Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

P-12 Engineering Research and Learning (INSPIRE). Her P-12 research interests center on the integration of engineering into elementary education.Brenda Capobianco, Purdue University Dr. Brenda Capobianco is an Associate Professor in the Department of Curriculum and Instruction and holds a courtesy appointment in the School of Engineering Education and an affiliated appointment in Women’s Studies at Purdue University. She holds a B.S. in biology from the University of Alaska Fair- banks, M.S in science education from Connecticut Central State University, and Ed.D. from the University of Massachusetts Amherst. Her research interests include girls’ participation in science and engineering; teacher’s engagement in

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

workshops wereattended by four teams, resulting in fifteen educators in total. The activities were designed todevelop curriculum design capacity with an emphasis on the National Academy of Engineering(NAE) Engineer of 2020 Attributes3. Learning goals for the engineering focused workshopparticipants included: understanding commonalities and differences among participating schools‟curricula and choosing learning outcomes appropriate for their setting; understanding therelationships between student learning outcomes, learning principles, and assessment principles;observing student assessment in action and learning how to foster student learning; examiningissues surrounding the design and implementation of curriculum that integrates theory, research

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

: Transformation or assimilation?Purpose of the study and research questionsThe aim of this study is to examine how elementary school teachers translate what they learnedfrom using the Engineering is Elementary (EiE) curriculum. The research questions include thefollowing: 1) What are the teachers‟ first steps in developing engineering design-based sciencelessons? 2) What are the teachers‟ actual attempts at integrating the engineering design process?3) How can we characterize teachers‟ attempts? The context of this research study is auniversity-based initiative focused on creating an engineering literate society throughpreeminence in P-12 engineering education research and scholarship.Theoretical frameworkCentral to this study is the work of teachers

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

  easily favor active methods of learning and the results may not even differ significantly frommore passive forms of learning. However, the effect of active learning methods on the highercognitive levels needed to succeed in an engineering curriculum, e.g. knowledge synthesis, maypoint out more significant effects of active learning.Another common problem in the literature is the lack of shared terminology for active learningmethods. For example, some studies classify any “hands-on” activity as inquiry basedintervention without stating the important aspects of inquiry, such as to what degree students willbe responsible to generate research questions, or who is in charge (i.e., teacher or students) todecide data collection methods. Another example

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

classes in Chemical Engineering", Bringing Problem- based Learning to Higher Education: theory and practice, San Francisco, CA: Jossey-Bass, 1996, pp. 91- 99.[17] Krishnan, S., C.M. Vale, and R. Gabb," Life in PBL: two PBL teams", AAEE, 2007.[18] Ribeiro, L.R.C., and M.D.G.N. Mizukami," Problem-based learning: a student evaluation of an implementation in postgraduate engineering education", European Journal of Engineering Education Vol. 30, No. 1, 2005, pp. 137 - 149.[19] Smaili, A., and S. Chehade," Effective Integration of Mechatronics into the Mechanical Engineering Curriculum: A Cooperative, Project-Based Learning Model with Seamless Lab/Lecture Implementation", International Journal of Engineering

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

process at Oregon State University where he is pursuing a MS in Mechanical Engineering. His secondary research interest is engineering education.Milo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He cur- rently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels. Acknowledgements - The

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Mohd Salleh Abu, Universiti Teknologi Malaysia; Shahrin Mohammad, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

AC 2011-2720: AN INSTRUMENT TO ASSESS STUDENTS’ ENGINEER-ING PROBLEM SOLVING ABILITY IN COOPERATIVE PROBLEM-BASEDLEARNING (CPBL)Syed Ahmad Helmi Syed Hassan, Universiti Teknologi Malaysia Syed Helmi is an academic staff in the Faculty of Mechanical Engineering and is currently a Ph.D. in Engineering Education candidate in Universiti Teknologi Malaysia.Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia Khairiyah is an associate professor in the Department of Chemical Engineering, Universiti Teknologi Malaysia. She is presently the Deputy Director at the Centre for Teaching and Learning in UTM. Her main research areas are Process Modeling, Simulation and Control, and Engineering Education. She has been implementing

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

AC 2011-2655: ANALYZING SUBJECT-PRODUCED DRAWINGS: THEUSE OF THE DRAW AN ENGINEER ASSESSMENT IN CONTEXTTirupalavanam G. Ganesh, Arizona State University Tirupalavanam G. Ganesh is Assistant Professor of Engineering Education at Arizona State University’s Ira A. Fulton Schools of Engineering. He has bachelors and masters degrees in Computer Science and Engineering and a PhD in Curriculum and Instruction. His research interests include educational research methods, communication of research, and k-16+ engineering education. Ganesh’s research is largely focused on studying k-12 curricula, and teaching-learning processes in both the formal and informal settings. He is principal investigator of the Information Technology

