Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Chen, California Polytechnic State University; Susan M Lord, University of San Diego; Karen J McGaughey, Cal Poly State University

Tagged Divisions

Educational Research and Methods

was formed from the following sets of questions: Page 23.521.4 Goal setting: Questions 1, 6, 7, 9, 14 Applying appropriate knowledge and skills: Questions 5, 10, 12 Engaging in self-direction and self-reflection: Questions 8, 13 Locating information: Question 11 Adapting learning strategies to different conditions: Questions 2, 3, 4Circle your answers to these questions using these guidelines for 1 to 5. 1-Strongly agree 2-Agree 3-Neutral 4-Disagree 5-Strongly Disagree1. I prefer to have others plan my learning 1 2

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

0837749 andEngineering Education Program under Grant 1129460. Any opinions, findings andconclusions or recommendations expressed in this material are those of the author and donot necessarily reflect the views of the National Science Foundation.Bibliography[1] Gray, G.L., et al. The dynamics concept inventory assessment test: A progress report and some results. in American Society for Engineering Education Annual Conference and Exposition. 2005.[2] Jordan, W., H. Cardenas, and C.B. O'Neal. Using a Materials Concept Inventory to Assess an Introductory Materials Class: Potential and Problems. in American Society for Engineering Education Annual Conference and Proceedings. 2005.[3] Krause, S. and A. Tasooji. Diagnosing

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Melendy Ph.D., George Fox University

Tagged Divisions

Educational Research and Methods

reflect upper-division computer/electrical and mechanical engineeringstudents’ mathematical beliefs as the mathematics relates to their upper-division coursework.All actively-enrolled juniors and seniors in computer, electrical, and mechanical engineeringwere invited to participate. Participants were recruited from a private university in NW Oregon.This site was chosen because of an already active collaboration between the engineering,mathematics, and education faculty.The MSE instrument was administered within the first three weeks of the 2012 fall semester. Thesample for this study consisted of n = 49 upper-division engineering students (30 junior males, 4junior females, 13 senior males, and 2 senior females). This population is further

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

concisely stated as,students may experience conceptual change towards a more scientific understanding ofequilibrium through social learning experiences in context, that explicitly analyze theepistemology of equilibrium as a model and allow students the opportunity to reflect upon theirown metaconceptual awareness.Engineers rely on conceptual understanding to mediate their interactions with the material world,and as such the construction of conceptual knowledge is a key factor in developing engineeringexpertise 29. The engineering sciences provide rich domain-specific conceptual knowledge basesand principles for understanding the constraints of physical phenomena within the materialworld. Engineering education should strive for learning experiences

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

researcher’s bias inmedia selection and should be stated for use in analysis. For Dilbert, the three main themesidentified by the researcher are 1) social awkwardness of engineers, 2) engineers believe that allnon-engineers are ignorant and 3) all engineers are white males. For Mythbusters, the mainthemes are 1) science is fun, 2) white males are the leaders in engineering and 3) science is aboutblowing stuff up. For The Big Bang Theory, the main themes are 1) social awkwardness ofengineers, 2) engineers have extreme difficulty interacting with the opposite sex and 3) engineersare white males. The themes identified in these media articles reflect the nerd identity theorypresented by Kendall that show that nerds are socially awkward white males 6. When

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

reflected about her summer experience, she talked about what she had learnedabout herself over the summer. In terms of her career, she gained many different perspectivesabout her future research goals, possibilities, and preferences. Estelle’s academic perspectivegains related to what would be expected of her in undergraduate and graduate programs. Thefollowing quote illustrated how Estelle has synthesized her research experience to apply to heracademics for next semester. “I’m going to stick in my Biology major. I was trying to switch because classes started getting hard. But after, basically, learning that I can learn a vast amount of things in a short amount of time. And that I gained confidence in how I can, like, actually

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda Faber, The Friday Institute for Educational Innovation at North Carolina State University; Alana Unfried, North Carolina State University; Eric N. Wiebe, North Carolina State University; Jeni Corn, Friday Institute for Educational Innovation, NC State University; Latricia Walker Townsend; Tracey Louise Collins, North Carolina State University

Tagged Divisions

Educational Research and Methods

example, an original pilot item read, “I would like to learn how tomake safer cosmetics.” The engineering education experts and researchers did not find this itemto be gender neutral and removed it from the construct. They also aimed to make the engineeringattitudes section a more comprehensive measure by including items relevant to engineeringcareers requiring a Bachelor’s degree as well as those not requiring a Bachelor’s degree, liketechnologists. The team developed new questions to include words like “design,” “create,” and“imagine” as well as words like “build” and “fix.” They renamed the engineering section“Engineering and Technology” to reflect the new focus on the work of not only engineers butalso of technologists and other skilled

