Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Kristin Bryant, Illinois Institute of Technology; Daniel Ferguson, Ohio Northern University

Tagged Divisions

Educational Research and Methods

AC 2009-1032: THE IMPACT OF REFLECTIONS IN SERVICE LEARNING ANDOTHER UNDERGRADUATE TEAM PROJECT LEARNINGMargaret Huyck, Illinois Institute of Technology Margaret Huyck is Professor in the Institute of Psychology, Illinois Institute of Technology. Her areas of expertise include adult development and program evaluation. She has been working with the IPRO Program at IIT for many years. She was a co-PI on an NSF CCLI-1 grant for adapting an EPICS Service Learning Pathway at IIT; and is the PI for a collaborative project funded with an NSF CCLI-2 grant to measure and identify best practices in multidisciplinary teamwork and awareness of ethical issues.Kristin Bryant, Illinois Institute of Technology

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Laura Hahn, University of Illinois, Urbana-Champaign; Alan Hansen, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

this end, we gathered andanalyzed student reflections on their learning experiences in a collaborative engineering projectbetween the University of Illinois at Urbana-Champaign and the University of KwaZulu-Natal inSouth Africa.BackgroundThe Association of American Colleges and Universities’ LEAP (Liberal Education forAmerica’s Promise) initiative (2007) emphasizes global awareness and experience within its foursets of Essential Learning Outcomes that are critical for preparing university students for thetwenty-first century. The “personal and social responsibility” domain includes:• Civic knowledge and engagement—local and global• Intercultural knowledge and competence• Ethical reasoning and action• Foundations and skills for lifelong

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

-LearningService-learning can be defined as a type of experiential education in which studentsparticipate in service in the community and reflect on their involvement in such a way asto gain further understanding of course content and of the discipline and its relationshipto social needs and an enhanced sense of civic responsibility7. The pedagogy of service-learning has four key characteristics. They are: service, the academic connection,reciprocal partnerships, and analysis or reflection8.Service - A central component of the service-learning experience involves serviceopportunities that meet the needs of the underserved in a community and/or contribute toprojects for the common good of the community. In engineering, service can take manyforms, from

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Karen Alfrey, Indiana University-Purdue University, Indianapolis; Elaine Cooney, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Educational Research and Methods

exercisestargeted to the course level were open-ended problem-solving assignments with no clear-cut “right” answer or approach, and written assignments with a reflective component,frequently requiring judgment in the face of uncertainty. Table 1, taken from thisprevious study, summarizes the relationship between the steps of problem solving4 andthe components of a complete act of thought as proposed by Dewey5. Dewey’s workforms the foundation for current literature on critical thinking.Problem Solving Complete Act of Thought1. Define the problem (i) a felt difficulty (ii) its location and definition2. Explore a variety of solutions (iii) suggestion of

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University

Tagged Divisions

Educational Research and Methods

interaction. Learningis largely mediated by social interaction of students and "More Knowledgeable Others" (e.g.teachers, parents, coaches, peers, experts, etc.)4. The classroom must become more active andengaging. When the students in the course becomes more involved and the professor puts morethought into the course the desired outcome is quite likely. Dee Fink in his workshops across thecountry states that there are two methods engaged teachers can utilize to add meaning to theexperience. “One is by helping students learn about additional things, e.g., about themselves,about others, about learning.2 Students survey responses reflect that they prefer to see onlinecourse-management systems, like WebCT and Blackboard, operate faster and be

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Shanna Daly, University of Michigan

Tagged Divisions

Educational Research and Methods

and summarizing the outcomes of aphenomenography of how design professionals experience design allow for an exampleof what a phenomenography looks like as it goes through the development stage and isanalyzed for outcomes.Research Approach Page 14.1189.2Phenomenography is grounded in the idea that what people remember and aspects onwhich they reflect about concrete experiences are related to the meanings they associatewith a particular aspect of the world, discerning critical components of an experiencefrom non-critical components2. These memories and reflections can be defined asconstituting a person’s awareness. Each person’s awareness is unique