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

discuss results from the analysis ofclosed-ended and open-ended survey questions, and identify future work.Pre and Post-Survey for Short-Term Program ImpactA survey was administered at the start and at the end of the workshop to measure the influence ofthe workshop experience on participant’s familiarity, confidence and engagement in conductingengineering education research and using research to inform teaching or curriculum. The preand post-survey instruments were designed to answer the three primary evaluation questionsgiven in the previous section and had five distinct constructs (Table 2) using close-ended itemswith an associated response scale. The first construct on familiarity with the issues of educationresearch and the second construct

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah S. Stohlmann, University of Minnesota; Tamara J. Moore, University of Minnesota, Twin Cities; Young Rae Kim, University of Minnesota, Twin Cities; Mi Sun Park, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota

Tagged Divisions

Educational Research and Methods

AC 2011-2205: THE DEVELOPMENT OF AN INSTRUCTIONAL AND AS-SESSMENT TOOL FROM STUDENT WORK ON A MODEL-ELICITINGACTIVITYMicah S Stohlmann, University of Minnesota Micah Stohlmann is a Math Education doctoral student in Curriculum and Instruction at the University of Minnesota where he also received his M.Ed in Math Education. He also is minoring in statistics education. Previously he taught high school math in California and Minnesota. His research interests include STEM integration, cooperative learning, elementary education, and the effective use of technology.Tamara J. Moore, University of Minnesota, Twin Cities Tamara J. Moore is the co-director of the University of Minnesota’s STEM Education Center and an

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Mustafa A. Biviji, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

value was described as “meeting a need thatfulfills … what a market requires”, but also as “a difference that makes a difference”, “positivelyimpacting a lot of people” and even “helping the world”.Most of the experts clarified their definition of innovation by emphasizing that innovationrequires more than “just creativity”, more that “just ideas”, and “invention is not the same asinnovation.” One noted that “an academic idea does not lead to innovation because it’s notaffiliated with any end game.” The implementation and value creation are essential.Summarizing our experts’ statements, “It is far more than creativity or an invention in a fieldbecause it integrates understanding and responding to a need by making an actual product thatadds

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

; Exposition (Lousiville, KY, 2010).6. Brown, C., Murphy, T.J. & Nanny, M. Turning Techno-Savvy into Info-Savvy: Authentically Integrating Information Literacy into the College Curriculum. Journal of Academic Librarianship 29, 386-398 (2003).7. Wertz, R.E.H., Ross, M., Fosmire, M., Cardella, M.E. & Purzer, S. Do students gather information to support design decisions? Assessment with an Authentic Design Task in First-Year Engineering. in 2011 American Society for Engineering Education Annual Conference & Exposition (Vancouver, BC, 2011).8. Katz, I.R. Testing Information literacy in Digital Environments: ETS's iSkills Assessment. Information Techniology and Libraries 26, 3-12 (2007).9. Center

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

AC 2011-2038: AN ACTIVE LEARNING ENVIRONMENT FOR ENRICH-ING MATHEMATICAL, CONCEPTUAL, AND PROBLEM-SOLVING COM-PETENCIESMorris M. Girgis, Central State University Morris Girgis is a professor at Central State University. He teaches undergraduate courses in manufactur- ing engineering. He recieved his Ph.D. in mechanical engineering from Hannover University, Germany. His current research in engineering education focuses on developing and implementing new educational tools and approaches to enhance teaching, learning, and assessment at the course and curriculum levels. Page 22.159.1 c

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Qiong Zhang, University of South Florida; James R. Mihelcic, University of South Florida; Julie Zimmerman, Yale University; Nina J. Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

. Page 22.235.1 c American Society for Engineering Education, 2011 Assessing Engineering Students' Readiness to Collaborate for Sustainable Design: An open access instrument for experimentationAbstractTopping the list of the National Academy of Engineering’s grand challenges for engineering isthe imperative for designs which meet the needs of today's society without compromising theability of future generations to meet their own needs--sustainable design. Best practices insustainable design have drawn on open, participatory collaboration with stakeholders--a rareprocedure in most engineering disciplines. This type of collaboration requires integrated ethicaland social development as well as

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron

Tagged Divisions

Chemical Engineering, Educational Research and Methods

: Launch curriculum where students design (conceptually) and build multiple modules in asemester and use these modules on a regular basis to explore multiple thermodynamics conceptsinside the classroom.Overview of Year 1It must be stated that Year 1 is not truly the first year the author has used some form of projectdesign in his class, but it is the first year that the thought of integrating the projects inside theclassroom on a desktop has occurred. The students who were involved in the Year 1 course werefirst semester, junior-level students (33 ChE and 3 CEE) at TTU. There were nine teams ofstudents and each team contained four members. The teams were solely decided by the instructorbased on an analysis of the students’ college transcripts and

