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You Teach Us: Peer Teaching in the Engineering Classroom

Conference Session: The Role of Peers in Promoting Learning and Persistence
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign
Tagged Divisions: Educational Research and Methods

observe the instruction and studentengagement. Students submit their written lesson plans and provide a justification for how theirlesson furthers the aims of the course. All students write self- and peer-assessments. Thedifferentiation, in terms of the student lessons and multiple forms of assessments, allows forvariety in the presentations, and diminishes the likelihood of peer disengagement during thelessons. Peer assessment all but ensures this (e.g., [14] - [17]). Further, research in highereducation indicates that students enjoy the learning “atmosphere” of peer-teaching [18], findtheir peers to be useful adjuncts to the instructor-led content [19], and report confidence and skilldevelopment as a result of participation in the activity [10

Relevance Score: 1.7554842

What Do Students Need from other Students? Peer Support During Remote Learning

Conference Session: The Role of Peers in Promoting Learning and Persistence
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, students did their best to adapt to the new way of learning, but the change intheir educational experience was drastic. In particular, students lost the opportunity to engagewith peers in person and form personal connections with them. This is especially concerninggiven that, as Alexander Astin writes, “the student's peer group is the single most potent sourceof influence on growth and development during the undergraduate years" [15, p. 54][3].The existing knowledge base repeatedly validates the importance of peer support in both socialand academic systems in college. Ideally, students should have all the resources they need tocommunicate with peers, whether in a physical or virtual learning environment. However, webelieve that due to the abrupt

Relevance Score: 1.5710262

Building Computational, Social, Emotional Learning Skills into Undergraduate Computing Education Through Student-led Coding Camps

Conference Session: Undergraduate Students' Professional Skills and Reflection
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University
Tagged Divisions: Educational Research and Methods

normally implementedoutside of computing academic programs may not be enough to provide the “fail-fast”; fast-paced environment context for implementing SEL skills.Mentorship and having representative examples of persons succeeding in a field is importantto a computing student’s sense of belonging [5] – [6], self-confidence, and success ofundergraduate students as well as high school students. Mentorship by older generationssuch as professors, departmental leadership, or advisors helps college students avoid thepitfalls of repeating mistakes in undergraduate education. However, there are times whennear-peer mentorship, or mentorship from slightly older students, may be more helpful thanreceiving mentorship from older individuals [4]. These cases

Relevance Score: 0.032321632

Development and Implementation of Professional Communication Activities for Undergraduate Engineering Curricula Based upon Industry Expectations

Conference Session: Undergraduate Students' Professional Skills and Reflection
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton
Tagged Divisions: Educational Research and Methods

Aviation in Cincinnati, Ohio, leading the certification effort for the LEAP-1A/1C HPC airfoil vibratory stress responses. Dr. Cress received his doctoral and master’s degrees from the University of Notre Dame, both in aerospace engineering; and his undergraduate bachelors of mechanical engineering degree from the University of Dayton.Dr. Patrick W. Thomas, University of Dayton Dr. Patrick W. Thomas is Associate Professor and Director of Undergraduate Programs in English at the University of Dayton. His research interests include workplace literacy, writing technologies, empirical methodologies, computer-mediated communication, and professional and technical writing instruction. Since 2011, he has taught a variety of

Relevance Score: 0.028882772

Exploring Engineering Faculty's Use of Active-learning Strategies in Their Teaching

Conference Session: Faculty Perspectives of Active Learning, Inequity, and Curricular Change
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University
Tagged Divisions: Educational Research and Methods

students to write a summary of what has been covered in the lectureto asking them to collaboratively work on real-world problems and projects. The effectiveness of activelearning strategies compared to the traditional lecture approach, when implemented well, has beenempirically validated and documented in engineering education literature. The purpose of this mixed-methods study was to explore engineering faculty’s use of active learning strategies in their teaching in aMidwestern university’s college of engineering context. Data sources included a survey about the facultyknowledge and use of active learning strategies and follow-up semi-structured interviews that aimed togather an in-depth understanding of their implementation of active learning

Relevance Score: 0.028298542

Negotiating Belongingness: A Longitudinal Narrative Inquiry of a Latina First-generation College Student’s Experience in the Engineering Culture

