Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

).  Each team will be given 10 minutes to present. Everyone must present. (see presentation rubric on evaluation)  Summaries and analyze the points in a 2-page report – due Sept 24  Write a 1 page reflection journal and submit it online (Sept 27)  Please also fill in the peer rating form (Sept 27) Page 24.382.5 Figure 1. Instructions for the Engineering Overview AssignmentReferring to Figure 1, the next step after reading the literature and peer teaching is theprogress check. The purpose of this step is to ensure that students have managed to findsuitable engineers to interview, and to provide feedback on their understanding from

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the classroom learning environment itself.While the activities themselves would inform the design of the learning environment, Page 24.135.4engineering faculty could basically adjust their mode of course delivery through the inclusion oflearning activities without having to feel like they have to do a complete overhaul of theirclasses. Common of these activities requires students to talk, discuss, write and apply what theyare learning outside the scope of rote learning such as memorization and application. In a follow-up study to Chi’s work, it was discussed that broad cover which is applied to all the classroomactivities used to engage

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Blum, University of Colorado, Colorado Springs

Tagged Divisions

Educational Research and Methods

administrative policies, faculty interactions, curriculum andpedagogy, and peer relationships. Other factors included elements of the study environment,quality of effort on the part of both faculty and student, and integration of the student into theculture of the institution. The student outcomes are explained by Astin to encompass thoseaspects of student development that the university purposefully attempts to influence, thoughdefining the outputs of interest is “clearly the sine qua non of meaningful research on collegeimpact” (p. 224). Astin1 also explained the relationships between these three factors. The collegeenvironment was clearly affected by the kinds of students who enroll (shown in relationship A).The principal concern relating to

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, Virginia Tech; Michael J. Prince, Bucknell University; Christopher Evan Nellis, Virginia Tech; Prateek Shekhar, Virginia Tech; Cindy Waters, North Carolina A&T State University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

writing the answer”or socialize instead of work on the assigned problem. These students group reported that theirexpectations were challenged when they were required to ask and answer questions in class forparticipation points. Because the questions were very focused on class sessions, the focus groupsdid not identify any new types of resistance. The participants at Site B reported that some students reacted by verbally communicatingdiscomfort with their peers (soliciting agreement and validation for their perceptions) and bydropping the course, perhaps with the intention of retaking it in another term or with anotherinstructor that did not require as much active participation. It is important to note that askingstudents how others reacted was

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto

Tagged Divisions

Educational Research and Methods

client’s desire for a more succinct document.Students in CHE230 were also required to write two reflections on their process in executing theconsulting project. Here, we were able to identify some sites of peer IR (although these wereaccounts, rather than observations of the actual sites). The first reflection—written by Téa andher team—provides little in the way of specific descriptions of interactive response, although itdoes include reference to affirmation in the delivery of peer feedback: “team members have beenquite patient and encouraging of all possible ideas that may help enhance the overall quality ofall deliverables” and “we also hope to continue fostering a positive and encouragingenvironment.” The second reflection, however (written

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

into a rubric forthe evaluation of critical thinking. Page 24.989.6Figure 2. The Paul-Elder ModelThe companion assessment, the International Critical Thinking Test (ICTT) is an essay-style test designed to provide an assessment of the fundamentals of critical thinking. TheICTT has two areas of focus. The first is to provide a reasonable way to measure CTS,while the second is to provide a test instrument that stimulates the faculty to teach theirdiscipline in a manner that fosters critical thinking in the students25. The ICTT is dividedinto two separate forms: an analysis of a writing prompt and an assessment of the writingprompt. In the analysis

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

be used forindividual, group, or full-class learning experiences. If the students come well-prepared and theexercises are well-designed, then it is hoped that students will leave the face-to-face time with adeeper understanding of the core concepts, one which they have worked to develop through theirown efforts with the support of their peers and the instructor.The inverted classroom approach has a basis in three well-known principles of the science oflearning: (a) Vygotsky’s Zone of Proximal Development 1, (b) Bloom’s Taxonomy of Learning 2,and (c) “How the Brain Learns” and the retention of core material 3. Lev Vygotsky introducedthe concept of a zone of proximal development (ZPD) to describe the intermediary state betweenthe things a