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Michael Prince, Bucknell University; Margot vigeant, bucknell; Katharyn Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

development of the instrument. Example 1 below (Mitchell, 2007) is taken from theseries of questions designed to assess students’ understanding of the effect of surfaceproperties on radiation. Page 14.469.6Example 1:Radiation Question: Phase 1 A person walks toward two diffuse, gray surfaces that are maintained at 1000K (see figure below). Surface 1 has an emittance of 0.95. Surface 2 has a reflectance of 0.95. Surface 1 T=1000K Surface 2 Emittance = 0.95 T=1000K Reflectance = 0.95Question 7. Which statement is true? a) The person will feel warmer

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Dan Budny, University of Pittsburgh; Laura Lund, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

? THE VALUE FOR STUDENTSBased on our experiences, and student surveys and reflections from the students participating inthe course, we found the students top learning experiences were the challenges of functioning ina team environment, the need to learn how to communicate in a technical setting effectively witha client, and the positive feeling they had because of their impact on the community. The factthat their project was part of a service learning course served more to motivate the students andto make them aware of their ability to solve a problem of value to their community, comparedwith the value of the specific methods of engineering analysis or design learned to solve thevarious problems. Of course the principles of the design process

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Julie Trenor, Clemson University

Tagged Divisions

Educational Research and Methods

Learning and Challenges Faced during a Summer Undergraduate Research ExperienceAbstractUndergraduate research experiences offer many benefits to our students and serve as a primarymechanism to recruit students to graduate school and expose them to the practice of research,which also enables students to learn problem solving in the context of discovery and innovation.This paper employs a mixed-methods approach and a Community of Practice (CoP) theoreticalframework to investigate how participation in summer undergraduate research promotes situatedlearning. The mixed-methods approach, incorporating pre- and post- survey instruments as wellas weekly self-reflective journal entries were utilized to study undergraduate researchers

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Adam Czekanski, United States Military Academy; David Roux, United States Military Academy

Tagged Divisions

Educational Research and Methods

ConclusionsThe results from both semesters of data collection clearly illustrate a correlation betweenpercentage of correct answers on lesson review questions and anonymity provided to the student.The provision of anonymity enabled the student to place self-doubt and fear of embarrassmentaside in order to answer according to his/her own understanding6, 7. The results from thepopulations using clickers as their response method were reflective of what one would expectfrom a class containing students of varying capabilities and levels of comprehension.Conversely, the results of the populations using hand-raising as their response method wereexcessively inflated. The lack of anonymity amongst these populations inaccurately skewed thedata dramatically in

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Rebecca Damron, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Educational Research and Methods

included both the theoretical andpractical aspects of the peer tutoring process, was used as part the training process.Topics included everything from the writing process, to working with grammar andmechanics, as well as how to conduct face to face tutorials. The Fellows continued tomeet weekly with their supervisor throughout the semester. The Writing Fellows wereasked to write two reflection papers, one during the training week about their writingbackground and one at the end of the semester about various aspects of the program todetermine the effects of the program.ResultsResults show that WF experience has an effect on student performance. On the firstreport of the semester, 69 students (out of 71) turned in the design project report

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2009-1276: ASSESSING GROWTH OF ENGINEERING STUDENTS USINGE-PORTFOLIOS: A MDL-BASED APPROACHChristine B. Masters, Pennsylvania State UniversityAlexander Yin, Pennsylvania State UniversityGül Okudan, Pennsylvania State UniversityMieke Schuurman, Pennsylvania State University Page 14.239.1© American Society for Engineering Education, 2009 Assessing Growth of Engineering Students Using E-Portfolios: A MDL-Based ApproachAbstractOverall premise of the work presented is to study the potential of e-portfolios as a viablemechanism for student reflection and assessment of growth on attributes that are part ofbecoming a World Class Engineer. These