Conference Session: Research on Diversity, Equity, and Inclusion
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Dina Verdin, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Award. Her dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala. American c Society for Engineering Education, 2021Negotiating Belongingness: A Longitudinal Narrative Inquiry of a Latina, First-GenerationCollege Student’s Experience in the Engineering CultureAbstractResearch studies have long argued that a sense of belonging is essential for minoritized students’continued engineering persistence. Common factors that have been found to promote a sense ofbelonging include campus diversity, institution’s culture, perceived class comfort, facultyinteractions, and peer support. Yet

Relevance Score: 0.027504643

Institutional Supports for Student Experiential Learning in Hybrid/Remote Learning Contexts

Conference Session: Studies of Shifting In-person Courses to Online and Students' Online Behavior
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Beata Johnson, Purdue University, West Lafayette; Andrew Whitehead, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

engagement in these experiences, which can befacilitated by student affairs professionals [11]. For example, experiential learning can facilitatelearning between peer mentor/mentee relationships as students practice and developinterpersonal and leadership skills. Student involvement provides significant opportunities forexperiential learning. Previous research has found that key aspects of student involvementinclude engaging with peers, receiving mentorship, and developing skills and sense of identity[12]. Students’ involvement and engagement has significant influence on their well-being,positive academic outcomes, sense of belonging and community, and student thriving [13], [14].Student Affairs ProfessionalsStudent affairs professionals serve an

Relevance Score: 0.020748757

Exploring Self-directed Learning Among Engineering Undergraduates in the Extensive Online Instruction Environment During the COVID-19 Pandemic

Conference Session: Student Engagement, Socioemotional Needs, and Social Support During Pandemic
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Qin Liu, University of Toronto; Juliette Sweeney, University of Toronto; Greg Evans, University of Toronto
Tagged Divisions: Educational Research and Methods

]. Theability to self-direct learning was found to be a predictor for adult learners’ MOOC completion rate[9]. Aspects of self-regulated learning also affected students’ online learning attitudes [13]. Thosestudents who better self-regulate their studies by managing their time properly, being conscious oftheir learning and social behavior, being critical in examining course content, and persevering inunderstanding the learning material are most likely to better perform online [19]. On the other hand,research reveals that an online environment presents multiple barriers to self-directed learning. Theinstruction and peer interactions available in a traditional classroom setting are limited, thus leadingto non-engagement of learners [20]. A qualitative

Relevance Score: 0.020677134

Strategies for Effective Engagement and Learning in the COVID-19 Environment

Conference Session: Engineering Education During the COVID-19 Pandemic
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University
Tagged Divisions: Educational Research and Methods

-level math and aerospace engineering courses during the Spring and Fall 2020 semesters.The major change was a move from face-to-face to remote learning during the mid of the Springsemester (March) and the fall semester. The face-to face in-class active learning (peer-to-peer,white board activities, team projects/presentations etc.) had to be aligned with the virtualdelivery/interaction modality. To encourage students prepare for the virtual lesson and watch thepre-class preparatory videos and other learning materials, graded short pre-class online quizzesusing the learning management system and virtual in-class quizzes were administered. Theauthors had provided several professional development workshops to the faculty on thesestrategies prior

Relevance Score: 0.019611843

The Stated and Hidden Expectations: Applying Natural Language Processing Techniques to Understand Postdoctoral Job Postings

Conference Session: Preparing Engineering Students for Their Professional Practice
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

- Preparing job talks - Excellent written and spoken English - Networking with industryIndustry Career Skills - Resume and cover letter writing - Transitioning from postdoc to industry - Leading a collaborative research team in the lab - Leadership on research projects Leadership Skills - Diversity awareness - Openness to critique - Mentoring graduate students and junior postdocs - Managing small groups Mentoring - Peer - mentorship - Access to role models

Relevance Score: 0.019158939

Entering the Discipline of Engineering Education Research: A Thematic Analysis

Conference Session: Research Methods and Studies on Engineering Education Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Renato Alan Bezerra Rodrigues, University of Manitoba; Jeffrey Wayne Paul, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba
Tagged Divisions: Educational Research and Methods

in that they suggest that the literature review should be completed afterdefining the themes. This is in part to remain open to emerging ideas and because Braun andClarke [18] argue that the writing process is part of the analysis. Therefore, comparing ourthemes to the literature while analyzing our findings in the early drafts of this paper forced us tobe more critical and work to better understand and confirm our themes.LimitationsThough this study revealed key insights into senior scholar’s motivation to join the discipline ofEER, due to the secondary nature of the data, there some limitations to our findings. First,though the nature of Johri’s introductory question aligned with our research question, it was notnecessarily asked