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

effect is reflected in the coefficientb1 of the interaction between Ri and Mi. Additionally, we run multiple regression analyses forfirst-time engineering students using almost the same models except that Ei is deleted.Logistic regression models are applied to study dichotomous outcome variables that measurefirst-time student course-taking behaviors. The form of logistic models differs from multipleregression models (1) and (2) only in the outcome variables: Y01FRA = b0 + b1∙Ri∙Mi + b2∙SAT + b3∙Gi + b4∙Ei + ck∙Yk (3) Y01W = b0 + b1∙Ri∙Mi + b2∙SAT + b3∙Gi + b4∙Ei + ck∙Yk (4) Y01S = b0 + b1∙Ri∙Mi + b2∙SAT + b3∙Gi + b4∙Ei + ck∙Yk (5)Y01FRA in (3) is an indicator of full course load

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama in Huntsville

Tagged Divisions

Educational Research and Methods

collecting dataabout actual students and model their educational outcomes within the larger system of theengineering program. Page 23.611.4The second goal is to share the results and methodology of creating these predictive models withengineering educators and university administrators for adaptation and adoption at otherinstitutions. The methodology will thus need to include reflections of which aspects are mostsensitive to differences in institutions or their academic policies. This goal will be met bysharing the results through scholarly publications and demonstrations at educational conferences.Ultimately, a tool adopted for university planning

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Clemson University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

also be thought of as “a process of understanding the effects of oppression andleveraging resources to act against it.”2 The “critical” aspect of critical engineering agencyincludes students becoming critics of science in general through critical thinking as well as beingself-reflective critics of their own behaviors and beliefs. This theoretical framework specificallyrefers to a student’s perception of their ability to change their world through everyday actions aswell as his/her broader goals in life. Critical engineering agency involves an understanding ofengineering and engineering related processes, the skills and modes of inquiry associated withengineering, self-identification as possessing certain degrees of expertise in one or more

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

to redefine the center, but rather is a reflection of thepopulations already considered to comprise the center of the engineering student body. Includingother racial, ethnic and national identities that could not be included here might reveal differentinsights into what students traverse these pathways.ConclusionLimitations to this study include: most importantly, the focus of students’ first entry into a newfield after a previous matriculation; inability to graph the hazard functions of some groups due todata issues; SAT Math and SAT Verbal, previously found to be influential for engineeringsuccess12,22, not viable due to data collection methods; only two cohorts were studied; and thelack of transfer students inclusion. Concerning the

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Razi Nalim P.E., Indiana University Purdue University, Indianapolis; Manikanda K Rajagopal, Indiana University - Purdue University Indianapolis; Robert J Helfenbein, Indiana University-IUPUI, School of Education

Tagged Divisions

Educational Research and Methods

supportstructures within the IUPUI School of Engineering & Technology and about their perceptions ofhow the implementation process is going overall. Sample interview probes are: “What kinds ofsupport have been provided during the implementation process?”; “How have studentsresponded to PEL?”; and “How has PEL affected student learning?”   Document review. The research team is collecting lesson and unit plans including entry 3)documents and other PEL-related planning materials, assessment rubrics, samples of studentwork, and teacher reflections in order to understand PEL implementation processes and evaluatethe objectives. These data were analyzed using content analysis30. 4) Survey. Implementation surveys were disseminated to all

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas

Tagged Divisions

Educational Research and Methods

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Mehmet Ayar, TUBITAK; Dennie L. Smith, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.[2] Wenger, E. (1998). Communities of practice: learning, meaning, and identity, Cambridge, MA: Cambridge University Press.[3] Wenger, E., White, N., Smith, J., & Rowe, K. (2005). Technology for communities. Retrieved from http://technologyforcommunities.com/[4] Yalvac, B., Ehlig-Economides, C., Brooks, L. A., & Smith, D., (2009, July). An international, interdisciplinary, and dynamic approach to teaching energy utilization and

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alex Albert, University of Colorado

Tagged Divisions

Educational Research and Methods

attempt to describe a pedagogical innovation anddemonstrate its impact on student learning. These studies include qualitative measurements ofimprovement such as student feedback in learning logs 1 and quantitative measurements such asperformance on examinations 2. The vast majority of researchers assess the impacts of newteaching methods primarily using correlational or comparative studies. They often gatherempirical data to understand if there is an improvement combined with qualitative feedback instudent reflections to understand why the intervention was successful or unsuccessful. Nearly allof these pedagogical studies aim to measure the improvement in learning resulting from anintervention. These studies essentially aim to perform a