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

student grades basedon individual performance. Despite the minimalist philosophy shaping the evolution of ourapproach, truly effective use of the system developed requires substantial time investment by theinstructor; we close by outlining an online system we are developing to largely automate theteam management process. Benefits of automation include real-time feedback to instructor andteam members, automated flagging of potential trouble, and automatic documentation ofcontributions/performance for individual team members.1.0 IntroductionThe past decades have brought a growing awareness of the value of integrating training in abroad range of “soft skills” – including teaming, project management, and oral and writtencommunication – into the

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

University Kevin Cook is an Assistant Professor of Mechanical Engineering Technology (MET) at Montana State University. He is also the Program Coordinator of the MET Program. Mr. Cook holds a B.S. degree in MET and a M.S. degree in Industrial and Management Engineering, both from Montana State University. Mr. Cook has significant industrial experience and is a registered Professional Engineer in the state of Montana. His research interests relate to education improvement, as well as curriculum design and integration. Page 22.1400.1 c American Society for Engineering Education, 2011

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael A. Collura, University of New Haven; Shannon Ciston, University of New Haven; Nancy Ortins Savage, University of New Haven

Tagged Divisions

Educational Research and Methods

AC 2011-2374: EFFECT OF FRESHMAN CHEMISTRY ON STUDENTPERFORMANCE IN SOPHOMORE ENGINEERING COURSESMichael A. Collura, University of New Haven MICHAEL A. COLLURA, Professor of Chemical Engineering at the University of New Haven, received his B.S. Chemical Engineering from Lafayette College and the M.S. and Ph.D. in Chemical Engineering from Lehigh University. He is currently serving as the Director of the Multidisciplinary Engineering Foundation Spiral Curriculum. His professional interests include the application of computers to process modeling and control, engineering education research and reform of engineering educationProf. Shannon Ciston, University of New Haven Shannon Ciston is an Assistant Professor of

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

know and how to learn what they don’t know when they have a need to learn it. And so it is an interesting thing, because I don’t think it is one of our stated goals, but it is not one of the things I would have identified as one of the benefits of a broad curriculum, is where students quickly learn that there are not only limits to their own knowledge, but limits to our knowledge. … [T]hey understand that nobody knows everything and they have to learn to get through here and they have to learn for the rest of their lives.The engineering curriculum is not specialized to any specific discipline, as students graduatewith a baccalaureate degree in general engineering. The goals of the program are to

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

experience to the ethical lessons taught in the curriculum, we begin toengage engineers and create more robust learning experiences. Engaging students on thepractical decisions they face in their organizations could positively influence how students viewethics in all situations they encounter. In addition to relating out-of-class experiences to in-classdiscussions on ethical development, institutions should create a culture that promotes studentengagement with an understanding that there may be risks to students when they are overcommitted.AcknowledgementsThis work was supported in part by grants from the National Science Foundation (EEC#0647460, 0647532, and 0647929). The views expressed represent those of the authors and notnecessarily those of

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium

Tagged Divisions

Educational Research and Methods

Master’sprograms in three main fields: Humanities and Social Sciences; Science, Engineering andTechnology and Biomedical Sciences. In 2010 approximately 37000 students were enrolledat K.U.Leuven. The Engineering Faculty is part of the Science, Engineering and Technologygroup. In the current academic year 4369 students are enrolled at the Faculty of Engineering.The engineering curriculum consists of a three year Bachelor’s program that prepares thestudents for a subsequent Master’s program of two years. The Faculty organizes Master’sprograms in several disciplines, like Architecture, Electrical Engineering, MechanicalEngineering, Chemical Engineering, Materials Engineering, Civil Engineering, BiomedicalTechnology, Computer Science, Energy Engineering

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

to use engineeringin their classrooms. The results of this study show that STOMP does have a positive impact onteacher self-efficacy in teaching engineering design. In addition the more experience a teacherhas with STOMP seems to impact the engineering subject matter knowledge and engineeringdesign pedagogical content knowledge they applied in their interviews and classrooms.IntroductionConcern over performance and participation in STEM (science, technology, engineering, andmathematics) fields in the United States has lead to greater integration and adoption ofengineering in K-12 curricula. In December 2000, the Massachusetts Department of Educationadded engineering to its curriculum frameworks (as part of the Science &