Relevance Score: 0.018832322

A Systematic Review of Argument-assessment Frameworks in Engineering Education

Conference Session: Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Electromagnetic Induction Problems. International Journal of Science and Mathematics Education, 13(1), 215.Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103(1), 45-76. doi:10.1002/jee.20038Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology, 92(4), 694.Gainsburg, J., Fox, J., & Solan, L. M. (2016). Argumentation and decision making in professional practice. Theory Into Practice, 55(4

Relevance Score: 0.018650977

Critically Quantitative: Measuring Community Cultural Wealth on Surveys

Conference Session: Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

common language.Quantification of CCWIn addition to qualitative studies of CCW, there is also a small number of previous studies thataim to develop quantitative scales of CCW. For example, Dika et al. [12] developed a nine-itemscale to quantitatively measure CCW among underrepresented minority engineering juniors andseniors. Their instrument included one question per type of capital, except for social capital,which has four items (peer network, faculty/staff, on-campus, off-campus). Table 1 shows thecultural wealth instrument developed by Dika et al. [12, p. 4].Table 1. Cultural wealth instrument used in Dika et al. [12, p. 4] Form of capital Wording of the survey item Aspirational I can maintain my hopes and dreams for the

Relevance Score: 0.017959028

Work in Progress: Challenges and Mitigation Strategies in STEM Courses: Students' Perspectives

Conference Session: Efforts to Understand and Support Students' Socioemotional Factors
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Saira Anwar, University of Florida; Ahmed Ashraf Butt, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

reported, "I procrastinate. My challenge is overcommitting myself and not finding sufficient time to dedicate to study for a particular exam. More of an issue for midterms than final exams. Course material can be hard to learn in cram sessions and may need discussion with peers for me to fully grasp an idea, and this can be hard to do at the last minute."4) Courses out of major (~6.67% students). Students attributed irrelevancy of out-of-major classes to keep them engaged, possible challenge. For example, a student said, "I find it challenging if courses are not from my field. It is difficult for me to keep up with the necessary background, like mathematics background in my statistics or programming classes."5) Language barrier

Relevance Score: 0.017755283

Exploring the Excellence of HBCU Scientists and Engineers: The Development of an Alumni Success Instrument Linking Undergraduate Experiences to Graduate Pathways

Conference Session: Research on Diversity, Equity, and Inclusion
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

writing, interview preparation, career fairs, etc.). 11. I regularly interacted with STEM students who planned to apply to and attend graduate school. 12. I regularly interacted with STEM students from different demographic groups (e.g., different races, genders, ages, etc.). 13. I received helpful information about STEM-related opportunities (e.g., research, academic, professional, etc.) from my student peers. 14. Overall, I was empowered by my professors' commitment to my academic success. 15. I had a STEM faculty member whom I considered as my mentor. 16. Overall, faculty members encouraged me to make connections with my classmates.Select-All-That-Apply and Multiple Choice Items: 17. Which of the

Relevance Score: 0.017334584

The Politics of Citation Practices in Engineering Education: A Citation Analysis of Intersectionality

Conference Session: Research on Diversity, Equity, and Inclusion
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

of IntersectionalityKristen R. Moore, University at BuffaloWalter Hargrove, University at BuffaloNathan R. Johnson, University of South FloridaFernando Sánchez, University of St. ThomasAbstractUsing a citation network analysis, this project analyzes the 209 instances of the term“intersectionality” in the ASEE PEER repository to locate the central authors and texts thatinform the field’s use of the term. In this citational analysis, we suggest that the limited citationof Black women should be interrogated and redressed as a form of inequity. Framing this projectwithin the politics of citation and the current campaign to #CiteBlackWomen, we work toexplore how the term “intersectional” has been embraced, whose theories have been adopted,ignored

Relevance Score: 0.01683668

Using Natural Language Processing to Facilitate Student Feedback Analysis

Conference Session: Research Methods and Studies on Engineering Education Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University
Tagged Divisions: Educational Research and Methods

element for a system such as ours because they meet the design requirement thatthe system should need minimal additional training. Satisfying the “minimal additional training”requirement means that the engineering education teaching and research community could applythe this kind of system off the shelf in their own work to identify important trends and answerrelevant questions in their own contexts.In educational data, NLP techniques have been used to study a variety of topics. Crossley et al.,[12], [13] used a series of rule-based approaches to study students’ sentiments and their mathidentities in an intelligent tutoring system. Crossley et al [14] also used an NLP approach tostudy differences in students writing styles as a function of their