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

expressed in this material are those of theauthors and do not necessarily reflect those of the National Science Foundation.8. References 1. Loughry, M., Ohland, M., and Moore, D. “Development of a theory-based assessment of team member effectiveness”, Educational and Psychological Measurement, 67, 505-524. 2. Mourtos, N. “Defining, teaching, and assessing lifelong learning skills”, Proceedings from the American Society for Engineering Education Annual Conference and Exposition, June 2003. 3. McMartin, F., McKenna, A., and Youssefi, K., “Scenario assignments as assessment tools for undergraduate engineering education”, IEEE Transactions on Education, 43(2), 2000, 111-119. 4. Sindelar, M., Shuman, L, Besterfield-Sacre

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Educational Research and Methods

] developed a study to explore electronic troubleshooting in different contexts of design,production, and repair. He made reference to the model explained by Johnson [11], the TechnicalTroubleshooting Model, that reflected the cognitive process flow of an engineer engaged introubleshooting technical problem. The model is divides into two main phases (a) hypothesisgeneration and (b) hypothesis evaluation. In phase one the problem-solver acquires informationfrom internal or external sources that can be used to support a representation of the problem.Following this representation, one or more hypothesis are developed that may account for thefault. In phase two, the problem solver evaluates a hypothesis generated in phase one andattempts to confirm or

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

consequencevalidity. Construct validity is how well an instrument measures a construct, and whether thatconstruct is measured with sufficient depth. In this study, we show this type of validity throughadapting and developing multiple questions per construct, aimed at measuring different aspectsof how those constructs were originally defined and consulting experts whether those itemsmatch the constructs they were intending to measure. Finally, further construct validity is shownthrough factor analysis. Content validity is how much an individual’s responses to certain items reflect theconstruct the items intend to measure. Messik39 notes that construct and content validity aretypically shown through similar methods. Thus, the methods discussed for

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Amy E Thompson, University of New Haven; Terance Joshua Thomas, University of New Haven

Tagged Divisions

Educational Research and Methods

instrument deployedby Walstrom et al. 24 Questions pertaining to demographics, parents’ education, and recollectionof desire to study engineering were added to the instrument. A combination of multiple choiceand open-ended questions were used. In addition, questions were customized to reflect thechoices available at UNH. (Refer to Appendix A for complete survey tool questions; note thatthe questions in the appendix appear numbered to facilitate analysis – the actual tool did not havequestions numbered.) The survey was approved by the University’s Institutional Review Board.The on-line application Survey Monkey® was used to deploy and collect the data. Emailinvitations with unique links were sent out to 235 full-time engineering undergraduates

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank P.Eng., Queen's University; Ann Shih-yi Chen, Queen's University

Tagged Divisions

Educational Research and Methods

information, considering implicationsand reflective evaluation of assumptions displayed by the experimental group in the post-test wassimilar to the methodology covered by instruction and model eliciting activities the subjectsexperienced in APSC 100. The control group, having no explicit critical thinking instruction,displayed increased use of concepts and the beginnings of using supplemental information toinform their conclusions. But, similar to the experimental group pre-test, did not begin toconsider the credibility or quality of the supplemental information.These observed differences may also be attributed to the varying educational backgrounds thedifferent groups may posses, or the differences in individual experiences during the semester. Asa

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur C Heinricher, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting; Richard F. Vaz, Worcester Polytechnic Institute; Kent J Rissmiller, Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

fulltime on project advising. Furthermore, both students and advisorsapply competitively to participate. It is reasonable to expect that a great deal of the differencesbeing seen between on-campus and off-campus project impact can be attributed to those factors,rather than simply to the location of the project.The changes over time are more difficult to interpret with confidence. For example, anincreasing trend (as seen in Figure 1) could reflect changes in the program over time or decay inthe impact of the program with passing time. We expect that the positive trend for questionsrelated to cultural awareness (Figure 1) is related to the increased availability of and emphasis on

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.IX. References[1] Koretsky, M.D., Amatore, D., Barnes, C., & Kimura, S. (2008). Enhancement of student learning in experimental design using a virtual laboratory. IEEE Transactions on Education, 51(1), 76–85.[2] Koretsky, M.D., Kelly, C. & Gummer, E. (2011). Student Perceptions of Learning in the Laboratory: Comparison of Industrially-situated Virtual Laboratories to Capstone Physical Laboratories. Journal of Engineering Education, 100(3), 540–573.[3] Koretsky, M.D., Kelly, C. & Gummer, E. (2011). Student Learning in