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Miguel Ramos, University of Houston; Mequanint Moges, University of Houston; Victor Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Reddy Talusani, Houston Community College System; Shruti Karulkar, University of Houston

Tagged Divisions

Educational Research and Methods

Assessment Activities Program Objective 1 - Increase students’ capacity to engage in “real world” problem solving.≠ Participation in inquiry-based laboratory provided ≠ Students wrote lab reports describing students with an opportunity to apply conceptual different components of the laboratory knowledge in a practical, work-like setting. process.≠ Students developed conceptual maps that illustrated ≠ Concept maps were assessed for accuracy. connections between engineering technology concepts. ≠ Students submitted evaluations of mentors.≠ Mentors provided guidance on laboratory activities. This ≠ Mentors were asked to reflect on their strategy has two learning components: 1) helping

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University; Maura Borrego, Virginia Tech; Kacey Beddoes, Virginia Tech; Miguel Hurtado, Purdue University

Tagged Divisions

Educational Research and Methods

emphasizingand supporting engineering education research. These developments parallel a number of other,broader trends, including efforts to promote engineering education research by the EuropeanUnion’s thematic network on Teaching and Research in Engineering in Europe (TREE).The Australasian conference and journal had consistently high ratios of qualifying papers. Due toreasons discussed in more detail below, we expect these trends to continue into 2008. Qualifyingpapers at the ASEE Global Colloquium, on the other hand, ranged from a low of 25% in 2007 toa high of 44% in 2008. These variations likely reflect yearly changes in the location, thematicfocus, and organization of this conference series.Research Activity by CountryCountry-of-origin

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

meetsthe students’ overwhelming desire to ‘attend class’ at the time and place of their choosing. Theundeniable benefit of podcasting is its ability to allow students to pause a class for reflection orto replay portions of a class for review.IntroductionFor some time now, technology-enabled teaching methods (e.g., distance learning, virtual/remotelaboratories, podcasting, and on-line, hybrid or blended courses) have promised greaterefficiencies for education delivery and improved student access, and is purported to better matchthe learning style and preference of today’s students. Few scientifically rigorous studies havebeen conducted to test the effectiveness of these methods because, most likely, the methods areevolving at a rapid pace as the

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Gloria Starns, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Educational Research and Methods

of nodes on each map as well asnoting whether students chose to represent their thoughts using words or symbolic notation.Prior to the second of two regular semester exams and the final exam, research instructorsconstructed mind maps to be used as the exam keys. Faculty members teaching the same class,but not using mind maps, were asked to review the keys and state whether or not the mind mapadequately reflected those course concepts on which students would be tested. Followingediting of the mind maps to reflect faculty consensus on the concepts to be tested, the examswere administered and graded using the mind map key.Results and Observations: Phase 1 ≠ Observation 1: Students constructed their mind maps in a manner consistent with the

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Marie Kendall-Brown, University of Michigan

Tagged Divisions

Educational Research and Methods

.The CRLT Players engage an audience by presenting a problem in theatrical form, then invitingthe audience to discuss and offer solutions to the problem. This approach has been shown topromote powerful transformations in awareness and behavior: teaching assistants in science andengineering who viewed an interactive theater sketch about the chilly climate for womenstudents in the sciences reported greater awareness about the experiences of women and minoritystudents, reflected on how their own actions affected students, and ultimately altered theirbehavior as a consequence3.For this research, we hypothesized that having engineering students observe effective andineffective interactions of a diverse team in the context of an interactive theater

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

factor in their lives. It seemsclear that the college experience has done nothing to close the confidence gap, and perhapscontributed to its persistence. We now turn to students’ own reflections on their engineeringeducation for an explanation.Results from student interviews:In their senior year, 15 of the APS students participated in an in-depth, semi-structuredqualitative interview. Some questions in the interview were designed to elicit students’reflections on their experiences as engineering undergraduates. Others were designed to elicitstudents’ conceptions of engineering and themselves as engineers now embarking on theirprofessional careers. In this section, we complement the findings from the PIE survey with a richpicture of students

Conference Session

Special Session: 19 years of NETI-- A Tribute to Jim Stice

Collection

2009 Annual Conference & Exposition

Authors

Richard Felder, North Carolina State University; Rebecca Brent, Education Designs Inc.