Relevance Score: 0.015980508

A Protocol to Follow-up with Students in Large-enrollment Courses

Conference Session: Tools to Enhance Student Learning of Undergraduate Engineering Content
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Matias Alonso Piña, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chilev; Cristian Ruz, Pontificia Universidad Católica de Chile; Tomás Andrés González, Pontificia Universidad Católica de Chile
Tagged Divisions: Educational Research and Methods

demandshigher-than-average time from students. To evaluate the student's perceptions of ourapproach, we collect data from several sources, including an online survey and groupinterviews, specifically designed to evaluate the perceptions of this approach. We concludethat our wellbeing protocol is beneficial for students and that students recommend itsimplementation in other courses with high enrollment.The wellbeing of students has been identified as central to student engagement [7]. Acomponent that distinguishes our protocol from other approaches to wellbeing described inthe literature, such as mentoring and peer-to-peer tutoring approaches (e.g., [4]), is that itengages in active, personalized communication with students. Furthermore, the wellbeingTA

Relevance Score: 0.015553058

Augmented Reality Mobile Tool for Engineering Education

Conference Session: Innovative Pedagogies Afforded Through Technology and Remote Learning
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Manjina Shrestha, Georgia Institute of Technology
Tagged Divisions: Educational Research and Methods

mechanical engineering coursework. The app needs to besimple yet effective and useful to comprehend complex models. So, the prototype app was testedto verify the requirements proposed and was evaluated by anonymous participants (that includedgraduate students and some faculty from the university peer survey system). Section 2 presentsthe related works in the field of AR for education, section 3 presents the features of thedeveloped app, the framework of the software, and the evaluation results. Section 4 presents thefuture direction for the app and section 5 provides the conclusion.2 Related LiteratureThe current use of AR in education is mainly focused on teaching for younger students as itprovides active interaction and engagement and can lower

Relevance Score: 0.014824116

Student Perceptions of the Complete Online Transition of Two CS Courses in Response to the COVID-19 Pandemic

Conference Session: Studies of Shifting In-person Courses to Online and Students' Online Behavior
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Mohammed F. Farghally, Virginia Polytechnic Institute and State University; Mostafa Kamel Osman Mohammed, Virginia Polytechnic Institute and State University; Assiut University; Hamdy F. F. Mahmoud, Virginia Polytechnic Institute and State University; Assiut University; Margaret O'Neil Ellis, Virginia Polytechnic Institute and State University; Derek A. Haqq, Virginia Polytechnic Institute and State University; Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Brett D. Jones, Virginia Polytechnic Institute and State University; Clifford A. Shaffer, Virginia Polytechnic Institute and State University
Tagged Divisions: Educational Research and Methods

them as individual assignments, and the last one as acomprehensive group project. Individual projects accounted for 30% of the total course grade,and the group project accounted for 10%. Like labs, projects were submitted online throughWebCAT. 50% of the project grade was based on passing WebCAT testcases, and writing cleancode observing styling standards. The other 50% of the grade was assigned manually by the TAsfor the implementation approach including the degree the approach was flexible, maintainable,and well-documented.After the transition, the group project was changed to be merely a design assignment with nocoding. Students were required to submit a UML (Unified Modeling Language) class diagram ofa COVID-19 real-time data visualization

Relevance Score: 0.014769381

Modeling Trajectories of Latent Classes to Understand the Academic Performance of Engineering Students

Conference Session: Academic Success and Retention
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Heather Lee Perkins, North Carolina State University; Justin Charles Major, Purdue University, West Lafayette; Julianna S. Ge, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

; for instance, Grove & Wasserman [14] examined the trajectories of college students’ GPA,while similar studies focused on undocumented youth [14] or compared students with ADHD and theirneurotypical peers [15]. These cases, however, include little or no mention of major or concentration, andso new work is needed to study GPA in the engineering context. In engineering education, many studiesthat propose a longitudinal approach to GPA focus more on between-subjects variables or treat a singlemeasure of GPA as an outcome. For instance, Durik et al. [16] and Bernold et al. [17] both include GPAas outcome variables, but they focus on students’ two-year cumulative GPA in time-delayed analysesrather than examine GPA across multiple time points

