Conference Session

FPD 2: Building Community

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

between informal collaboration andachievement. Two recent studies involving only engineering students10 presented a convincingcase for the relationship between informal collaborative learning and improved confidence andacademic achievement. Collaborative learning strategies investigated in these studies included Page 24.747.2“sharing ideas with peers, obtaining helpful feedback from other students, and working togetherto help each other understand the material, learn new things and complete assignments”.11 Theresults from these two studies concluded that students’ self-reported collaborative learningstrategies were associated with increased self

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

networking technologies have the potential to expandthe range of outcomes (e.g., progressions of integrated STEM learning) that can be measured.The expertise of educators working in classrooms and in after-/out-of-school settings is a keyfactor—some would say the key factor—in determining whether integrated STEM education canbe done in ways that produce positive outcomes for students. One limiting factor to teachereffectiveness and self-efficacy is teachers’ content knowledge in the subjects being taught. Forexample, most K-12 science and mathematics teachers have taken fewer courses in the subjectarea(s) in which they were prepared than recommended by their respective teacher professionalassociations and many have taken few courses in other areas

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Anne Louise Seifert, Idaho National Laboratory; Meagan McKinney, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

the College of Education at Boise State University. She is pursuing a Master’s of Science in STEM Education. In the future she plans on incorporating her knowledge and experience with STEM education into her own classroom. Her research interests include elementary science education, self-efficacy, and teacher professional development. Page 24.983.1 c American Society for Engineering Education, 2014 Place-based STEM: Leveraging Local Resources to Engage K-12 Teachers in Teaching Integrated STEM and for Addressing the Local STEM PipelineAbstractBusiness, industry, parks

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

First-Year Programs

, GA.10. Eris, O., Chachra, D., Chen, H. L., Sheppard, S., Ludlow, L., Rosca, C., Bailey, T., Toye, G., 2010, “Outcomesof a longitudinal administration of the persistence in engineering survey,” Journal of Engineering Education, 99, pp.371-395.11. Hanson, J. H., Williams, J. M., 2008, “Using writing assignments to improve self-assessment andcommunication skills in an engineering statics course,” Journal of Engineering Education, 97, pp. 515-529.12. Carberry, A. R., Lee, H-S., Ohland, M. W., 2010, “Measuring engineering design self-efficacy,” Journal ofEngineering Education, 99, pp. 71-79. Page 24.854.14

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

of each course were administered a pretest and posttest attitude survey. The surveycontained selected items from three established instruments: Research on the Integrated ScienceCurriculum (RISC), Motivated Strategies for Learning Questionnaire (MSLQ), and the STEMQuestionnaires developed by the STEM team at the Higher Education Research Institute (HERI).The pretest survey contained nine items from RISC and the remaining items were from theMSLQ (18 items). The posttest contained the same items but added an additional 27 (for a totalof 54) survey items from the HERI questionnaires. The survey items used from the MSLQcontained constructs for self-efficacy for learning, metacognitive self-regulation, peer learning,and help seeking. The survey

Conference Session

FPD 11: Culminating Considerations

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Judith Virginia Gutierrez; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

First-Year Programs

creative functioning. These attributes include, but are not limited to, willingness to overcome obstacles, willingness to take sensible risks, willingness to tolerate ambiguity, and self-efficacy. In particular, buying low and selling high typically means defying the crowd, so that one has to be willing to stand up to conventions if one wants to think and act in creative ways. Often creative people seek opposition; that is, they decide to think in ways that countervail how others think. Note that none of the attributes of creative thinking is fixed. One can decide to overcome obstacles, take sensible risks, and so forth.6. Environment. Finally, one needs an environment that is supportive and rewarding of creative ideas. One could

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

.4,9,12,13,14 In regards to informal learning environments,this implies that the students should have the opportunity, and be encouraged to participate ininformal activities during the entirety of their engineering education, because despite thelimitations, design experiences have unique and valuable benefits to engineering students. Themost notable benefits that literature has illustrated include improved student retention, studentengagement, multidisciplinary skills, communication skills, and student self-efficacy.4,5,6,7,8,15,16,17 Although not necessary, this same literature implies that design experiencescan be effective in informal learning environments. A common characteristic of successfuldesign experiences described in the literature is that