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

where she led a university team to successfully launch their first virtual campus. She began her career working as a computer analyst for the Department of Defense. Dr. Scales presents regularly to the American Society of Engineering Education and serves on Ph.D. graduate committees. She is an affiliate faculty member with the Department of Engineering Education and publishes in the area of instructional technology and distance learning. She holds a Ph.D. in Curriculum and Instruction with a concentration in Instructional Technology from Virginia Tech, a M.S. in Applied Behavioral Science from Johns Hopkins and a B.S. in Computer Science from Old Dominion University

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

. and D. Radcliffe. Strategies for Developing Reflexive Habits in Students. in American Society for Engineering Education (ASEE) Annual Conference and Exposition. 2000. St. Louis, Missouri.20. Walther, J., et al. Integrating Students’ Learning Experiences through Deliberate Reflective Practice. in Frontiers in Education Conference. 2009. San Antonio, TX21. Kellam, N., et al. Integrating the Environmental Engineering Curriculum through Crossdisciplinary Studios. in ASEE Annual Conference and Exposition. 2010. Louisville, KY: American Association for Engineering Education.22. Walther, J. and D. Radcliffe. Analysis of the Use of an Accidental Competency Discourse as a Reflexive Tool for Professional Placement

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

education. Journal of Engineering Education,309-318.4. Halpern, D.F., Benbow, C.P., Geary, D.C., Gur, R.C., Hyde, J.S., & Gernsbacher, M.A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest. 8(1), 1-51.5. Walters, A.M., & Brown, L.M. (2005). The role of ethnicity on the gender-gap in mathematics. In A.M. Gallagher & J.C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 207-219). New York: Cambridge University Press.6. Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32, 243-257.7. Margolis, J. & Fisher, A. (2002

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

PLTW foundations courses. Findings include insight into the level ofexplicit integration of math and engineering, and how PLTW experiences influenceteacher’s views about preparing students for engineering careers. Implications forpractice include the importance of creating awareness surrounding the need forinstructors to make explicit connections at an early stage in precollege engineering so thatstudents can improve their academic preparation as well as career readiness. Our studiesof engineering practice indicate that curricula in high school and college give students anincomplete picture of engineering work and what engineers do and often do not developthe full skill set needed to successfully execute increasingly complex, interdisciplinary

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Science Foundation, 2.1–2.48.7 Hursh, B., P. Haas, & Moore, M. (1983). An interdisciplinary model to implement general education. Journal of Higher Education, 54, 42–49.8 Newell, W.H. (1990). Interdisciplinary curriculum development. Issues in Integrative Studies, 8, 69–86.9 Newell, W.H., & Green, W.J. (1982). Defining and teaching interdisciplinary studies. Improving College and University Teaching, 30, 23–30.10 National Academy of Engineering (2005).Educating the engineer of 2020: Adapting engineering education for the new century. Washington, D.C.: National Academies Press.11 Lattuca, L.R., L.J. Voigt & Fath, K.Q. (2004). Does interdisciplinarity promote learning? Theoretical support

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

about a student’s engineering identity as an element of student development in theundergraduate years?Learning Environment: How would you characterize the learning environment on your campus?Is there an atmosphere of students in competition with each other? Do students feel overloadedby a demanding curriculum? Do all students feel that your institution would like them tosucceed? Do your students develop confidence in their abilities as engineers? Are your studentsexcited when they graduate, or do they seem to be just sticking it out to the end?Example #2: Learning about Engineering over Four Years13, 18, 19, 20 - Engineering students’ knowledge does grow over the four years, but many seniors did not report gaining knowledge of

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

from Georgia Institute of Technology, and a MBA from Indiana University. She has taught at Wentworth Insti- tute of Technology as an Adjunct Professor for College Physics I. She has also worked in industry at Pratt & Whitney for several years and served in roles such as Integrated Product Team Leader and Affordability and Risk Manager for the F135 Engine Program. Page 22.1038.1 c American Society for Engineering Education, 2011 Making Sense of Nanoscale Phenomena: A Proposed Model of Knowledge and ThinkingAbstractNew curricula are needed to meet the

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Kristin E. Oliver, Texas Tech University

Tagged Divisions

Educational Research and Methods

curriculum, it would be reasonable to expect to observedevelopment in information fluency in engineering students in their freshman to senior years.Measures of Information Fluency The processing of information is an intricate interplay between the person and theinformation source. On the one hand, there are strategies for negotiating the complexities ofinformation. These are termed metacognitive strategies because they relate to how a personmonitors and guides comprehension of information. On the other hand, individuals hold specificbeliefs about the nature and purpose of information. These are termed epistemic beliefs becausethey relate to individuals‟ beliefs about the nature of knowledge. Metacognitive strategy use and