Relevance Score: 0.014708883

Engineering Student Perceptions of Their Generic Skills Competency: An Analysis of Differences Amongst Demographics

Conference Session: Undergraduate Students' Professional Skills and Reflection
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Virginia Charter, Oklahoma State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

themselves as more competentthan their white peers for several of the generic skills, most of which are often considered to besoft skills. These findings have implications on research and practice in the engineeringeducation of minorities in order to grow and build a stronger more diverse engineeringworkforce.Introduction Assessment and continuous improvement of student outcomes in contemporaryengineering higher education programs are focal points in program-specific accreditation. ABET,one of the largest accreditors of engineering programs, has an accreditation model that includesthree elements: student outcomes, self-assessment, and continuous improvement. According toDuff [3], outcomes assessment becomes most successful when everyone

Relevance Score: 0.013139902

Predicting Interest in Engineering Majors: The Role of Critical Agency and Career Goals

Conference Session: Motivation, Goal Orientation, Identity, and Career Aspirations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Heather Perkins, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Herman Ronald Clements III, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, and her storymay be similar to other students who do not make it through the gauntlet of engineering, andinstead find fulfillment outside of engineering.Additionally, an extensive body of research shows that students’ personal epistemologies–howthey think about the nature of knowledge and knowing – affect how they approach learning inscience, mathematics, and engineering [14-19]. A disconnect between how students perceiveknowledge and engineering pedagogy fosters a lack of belonging in engineering. For example, inone study, “Michael,” a student who valued sense-making over memorization, felt different andisolated from his peers and community [11]. His approach to solving engineering problemsresulted in a deeper understanding, more creative

Relevance Score: 0.012683064

Engineering Identity, Slackers, and Goal Orientation in Team Engineering Projects

Conference Session: Motivation, Goal Orientation, Identity, and Career Aspirations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Yaqub Alam Mahsud, Harvey Mudd College; Alexandra Loumidis, Harvey Mudd College; Kobe Mia Rico; An Nguyen, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College
Tagged Divisions: Educational Research and Methods

intellectual development, require use of institutional resourceslike machine shops or labs, and encourage networking with peers and professors. Long-termprojects particularly affect the network strand because students collaborate for a long time.Therefore, this work hypothesized that interventions that enhanced students’ experience of thenetwork strand would bolster their engineering identities. The following subsections describeliterature on factors that are salient to the network strand of engineering identity: team formingstrategies (section 2.2), goal orientation within teams (section 2.3), and positive interactionsbetween team members (section 2.4).2.1 Long-Term Group ProjectsColbeck et. al [4] interviewed students who had completed a first-year

Relevance Score: 0.012586741

Exploring Student Responses to Utility-value Interventions in Engineering Statics

Conference Session: Motivation, Goal Orientation, Identity, and Career Aspirations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing

Relevance Score: 0.012372345

The Effects of COVID-19 on Faculty in the College of Engineering at San Jose State University

Conference Session: Engineering Education During the COVID-19 Pandemic
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Maria Chierichetti, San Jose State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

difficulties with online writing tools” [7, p. 3].Computer Science faculty were surveyed in June 2020 by Bizot et al [8]. 450 faculty respondedto the survey which had been distributed to the Computing Research Association (CRA) and theACM Special Interest Group on Computer Science Education (SIGCSE) mailing lists. Thefaculty reported that they changed their pedagogical techniques after the move online. Beforemoving online, 250 faculty had used active learning in their classes. After moving online, 34.9%discontinued active learning, 43.4% made minor changes and 21.3% made significant changes.Collaborative projects and labs were also impacted by the move online. Of the 180 faculty whoused collaborative projects, 13.9% discontinued them, 71.7% made

Relevance Score: 0.011664794

Instrumentation for Evaluating Design-learning and Instruction Within Courses and Across Programs

Conference Session: Faculty Perspectives of Active Learning, Inequity, and Curricular Change
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Steven Santana, Harvey Mudd College
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

○ I can communicate design work in writing. ○ I can communicate design work verbally. ○ I can communicate design work graphically. ● Management and Planning ○ I can monitor progress toward team goals. ○ I can divide a project into manageable components or tasks.Table 4: Engineering Identity and Belonging Survey Category Survey Item Definition ● I understand what it means to be an engineer. Interest ● I enjoy learning engineering. ● I am interested in learning more about engineering. ● I find fulfillment in doing engineering. Recognition