Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the students with feedback on intermittentsolutions - can be especially challenging when it is hoped that students will understand andrespond to the feedback in ways that indicate learning has taken place. The aim of this study isto examine how students in a first-year engineering course perceive and respond to feedbackreceived from a Graduate Teaching Assistant (GTA) and their peers as they iterate throughmultiple drafts of their solutions to Model-Eliciting Activities (MEAs). In this paper, we reportcase findings based upon three interviews each from four students from a single team thatparticipated in the interviews following three MEAs implemented in a single semester. Findingsindicated all four students struggled with the feedback

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and reliable evaluation of student performance on open-ended problems is a challenge given that numerous reasonable responses are likely to exist for agiven problem and multiple instructors and peers may be evaluating student work. In previouswork, evaluation tools for open-ended problems, specifically Model-Eliciting Activities (MEAs),were rigorously developed to ensure that the evaluation tools evolved with fidelity tocharacteristics of high performance and with increased reliability. As part of an on-goingprocess of tool development, this study presents an expert evaluation of student work using theSpring 2009 version of assessment tools. The Just-in-Time Manufacturing MEA wasimplemented in Spring 2009 in a large first-year engineering

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Raghavi Merugureddy, Purdue University ; Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

39% 52% 6% 3% see what results I get)e. When grading MEA Team Final, I review my (or 45% 29% 19% 6% previous TA) feedback to the team on Draft 2f. I make a note of the mathematics that students are 29% 48% 19% 3% usingg. When grading MEA Draft 2, I review the peer 16% 35% 26% 23% feedback to the team on Draft 1h. I write down comments as I am reading the 16% 29

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

write-up/procedure that other students would follow about their module(with a 100% correct report attached by the team) and, finally, a detailed project report. At the endof the semester, the student groups would archive all of this electronically and send it to theinstructor as well (for the teams to use in the follow-on years). Detailed information was providedto the students on the syllabus as to why this activity was occurring. This has been repeated below: While there is an increasing movement towards "hands-on" learning, especially in engineering, such an approach is mainly focused on modified laboratory experiences and/or out-of-classroom experiences. However, most of the contact hours in a curriculum

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

University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

course for mechanicalengineering students. The course meets 3 times per week, has no associated laboratory and includeshomework sets, quizzes, and midterm and final exam. Collaborative student-centered learningtechniques including in-class problem solving using clickers, peer to peer instruction, discussionswith student neighbors, calling on students for answers, and handing out partially completed notesare employed. Conceptual questions are included in addition to calculation-based examples. Thehomework assignments are completed by about half the students in two-person teams, while the restelect to do them individually. Each time that a homework solution is submitted, the students take anin-class quiz that assesses their knowledge of the

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

the most usefulaspects of the workshop. The most cited aspect that participants found useful was interactionwith peers. As one participant responded: Working collaboratively with others to develop ajoint project - the interactive process helped to more quickly hone in on a research question.Participants also identified one-on-one interactions with workshop facilitators as very useful.One participant writes it succinctly: 1) Most important: Discussion with facilitators about mytopic 2) Second most important: Discussion with participants about my topic. Participants alsoappreciated the presentation on theoretical frameworks and the opportunity that the workshopprovided for developing their research questions. Common responses to the question

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

ABET-TAC Accreditation in 2006. We spent much time inthe preceding years deciding on what direct measures of assessment we should do in whichcourses in the curriculum. After our process was set up, we wanted to do what Moskalrecommends, which is after an initial assessment process is set up, “greater attention can be paidto concerns of validity, trustworthiness, triangulation, and the completeness of the plan”6.In Borrego’s review of engineering research including such topics as assessment, it was foundthat the reliability and validity of the tests and homework assignments developed by programsare usually not established7. This is certainly the case for our EET program. We write all ourown tests, quizzes, etc., with no peer review, pre-test

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiffany Tseng, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, P.E., Stanford University

Tagged Divisions

Educational Research and Methods

of their experiences withand reactions to engineering coursework. In particular, differences between experiences ofpersisters and non-persisters in their first two years of study are compared to identify factors thatmay strongly influence non-persisters to switch out of engineering.Prior research on the same data set has found that at the onset of their first year, non-persistersare already less intent on finishing an undergraduate major, and they experience a sharp decreasein intrinsic psychological motivation to continue studying engineering after their first year. Thecurrent work shows that non-persisters do not take significantly less engineering courseworkthan their peers during their first year, and students who ultimately choose non

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

understanding as well as additional educational outcomes. Theframework adopted for the activities presented in this study drew heavily on the Workshop Physicsmodel, the defining elements of which (Laws et al., 1999) are shown in Table 1. Table 1: Elements of Inquiry-Based Activity Modules (Laws et al 1999) (a) Use peer instruction and collaborative work (b) Use activity-based guided-inquiry curricular materials (c) Use a learning cycle beginning with predictions (d) Emphasize conceptual understanding (e) Let the physical world be the authority (f) Evaluate student understanding (g) Make appropriate use of technology

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

-engineering extracurricular activities and internship experiences, her m/c peer viewed suchactivities as encroaching on her limited time. We argue that a student‟s level of non-academicinvolvement is related to the importance she ascribes to professional and interpersonal skills inengineering. Implications for engineering educators and suggestions for further research arediscussed.IntroductionFindings from the recent Academic Pathways Study (APS) sponsored by the Center forAdvancement of Engineering Education (CAEE) have shown that intrinsic psychologicalmotivation to study engineering and confidence in professional and interpersonal skills are keypredictors of engineering seniors‟ future plans1. Sheppard et al. (2010) have also shown that,when taken

