Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Janice McCain, Howard University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

, include understanding the relationship between the development ofengineering identity and: • extracurricular activities, both within engineering (eg mini-Baja, solar cars, or volunteering with Engineers Without Borders) and outside engineering (eg theatre, other community service) • exposure (or lack thereof) to engineering practiceAs the nature of student understanding of engineering changes over time and differs betweengenders, a complete picture of how students develop an engineering identity is complex. Thework presented here is only a preliminary examination of the process of identity development asstudents progress through their engineering education, The research of the Center for theAdvancement of

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Kristyn Jackson, Stanford University; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

Realities.” accepted for ASEE Annual Conference, 2008.11. “Unpublished data” obtained through communication with Dr. Krista Donaldson, Jan. 2008.12. H.L. Chen, K.M. Donaldson, G. Lichtenstein, O. Eris, D. Chachra, S.D. Sheppard, “From PIE to APPLES: TheEvolution of a Survey Instrument to Explore Engineering Student Pathways, accepted for ASEE AnnualConference, 2008.13. J. Mervis, "Wanted-A Better Way to Boost Numbers of Minority Ph.D.s," Science, August 28, 1998, Vol. 281,No. 5381, p. 1268.14. N. B. Walters, “Retaining aspiring scholars: Recruitment and retention of students of color in graduate andprofessional science degree programs,” paper presented at the annual meeting of the Association for the Study ofHigher Education, Nov. 1997

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Ken Yasuhara, University of Washington; Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

interest and expertise include qualitative and mixed educational research methods, adult learning theory, student development, and women in education.Ken Yasuhara, University of Washington KEN YASUHARA is a graduate student in Computer Science and Engineering, College of Engineering, University of Washington. Ken is working on research projects within the Center for Engineering Learning and Teaching (CELT) and the Center for the Advancement of Engineering Education (CAEE).Cynthia Atman, University of Washington CYNTHIA J. ATMAN is the founding Director of the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington and the Director

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Andrew Jocuns, University of Washington; Reed Stevens, University of Washington; Lari Garrison, University of Washington; Daniel Amos, University of Washington

Tagged Divisions

Educational Research and Methods

the four years of theirimmersion in the engineering curriculum. We provide an analysis of the origins of students’images of engineering and what causes them to change and suggest some ways in which thisimagery affects the engineering education experience. We also discuss dominant images acrossthe four schools, showing how some images of engineering are so dominant that students who donot fit within those images must perform what we refer to as reconciling work in order to repairthreats to their engineering identity.An important part of our study has been how do students develop an identity as engineers. Our Page 13.1113.2approach to identity has

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; John Duffy, University of Massachusetts Lowell; Alan Melchior, Brandeis University; Eric Morgan, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

than one course. Thirty-seven full-time engineering faculty members havetried service-learning at least once so far, just about half the faculty.Faculty were recruited via personal contacts and through workshops offered in the summer andfall of 2004. All engineering faculty were invited. The summer workshop was an all day affairwith presentations by Dwight Giles as well as community partners and breakout discussions;Dwight Giles is a well-known researcher in service-learning9 and was a consultant on the project.A second workshop was about 3 hours and focused on assessment, and again Dwight Gilespresented. A planning grant from NSF allowed faculty to develop S-L courses throughminigrants and graduate student support, and a part-time S-L

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

David Goldberg, University of Illinois at Urbana-Champaign; Andreas Cangellaris, University of Illinois at Urbana-Champaign; Michael Loui, University of Illinois at Urbana-Champaign; Raymond Price, University of Illinois at Urbana-Champaign; Bruce Litchfield, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Educational Research and Methods

institution. At a research institution, however, a standalone program risks the segregation ofthe faculty into less prestigious undergraduate teachers and more prestigious graduate facultywho conduct research. College-wide interdisciplinary programs or institutes on undergraduateeducation provide a locus for education-oriented faculty in different departments. Separatedepartments of engineering education take this one-step further by permitting full unit status anda dedicated faculty for education research and innovation.Despite the differences in these three approaches, each of these arrangements assumes thatmodification of organizational structure is part of the answer to the question of how to reformengineering education. We agree with that

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Helen Chen, Stanford University; Krista Donaldson, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University

Tagged Divisions

Educational Research and Methods

Advancement of EngineeringEducation (CAEE) is a cross-university study that systematically examines how engineeringstudents navigate their education, and how engineering skills and identity develop during theundergraduate period. Through the collective work of the APS, two instruments have emerged –the Persistence in Engineering (PIE) survey and the Academic Pathways of People LearningEngineering Survey (APPLES). This paper describes the redesign of the longitudinal PIE surveyinstrument for the cross-sectional administrations of APPLES as informed by emerging findingsfrom other APS methods. We discuss the challenges of the evolution of PIE and APPLES whileaddressing the comparability of these instruments to each other, and outline plans for

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine

Tagged Divisions

Educational Research and Methods

engaging and interactive ways of learning core concepts and typical common practices needed and expected by employers in the industry, such as using and developing test code, troubleshooting, and design documentation2) Using projects to create a meaningful product that used core concepts and developed transferable skills, such as team work, project management, and communication skills3) Building a social community within the learning environment that supported and motivated students throughout their computer science education. This was Page 13.245.2 essential in a program that had few to no majors at any given time to tutor students

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Mia Clark, Stanford University; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Cynthia Atman, University of Washington; Ronald Miller, Colorado School of Mines; Ruth Streveler, Purdue University; Reed Stevens, University of Washington; Karl Smith, University of Minnesota

Tagged Divisions

Educational Research and Methods

(STEM) students with the skillsand knowledge needed to tackle the technological challenges of the 21st century, the NationalScience Foundation granted funding in 2003 to the Center for the Advancement of EngineeringEducation (CAEE), dedicated to advancing the scholarship of engineering learning and teaching.The largest element of the CAEE is the Academic Pathways Study (APS), an in-depth, mixedmethods exploration of the undergraduate student experience and the graduate’s transition intoprofessional practice. The APS addresses the following research questions: 1. How do students' engineering skills and knowledge develop and/or change over time? 2. How does one's identity as an engineer evolve? 3. What elements of engineering education

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Gül Okudan, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

attributes are meant to make students aspire to becomeWorld Class Engineers (experts). Most likely, students will graduate at the proficiency level atmost, not the expert level. In other words, students should all realize that their undergraduateeducation lays a foundation for becoming a World Class Engineer. What we need to capture istheir growth toward this proficiency. An e-portfolio is a great tool to communicate highexpectations, but those should be different for students at different levels of their education. Forexample, we should communicate to first year students what we expect them to be able to doafter the first year. The idea is to set realistic goals for each year for each of the WCE attributesto keep students motivated and engaged.We