Tagged Divisions

Educational Research and Methods

them to become involved in instructional development. 3. Did the NETI motivate participants to join the ASEE? Question 18 asked whether the participants were members of the ASEE and whether the NETI motivated them to join. 4. Has the NETI promoted scholarly teaching and the scholarship of teaching and learning? Questions 5, 6, 16, and 18 asked (a) whether participants had engaged in practices that characterize scholarly teaching (reading education-related papers, attending education- related seminars, workshops, and conferences, using classroom research to assess the effectiveness of their teaching, and reflecting on and attempting to understand the processes of teaching and learning in general and their

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

the semester, just after the Teaching Assistants have provided feedback tostudents on their first draft solution to the Paper Plane Challenge MEA, and near the end of thesemester, just after giving students feedback on their first draft solutions to the third MEA,Student Travel Modes. These interviews were conducted with individual Teaching Assistants,lasted approximately 30 minutes, and were audio-recorded. The interview protocol for the firstsemi-structured interviews is presented in Appendix B. The second interview followed the sameprotocol, but the interview participants were also asked to reflect on any changes (in theirexperiences with grading the MEAs, such as changes in what they found challenging aboutgrading the MEAs, changes in

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Ashlyn Munson, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Alka Harriger, Purdue University

Tagged Divisions

Educational Research and Methods

. The results and opinions expressed hereinare that of the authors and do not necessarily reflect that of the NSF. Page 14.1104.3II. MethodsThis section describes the design of the 2008 student portion of the SPIRIT summer workshop,the target student population, and the quantitative and qualitative methodologies that were used.A. Workshop DesignThe 2008 SPIRIT summer workshop consisted of a two week summer institute. Teachersparticipated in the full two week program while guidance counselors and students participated inthe second week only. During week one of the workshop, teachers were educated about ITcareers and the integration of the Alice

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Janel Sutkus, Carnegie Mellon University; Donald Carpenter, Lawrence Technological University; Cynthia Finelli, University of Michigan; Trevor Harding

Tagged Divisions

Educational Research and Methods

the students and asked thecampus liaison to select faculty and administrators either involved in ethics education or withknowledge of how ethics was included within the curriculum. Each participant completed a briefanonymous questionnaire which allowed us to aggregate their demographic characteristics.Student participants reflected the demographics of engineering students nationwide, with two-thirds of the participants being male, seventy-five percent studying civil, mechanical, orelectrical and computer engineering, and two-thirds being white3. In addition, the participantswere distributed almost evenly across freshman, sophomore, junior, and senior/fifth-year classes.Nearly sixty percent were members of a professional engineering student

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Saraj Gupta, Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

flexible manner in a cycle of reflection-action-re-reflection7. All of these have implications for the pedagogy that might be chosen to convey andprepare the setting for design learning.Despite their contributions to the design research, shortcomings of these approaches exist inexplaining, (or taking into account) the relationships between the design practice, design context,and design team performance. For example, the normative approach isolates design tasks fromtheir wider context 8,9. It neglects most of the specific factors and constraints designers need tocope with, such as economic constraints, time pressure and teamwork10. The empirical approachhas not been always theory based – a clear direction of research sometimes has been missing9

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

B. Kyun Lee, LeTourneau University; Paul Leiffer, LeTouneau University; R. William Graff, LeTourneau University; Vicki Sheafer, LeTourneau Iniversity