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

self-efficacy; when new facultysee other faculty go through workshops successfully, or hear stories about them doing so, theyare more likely to believe they can do the same. The longitudinal study this paper belongs to will Page 24.1366.11eventually develop a collection of faculty workshop experience reports that can be used for sucha purpose. In the meantime, simply asking experienced colleagues and faculty developmentprofessionals to describe their own workshop experiences may already help new faculty moreconcretely envision and situate a workshop within their personal development plans.Prepare specific strategies for engaging with other

Conference Session

FPD 8: Teaching Design in the First Year

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah

Tagged Divisions

First-Year Programs

. Daempfle, Peter A. "An analysis of the high attrition rates among first year college science, math, and engineering majors." Journal of College Student Retention: Research, Theory and Practice 5, no. 1 (2003): 37-52.18. Hutchison, Mica A., Deborah K. Follman, Melissa Sumpter, and George M. Bodner. "Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students." Journal of Engineering Education 95, no. 1 (2006): 39-47.19. Olds, Barbara M., and Ronald L. Miller. "The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study." Journal of Engineering Education 93, no. 1 (2004): 23-35

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

thatthe tool is a support, and not an obstacle for either instructors or learners, and that it will enhancelearning in the classroom. Our goal is to prove this key hypothesis and iteratively improve thetool and platform. Through this study, we are interested in identifying the extent to whichteachers and students accept the tool, and determine what proportion of the acceptance can beattributed to various characteristics of the model. A survey tool will be used and the responses toeach question will be based on a 5 or 7 point Likert scale. The questions in the survey will berelated to the nine variables – performance expectancy, effort expectancy, attitude towards usingpen-based tool, social influence, facilitating conditions, self-efficacy

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Engineering Capstone Courses, Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education, American Society for Engineering Education, Pittsburgh.3. Carberry, Adam R., Hee-Sun Lee, and Matthew W. Ohland (2010). Measuring Engineering Design Self- efficacy, Journal of Engineering Education, v99n1, pg 71-79.4. Duesing, Paul, David Baumann, David McDonald, Morrie Walworth, Robert Andersen (2004). Learning and Practicing The Design Review Process In Senior Capstone Design Classes, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education Salt Lake City.5

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kalynda Chivon Smith, Howard University; Lorraine N. Fleming, Howard University; Inez N. Moore, Howard University; Silas E. Burris, Howard University; Fabiana Bornmann

Tagged Divisions

Minorities in Engineering

-fold effect: first,the denial of access to post-secondary education, and second, a lack of self-efficacy in Blackstudents regarding educational attainment because of the prolificacy of negative stereotypesabout their achievement4. Steele and Aronson’s5 work on stereotype threat supports the notionthat knowledge of negative stereotypes about the achievement of Blacks can, in turn, lower thatachievement. Steele and Aronson found that when Black students were tasked with completing astandardized test that they were told measured intelligence, they consistently scored significantlylower than their White American counterparts. When they were instead given a standardized testand were told that the test did not measure intelligence, Black students

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis

Tagged Divisions

Women in Engineering

., & Hido, B. (2010). Re-enJEANeering STEM education: Math options summer camp. Journal of Technology Studies, 36(1), 35.11. Dell, E., Bailey, M. B., O’Hurley, S., Lillis, R. P., Khol, B., Garrick, R. D., & Christman, J. (2011). WE- IMPACT- women in engineering- improving program assessment tools for outreach and retention programs. Proceedings from the 2011 American Society for Engineering Education Annual Conference & Exposition. Vancouver, BC: ASEE.12. Fantz, T. D., Siller, T. J., & DeMiranda, M. A. (2011). Pre-collegiate factors influencing the self-efficacy of engineering students. Journal of Engineering Education, 100(3), 604-623.13. Gilbride, K. A. Kennedy, D. C., Waalen, J. K., & Zywno, M. (1999). A

