Sondra Miller Copyright (c) 2012 All rights reserved. http://works.bepress.com/sondra_miller Recent documents in Sondra Miller en-us Fri, 03 Aug 2012 13:57:23 PDT 3600 Bridging the Valley of Death: A 360 Approach to Understanding Adoption of Innovations in Engineering Education http://works.bepress.com/sondra_miller/7 http://works.bepress.com/sondra_miller/7 Thu, 15 Sep 2011 10:20:41 PDT There is a nationwide need to better translate engineering education research into the classroom setting. Moving engineering education research into practice is a more complicated task than it might initially seem. There are many significant barriers to hinder the transition from research to implementation. These barriers can be categorized into two groups: (1) individual barriers, such as personality characteristics that contribute to a lack of willingness to implement innovations, as well as a lack of knowledge about engineering education research; and (2) environmental perceptions, such as perceptions of the tenure and promotion that suggest a lack of support for innovations.

The project discussed in this paper investigates the characteristics of faculty members who successfully adopt engineering education innovations and studies the impact of their working environment on their decision to adopt. Additionally, the project investigates characteristics of faculty members who do not adopt engineering education innovations and whether that decision was affected by perceptions of their working environment.

This paper describes the identification of current barriers to the adoption of innovations in engineering education using a 360° approach. Perspectives include that of self, colleagues, students, experts in education innovation (such as the director of a center for teaching and learning), and the reality (from administrators and published documents) and perceptions (from individuals) of the tenure process and rewards/incentives. This 360° approach provides a foundation for bridging the gap, often referred to as the 'valley of death,' between engineering education research and the common practice of engineering education.

]]> Kirsten A. Davis et al. The Magnitude and Origin of Contaminants Resuspended in Southern Lake Michigan http://works.bepress.com/sondra_miller/6 http://works.bepress.com/sondra_miller/6 Fri, 18 Mar 2011 09:39:06 PDT Keri Hornbuckle et al. Spatial and Temporal Variations of Persistent Organic Pollutants Impacted by Episodic Sediment Resuspension in Southern Lake Michigan http://works.bepress.com/sondra_miller/5 http://works.bepress.com/sondra_miller/5 Fri, 18 Mar 2011 09:39:04 PDT The impacts of large-scale, episodic sediment resuspension on the cycling of polychlorinated biphenyl congeners (PCBs) were examined using a spatially coordinated air and water sampling strategy conducted in southern Lake Michigan in the late winters of 1998, 1999, and 2000. We found no significant temporal changes in gas phase, dissolved phase, or suspended sediment PCB concentrations despite large-scale seasonal storms occurring before and after sampling campaigns. Only gas phase and suspended sediment PCBs varied spatially. Higher total suspended material (TSM) concentrations and fraction organic carbon (foc) were measured at sampling stations located in the near-shore region of southern Lake Michigan than at open-water sampling stations. Gas phase concentrations (ΣPCBg) were higher in the west (0.436 ± 0.200 ng/m3, n = 11) and south (0.408 ± 0.286 ng/m3, n = 5) than the east (0.214 ± 0.082 ng/m3, n = 10) and central (0.253 ± 0.145 ng/m3, n = 8) regions of southern Lake Michigan. Dissolved phase concentrations (ΣPCBd) averaged 0.18 ± 0.024 ng/L (n = 52); suspended sediment concentrations (ΣPCBs) accounted for between 4% and 72% (23 ± 4%, n = 52) of the total ΣPCB concentrations (ΣPCBT = ΣPCBd + ΣPCBs). Despite no consistent temporal variations in both dissolved phase or suspended sediment ΣPCB concentrations, there were temporal and spatial variations in the distribution shift between phases that can be linked to sediment resuspension, not a state of equilibrium. Specifically, our analysis suggests sediment resuspension results in preferential sorption of heavier, more chlorinated PCB congeners.

]]> Sondra M. Miller et al. Our Freshman Year-Faculty and Residence Life Cognitions, Ruminations and Angst about Living on Campus http://works.bepress.com/sondra_miller/4 http://works.bepress.com/sondra_miller/4 Tue, 11 May 2010 09:55:54 PDT The Boise State University Residential College Program was founded in 2004, and is comprised of five living-learning communities, each facilitated by a faculty-in-residence (FIR). Approximately 125 students with similar majors or academic interests live and learn together. The communities offer academic credit for the living-learning experience, engage in community building activities, community service and recreational activities. This presentation will focus on the first year experience, “Our Freshman Year” experience of two faculty and the Assistant Director of Residential Education. What goes into creating a successful residential community? How do we blend the philosophies of academic affairs and student affairs? How does residence life work with new faculty in developing living and learning communities? The session will provide lessons learned, changes made and future directions for creating programmatic structure while supporting the learning outcomes of the different communities.

]]> Caile Spear et al. Aviation Emissions Impact on Air Quality in the Western United States http://works.bepress.com/sondra_miller/3 http://works.bepress.com/sondra_miller/3 Tue, 20 Apr 2010 10:52:36 PDT Sondra Miller Successes of an Engineering Residential College Program within an Emerging Residential Culture http://works.bepress.com/sondra_miller/2 http://works.bepress.com/sondra_miller/2 Tue, 20 Apr 2010 10:47:41 PDT Boise State University is in the process of transforming from a historically “commuter” campus into a metropolitan research university which includes a growing residential culture (currently 8% of students live in residence halls). First time, full time freshmen age 18 or younger have increased from 61% of the incoming class in 2000 to 72% of the incoming class in 2008. To support our growing residential culture, University Housing, in cooperation with six academic colleges, began the Residential College (RC) program in 2004. Key among the five current RC communities is the College of Engineering. The Engineering Residential College (ERC) admits first and second year students with declared majors in one of our six undergraduate programs (civil engineering, computer science, construction management, electrical engineering, materials science and engineering, and mechanical engineering) and undeclared engineering. The 2007- 2008 academic year was the first during which an engineering faculty member lived in residence, the Faculty-in-Residence (FiR), with the 26 members of the ERC. The physical structure of the ERC supported collaborative work and study with student community members. Daily interaction of student ERC community members with the FiR and structured activities outside the classroom facilitated learning that enhanced engineering academics. In this paper, we discuss the qualitative life skills and quantitative academic successes of this living-learning community facilitated by a live-in engineering faculty member during the past three semesters and make recommendations for improving the overall ERC experience.

]]> Sondra Miller