Tagged Divisions

Educational Research and Methods

14.1293.4were researchers who could design different tasks. Most studies of cognitive styles weredescriptive, did not attempt to elucidate the underlying nature of the construct or relate styles toinformation processing theories, and were designed according to the assumption that styles arelimited to only very basic information processing operations. The main message of the researchis that styles represent relatively stable individual differences in preferred ways of organizingand processing information that cut across the personality and cognitive characteristics of anindividual.Despite declining interest in styles among cognitive scientists by the end of the 1970s, thenumber of publications on styles in applied fields increased rapidly, reflecting

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elliot Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

assumecertain conceptualizations of critical thinking and apply those definitions to interpret studentbehavior. There are very few empirical studies that examine the practice of critical thinking inorder to understand the actual strategies used by students when they participate in what educatorswould consider to be critical thinking tasks. One exception is the Reflective Judgment Model ofKing and Kitchener.10 This model is based on qualitative studies, although it is now measuredusing a quantitative instrument, and has not been used for engineering students. Other examplesexist for specific engineering tasks that require higher order thinking, such as examining theprocesses students use when confronted with a design task.11-13 The purpose of this study

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

. There was greater agreement from mechanicaland civil engineering faculty, probably because service-learning projects have fit more easilyinto a wider range of courses in these disciplines. In electrical and computer engineering,service-learning is generally tied to assistive technology projects – although new projects haverecently been added – and with chemical and plastics engineering, appropriate service learningprojects are hard to find. This department-specific difference in the integration of service-learning is more significantly reflected in last two statements. For statement (f) “in principle,service-learning would be beneficial to the students in the courses I teach,” the level ofagreement decreased as civil, mechanical, electrical

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, The University of Georgia; Ashley Babcock, University of Georgia

Tagged Divisions

Educational Research and Methods

also enters the system. For example, what is taught today is strongly influenced by what today's teachers were once taught. Similarly, each student brings a history and, thus, certain characteristic into the system.4. Feedback Loops The interaction of elements of complex systems usually contains stimulating or inhibiting feedback loops. This feedback causes the activity of an individual element to reflect back Page 14.350.5 on itself. One aspect of engineering education that illustrates the existence of feedback loops is the element of formal assessment. A very simplified way to illustrate this is looking at how student learning

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

Paul Blowers, University of Arizona

Tagged Divisions

Educational Research and Methods

been available for several weeks. Page 14.222.10 Date of Lecture This student appears to be a Figure 5 - Number of days after posting of OneNote file until this particular student accessed the material - a reflective student.reflective student who made use of the OneNote and D2L combination of access in a timelymanner. A review of this student's records show that they finished the course with the sixthhighest

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Malcolm Drewery, National Academy of Engineering; Stefani A. Bjorklund, Rankin & Associates Consulting

Tagged Divisions

Educational Research and Methods

more than pictures, (3) when given time to reflect on the materialpresented, and (4) when proceeding in a stepwise manner [3]. However, reaching the studentswho best learn via external stimuli, with pictures, with activity, and when taking a more globalperspective on the information can be accomplished with few instructional changes. Pedagogicaltechniques such as presenting both abstract and concrete information, both problem-based andfundamentals-based exercises, and both images and text engage more students. Small groups alsoencourage activity and provide a break from traditional lectures [3].Grove and Bretz developed a survey for chemistry students to measure their metacognitive skills,or how well they understand the concepts and their

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

3preparedness. As such, the primary research question guiding this paper is: How can wemeasure the global preparedness of graduate and undergraduate engineering students? In designing my instrument I used the same subscales of the teacher instrument andaltered individual survey items within the subscales to reflect specific engineering foci asrecommended by the National Academy of Engineering. This paper presents the pilot researchresults from implementation of the global preparedness index that I designed for engineeringstudents. The following seven subscales were utilized in creation of this global preparednessindex. Ethic of Responsibility: Deep personal and care concern for people in all parts of the world; sees moral