howe

      Smith College, USA

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      Micah Lande

      South Dakota School of Mines & Technology, USA

  • Sunday | October 13, 2024

    Engineering education transformations can vary from curricular innovations across one course to engineering curricula, to pedagogical innovations that span one course or curricula, to advising and extra-curricular innovations, to mentoring models that support student success, to fundamental research that enable us to understand the student or educator experiences, to institutional transformations that build bridges across programs, to building partnerships with industry, etc.  The National Science Foundation (NSF) annually awards millions to transform STEM education from kindergarten through higher education and beyond.  Specific to engineering education, there are several NSF programs that target engineering education projects spanning research types, engineering disciplines, student populations, partnerships, impacts, etc. Just some of these NSF programs include: IUSE, IUSE/PFE RED, ECR, CAREER, ExLENT, ATE, S-STEM, ADVANCE, HBCU-UP, TCUP, BPE, IUCRC, RIEF, RFE, etc.  The NSF funding opportunities are many, and while program funding levels, success rates, and target areas vary by NSF programs, the process of crafting a strong NSF proposal offers many benefits even if funding is not possible.  This session will focus on helping new investigators in the preparation of engineering education research projects that could be positioned for NSF submission.

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      Olga Pierrakos

      Wake Forest University, USA

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      Matthew Verleger

      Embry-Riddle Aeronautical University, USA

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      Lulu Sun

      National Science Foundation, USA

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      Christine Delahanty

      National Science Foundation, USA

  • Sunday | October 13, 2024

    The "Let's Play" initiative started in 2022 (http://www.drpeterjamieson.com/LETS_PLAY/) and has resulted in us having a deeper understanding of how board games can be used as role-reversal shortened experiences that help teachers learn and experience different ideas as it relates to better teaching.  We have implemented workshops on these ideas at various levels since, and continue to push the ideas on how boardgames provide a great medium to learn how to improve our teaching skills in the space of professional development.  Our goal for this workshop is to expose faculty and leaders to the benefit of using board games to experientially convey focusing on how boardgames are great experiential systems in which teachers can experience what it is like to be a learner again, and in this, they can better understand why evidence-based instructional practices (EBIPs) are useful teaching approaches and should be included in our own teaching.

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      Karen C. Davis

      Miami University, USA

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      Peter A Jamieson

      Miami University, USA

  • Sunday | October 13, 2024

    This workshop will equip engineering educators with the tools and strategies necessary to adapt their practices to the rapidly evolving landscape of technology and engineering. This workshop will focus on the DANCE (Designing Adaptations for the Next Changes in Education) model, a framework developed to help faculty navigate and lead changes in engineering education among the rising frequency of disruptions.
     

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      Kristi J. Shryock

      Texas A&M University, USA

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      Karan Watson

      Texas A&M University, USA