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

connections by exploring relationships among the three topics, considers issuesrelated to the topics within engineering, and offers possible areas of future exploration.IntroductionMission and vision statements for universities and colleges across the country underline theimportance of critical thinking and related skills in higher education today.1-8 Without explicitlyusing the phrase, sources such as ABET EAC and the National Academy of Engineering assertthe need for engineers to be well trained in critical thinking skills.9,10 However, a number ofresearchers11-14 argue that many students show little to no gain in “critical thinking, complexreasoning, and writing skills”11 over the course of their undergraduate educations. Despiteconsensus that one

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Sarah Holsted, Broad-based Knowledge; Joshua Morrill, Morrill Solutions Research (MSR); Joseph G. Tront, Virginia Tech

Tagged Divisions

Educational Research and Methods

educationadministrators, promotion and tenure committees, and faculty colleagues did not value or knowhow to judge the value of the innovative courseware created or authored by these innovativefaculty members. [6, 13] The faculty members who made up the NEEDS community however,envisioned a future where computer-based, electronic teaching and learning materials would playa much more central role in engineering education; [9, 13, 17] and where evaluating the quality ofcourseware would become an essential practice by and for faculty who would use thesematerials. Peer review criteria were developed for the Premier Award and were used in theyearly judging process for the award. They also served as best practice guidelines for facultydeveloping courseware. [7]The

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

and stimulate their learning, while in theclassroom. (5, 6) These activities would include: reading, writing, solving problems, answeringquestions, participating in a discussion, etc.; and most important, students must be engaged inthinking tasks while actively involved. It is generally understood that during active learning, lessemphasis is placed on transmission of information and more on developing students’ skills.Additionally, during an active learning cycle, emphasis is placed on students’ exploration oftheir own abilities, including: their thinking process, their value system, their intellect, and theircourage to express themselves orally and in writing. Active learning is contrasted to thetraditional lecture where students passively

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gerard P. Lennon, Lehigh University; John B. Ochs, Lehigh University; Derick G. Brown P.E., Lehigh University

Tagged Divisions

Educational Research and Methods

, constructive roles and methods of the the field over methods and of self and others; field to understand time; relationship Communication of modes of assembling, leading and solve problems; with related fields ideas with peers thought and

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Divisions

Educational Research and Methods

% Motivation to complete college 30 64% 10 21% 7 15% Class rank 28 62% 11 24% 6 13% SAT Writing 28 62% 7 16% 10 22% Quality of high school 26 60% 10 23% 7 16% Motivation to study engineering 28 60% 11 23% 8 17% ACT English 26 58% 11 24% 8 18% ACT Science 25 56% 11 24% 9 20% Leadership experiences 26 55% 13 28% 8 17% # AP/IB courses

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Karl A. Haushalter, Harvey Mudd College; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

Tagged Divisions

Educational Research and Methods

Paper ID #9475Probing the Inverted Classroom: A Controlled Study of Teaching and Learn-ing Outcomes in Undergraduate Engineering and MathematicsDr. Nancy K Lape, Harvey Mudd CollegeDr. Rachel Levy, Harvey Mudd College Rachel Levy is an associate Professor of Mathematics at Harvey Mudd College. She has an MA in Instructional Design from UNC-CH and a MA/PhD in Applied Mathematics from NCSU. In addition to mathematics, she regularly teaches first-year writing. She serves on the Society for Industrial and Applied Mathematics (SIAM) Education Committee, as Editor-in-chief of SIURO, SIAM Undergraduate Research Online, and

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Stafford Sands II, Virginia Tech; Denise Rutledge Simmons, Virginia Tech