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

Problem-Based (The Hybrid Approach): Curricula with highconcentration of Project -Based Learning intertwined with Problem -Based Learning wereassessed at the University of Louvain.(30) The assessment measures included pretests andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self-efficacy, satisfaction with the curriculum, attitudes towards teamwork,instructors’ teaching practices, and the impact of the “hybrid” curriculum (project / problem-based) on the instructional environment. The results of the Louvain assessment are extremelysupportive of the “hybrid” (project / problem-based) curriculum. Students in the “hybrid”curriculum expressed their satisfaction with the new curriculum

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

distribution. The team did not realize thatstandard deviation does not provide sufficient information about how data is distributed for thecontext of the given problem. The lecture discussion on the bell shape of a normally distributeddata set and how standard deviation helps describe that shape were not understood. This resultedin the comment about 96% of the data being included within two standard deviations. This teamdid not test the data sets they were provided for normality.Hattie and Timberley3 discuss that the way students receive feedback is dependent on theircharacteristics (e.g. self-efficacy). Students construct their own meaning out of the providedfeedback. This was observed in Team A’s case (Table 3). Student A-1 said that the

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

, and importance.70,78,112,113,118,120A number of studies have compared critical thinking ability to various demographic variablesand learning orientations. According to one study, a student’s cultural background stronglyimpacts the expression of critical thinking skills.121 The same study reported that students atpredominantly black universities experienced more widespread development and that Asianstudents struggled to think critically. Another study reported higher levels of critical thinking formales than females.122 Other studies have indicated positive correlations between criticalthinking and information literacy,110 self-efficacy, and effort,122 no correlation between criticalthinking and problem based learning,73 and a negative

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

expertise development and innovationinclude self-efficacy [24], self-determination [25], and self-regulation [26]. Together they comprisean integrative framework to investigate, understand and promote innovation, learn to learn, andlearn to create [22]. There are two levels of competencies in any professional field, field-specific taskcompetencies, and generalized skill sets, or meta-competencies. The task-specific competenciesare benchmarks for graduates in a given field, that define them as well-prepared to meet jobdemands and excel in the future [27, 28]. The general (meta) competencies are skill sets that enablethem to function globally, such as in the ability to work with others, function in systems andmeet organizational demands, and

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos

Tagged Divisions

Minorities in Engineering

: The National Academies Press.10) Denson, C. D., & Hill, R. B. (2010). Impact of an engineering mentorship program on African- American male high school students’ perceptions and self-efficacy. Journal of Industrial Teacher Education, 47(1), 99-127.11) Sanders, T. (2004). No Time to Waste: The Vital Role of College and University Leaders in Improving Science and Mathematics Education. United States Department of Education. http://www.ecs.org/html/Document.asp?chouseid=548012) Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

facilitate student learning and involvement. Rather than actingas the primary source of information, teachers provide access to information, so to foster self-efficacy and a sense of fascination as students strive to develop their own knowledge and skill-sets related to club topics. Moreover, teachers assist in determining a curriculum based onstudent interest, so to foster intrinsic motivation and stimulate the passion to learn. Adopting therole of the student, teachers gain new knowledge alongside their students, actively participating Page 24.1057.9in activities and lessons while encouraging students to put forth their own best efforts.Community

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto

Tagged Divisions

Electrical and Computer

Inventory Assessment Instruments for Electromagnetic Education,” in Proc., IEEE Antennas and Propagation Society Int. Symp., San Antonio, Texas, 2002.13. Hake, R., “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Amer. J. of Phys., Vol. 66, No. 64, 1998.14. Camtasia Studio 8.0, TechSmith, available at http://www.techsmith.com/camtasia.html, accessed January 3, 2014.15. Stickel, M., Liu, Q., and Hari, S., “The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students’ Self-Efficacy,”, Proceedings 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, June 2014