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

the problem is here? What are some questions you might have?‟ And then I would say, „Okay, what do you think about coming up with a plan?‟ I guess I tried to make more subtle…not very obvious…I guess you could say that I guided them…I wanted them to direct their own learning (Ralph, 5th grade teacher, Interview #2, Spring 09) I thought it was important that my first graders see how the process works by actually engaging in each step. I created engineering notebooks and on each page students would write down the step they were working on and then draw a picture of what they were doing. When they got stuck on a step or if their dough was not working, I would say, „why don‟t you draw a picture of

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

. Traditional assessments didnot encourage the development of ill-structured problem solving skills. In order to assessproblem solving skills, Woods and his colleagues devised questions that enable students todisplay the processes they use to solve problems.17 They also made evaluations of attitude andskill towards lifelong learning. Rustin assessed his engineering students by allowing theexamination to be taken during a period of several days to condition his students to be dependenton the library.19 Since there is usually no single preferred solution, Rustin evaluated his studentsin detail, including the reasonableness of assumptions and value judgments made. In terms ofdifficulties in writing examination questions, Carter had made significant

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Bluman, U.S. Military Academy; Kathryn Purchase, U.S. Military Academy; Christopher Thomas Duling, U.S. Military Academy, West Point, Department of Civil and Mechanical Engineering

Tagged Divisions

Educational Research and Methods

topic. Students in Connor-Green’sclasses reported that they studied more consistently and came to class better-prepared, “Studentsappear to articulate their ideas more readily and clearly after writing their quiz responses, whichraises the level of class discussion.”8 However, Connor-Green did not realize any increase in thegrades of students who took scheduled quizzes.Literature Review: Other considerations On the other hand, Lowman 9 argues against frequent in-class quizzes because they canincrease anxiety about coming to class and can decrease the amount of learning that occurs inclass following the quiz. “…too frequent testing is costly in class time and in teacher time spenton grading; it also leads to an overemphasis on external

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

-solving skills. The test is a outcomes hybrid style of multi-choice and write-up questions.9. Oral Presentation At the end of the project, students present Assessing learningand Final Report their findings to their peers and submit a outcomes written final report.10. Post-project Get feedback and comments from the Assessing learningQuestionnaire students on benefits and pitfalls of the outcomes project. Page 22.159.7 Table 3. Active Learning Project OutlineIV

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

. However, Bronfenbrenner’s most recent writings indicatethat in addition to context, proximal processes (i.e., ongoing human interactions over time),person characteristics, and time effects also must be considered. Bronfenbrenner’s ecologicaltheory indicates healthy development is dynamic and continuous, separate from discretedevelopmental milestones occurring at particular points in time. To conduct ecological research,Bronfenbrenner proposed the PPCT model, a model which facilitates systematic study of thefollowing: (a) person characteristics (b) proximal processes; (c) over-arching, as well asimmediate, contextual influences; and (d) time effects.Bronfenbrenner4,5,7,8,9 theorized that individuals bring important person characteristics to

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

to the nature of qualitativeresearch. For the focus group data analysis, inter-rater reliability was established, but only oneresearcher examined the interviewer data, using peer de-briefing as the only method to decreaseresearch bias. Finally, the data was collected over several months. Thus it is possible for astudent‟s perceptions to have changed over that time. The choice of a semi-structured interviewas the second data collection method was made in attempts to mitigate this limitation bycapturing any changes in perceptions. By recognizing the existence of these limitations andattempting to mitigate them throughout the research design, the results of this study still providean important contribution to the examination of students

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

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

whether the findings discussed here are unique to URM students remains open.It is likely that the types of mentoring and support discussed above can be helpful for allstudents, regardless of their backgrounds. We are currently conducting a comparative study ofmajority group engineering students in order to better answer this question in future publications.At the time of this writing, we can report that several of our URM study subjects felt that Page 22.971.10informal mentoring is especially important for minority students, for various reasons, suggestingthat these types of mentoring interactions merit closer examination by those working to

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

individualaction. These developments are viewed in light of three primary areas: self efficacy, outcomeexpectations, and goals10.Self efficacy refers to a student’s belief about his or her personal abilities, which may includeperceived ability to achieve academic milestones or overcome performance hurdles. Individualsdevelop their sense of self-efficacy from personal performance, learning by example, socialinteractions, and how they feel in a situation9, and these beliefs are constantly changing based oninteractions with others or changes in the environment. Examples of self efficacy in graduateschool may be the ability to conduct independent research, write a paper, or present work toothers. Undergraduate students may develop self efficacy for graduate

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

work. Like I put in a lotmore time this semester but her tests are a lot harder. Like there’s no multiple choice. It’s allessay, like it’s all writing and concepts and large mathematical problems and I’m likeintegrating them. So it’s a lot harder to do really, really exceptionally well because if I don’t get,like there’s no way to check myself so if I don’t know something it’s like completely up in the air. Page 22.1329.9So her tests are definitely harder. But walking away from it if I know 80% of what I wassupposed to learn from this class it’s really well compared to like the 90% of like glossing overthe chemistry that I got from the first

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

an individual’s level ofunderstanding that do not depend on the individual producing code in a specific language.Currently, most assessment occurs by requiring students to write code in a specific language17.This significantly limits the ability to compare the effects of different languages and pedagogicaltechniques on student learning, such as algorithm visualizations which may be tied directly to aspecific language, because the assessment is tied directly to the language taught and assessed.The development of language-independent instruments that focus on the understanding offundamental concepts are essential for research exploring these new tools and languages.Research into the different ways individuals understand the various concepts