Tagged Divisions

Educational Research and Methods

, is tainted by prevalent acts that are considered unethical,” adding that it is “tainted byillegal acts”2.As a part of the effort to curb unethical behavior, the mandate of construction related accreditingbodies have instituted requirements for literacy of ethics in the curriculum. The AmericanCouncil for Construction Education (ACCE) requires ethics integration in constructioncurriculum (at least 1 semester hour). The ACCE also states: In addition, oral presentation, business writing, and ethics must be integrated throughout the construction-specific curriculum. Example courses in this division include: Human relations, psychology, sociology, social science, literature, history, philosophy, art, language, political

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Jim L. Borgford-Parnell, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods

integrated in various ways: reflection journals, portfolio reflection, endof course meta-learning, peer assisted learning session, online reflections, and team reflections.While the authors note the dedication to reflective activities, they also note opportunities to moresystematically incorporate reflection into undergraduate engineering education.In earlier work on reflection in engineering, Turns, Newstetter, Allen, and Mistree report on thedesign of the “Reflective Learner”: an electronic system to support students in the writing oflearning essays.35 They argued that “learning essays can help students expand and enhancelessons that they are learning from design experiences” (p. 1).35 The learning essays aredescribed as short and structured with

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

Paper ID #9382A thematic analysis on critical thinking in engineering undergraduatesMiss Amy Elizabeth Bumbaco, University of Florida Amy Bumbaco is a PhD candidate in the Materials Science and Engineering Department at University of Florida, USA. She is working on engineering education research as her focus. Her current research interests include first year engineering education, critical thinking, qualitative methodologies, and peer review. She received her BS in Materials Science and Engineering at Virginia Tech. She founded an ASEE student chapter at University of Florida and is currently an officer of the

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L Pawley, Purdue University, West Lafayette; Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

)? Reflect and memo. Memo: how does this help us think about answering our research questions? Consider: Memo on RCG lenses 7. A. how is my RCG (including intersectionally) operating here? (Word doc) B. how is RCG (including interjectionally) operating here? Of what is this a case? Write up short case of interview using insights from passes, memos (especially the ruling relations memos (step 4) and the TOC

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

wanted an in-depth un-derstanding of the specific ways students experience a phenomenon from their perspective26,25 .Initially, interview transcripts were analyzed to create units of relevant meaning28 . These units ofrelevant meaning were established and refined through peer review by the authors29,28 . Next, unitsof relevant meaning were clustered for each participant resulting in a set of themes. Another passwas conducted to further cluster units of relevant meaning based on themes and patterns acrossrespondents. Four common themes emerged across participants: ‘Future Career’, ‘Characteristicsof Future Career’, ‘Future Career’s Influence on Present Action’, and ‘Past/Present PerceptionsInfluence on Future

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

surveys as the primary source of data. We argue thatpersonal epistemologies develop within complex social systems and are subject to individual’sexperiences and perceptions and that surveys do not allow an in-depth look into thesecomplexities. This study attempts to fill this gap by investigating students’ personalepistemologies in a specific and rich context: their views of learning in a particular course. The Page 24.684.3study was done using a qualitative approach by analyzing written student short-answer responsesto a writing prompt, capturing a large group of students that might not otherwise be possible withmost in-depth interview

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University

Tagged Divisions

Educational Research and Methods

] transmitted in writing from father to son” (p. 195). Thisfurther shrank women’s role in cultivation. Conflicts, which escalated into warfare duringpopulation growth, provided men with another role that solidified and institutionalized their“powerbase within the society” (p. 195). Likewise, herbal medicine, which was originated andfirst practiced by women, became men’s domain when medicine became a subject to be learnedat the university run by male-dominated Church and professionally practiced with a licenseand/or by male priests instead of female healers whose work was associated with an olderreligion. A combination of the professionalization of medicine and religious fervor of the Churchfurther caused the technological takeover and led to the