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra Sue Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Framework for Pedagogical Agent as Learning Companions”, Educational Technology Research and Development, Vol. 54, No. 6., December 2006, pp. 569-596.39. Dede, C., “Transforming Education for the 21st Century: New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes”, Commissioned by the NCSU Friday Institute, 2007, http://www.tdhah.com/site_files/Teacher_Resources/MUVE/MUVE%20Documents/Dede_21stC- skills_semi-final.pdf40. Gardenfors, P. and Johansson, Cognition, Education, and Communication Technology, Routledge, 2005.41. Marra, R. and Bogue, B., “Women Engineering Students Self Efficacy – A Longitudinal Multi- Institution Study”, http://www.x-cd.com/wepan06/pdfs/18.pdf42. Akl, R., Keathly, D., and Garlick

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

throughout the literature that includeddropout prevention, academic motivation, self-determination, achievement, self-efficacy, andintrinsic motivation. They explain the different definitions in the contexts of the associatedbehavioral, emotional, and cognitive perspectives taken by different research disciplines. Theyemphasized that as any consideration of the impact and policy making implications wascontemplated, it was critical to understand that the definition of engagement was foundational tothe question being asked.12 Engagement as a construct has manifested itself in many forms. Within the theoreticalframework of Astin’s4 foundational work, it was established as “the amount of physical andpsychological time and energy the student

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reza Curtmola, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Technology Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies and is proficient in experimental design, database management and statistical analysis including instrument development, psychometrics and statistical programming. She has helped in the coordination and development of STEM educational programs many of which included a focus on

Conference Session

Principles of K-12 Engineering Education and Practice

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Alexander Danial Manasseh, Prometheus Education, Inc; Asher Michael Smith; William Miceli, Embry-Riddle Aeronautical Univ., Daytona Beach; Shiv D Panjwani; Cierra Sparks; Joseph Anthony Alequin; Joshua Lee Dankson, Embry Riddle Aeronautical University; Cody David Clarke; Nicholas James Maskiell; Nathalie Vazquez, Embry-Riddle Aeronautical University; Marco Alan Schoener, SENAET

Tagged Divisions

K-12 & Pre-College Engineering

numerous documented projectsand studies, where impacts on student literacy, awareness, interest, self-efficacy and attitudestowards STEM disciplines are shown. The range of project contexts is understandably broad,however many projects employing contexts related to electronics, microcontrollers, and roboticscan be found with encouraging results. Many of these instructional interventions are problem-and/or project-based, hands-on, active, and can allow K-12 students to relate to experiences andcontexts with which they are familiar. Embry-Riddle student-teachers on this project reviewedthe articles below to gain insight on successful and impactful K-12 STEM outreach programsand to determine prescriptions to apply to their own project.Student

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

, in Computers & Education 54, 1145-1156.7 Terlecki, M., Brown, J., Harner-Steciw, L., Irvin-Hannum, J., Marchetto-Ryan, N., Ruhl, L., Wiggins, J., 2011, Sex differences and similarities in video game experience, preferences, and self-efficacy: Implications for the gaming industry, in Current Psychology 30, 22-33.8 Burge, J. E., Gannod, G. C., Doyle, M., Davis, K. C., 2013, Girls on the go: a CS summer camp to attract and inspire female high school students, Proceeding of the 44th ACM technical symposium on Computer science education, ACM, pp. 615-620.9 Sewell, K. L., Ringenberg, J., 2012, Accelerating K-12 Interest in Computer Science using Mobile Application-Based Curriculums, American Society for Engineering

Conference Session

A Focus on Non-Traditional Students and Non-Traditional Course Delivery Methods

Collection

2014 ASEE Annual Conference & Exposition

Authors

Armineh Noravian, San Francisco State University; Patricia Irvine, San Francisco State University

Tagged Divisions

Two Year College Division

. Strategies for facilitating self-directed learning: A process for enhancing human resource development. Human Resource Development Quarterly 2, 3–12 (1991).19. Dannels, D. P. Learning to be professional technical classroom discourse, practice, and professional identity construction. Journal of Business and Technical Communication 14, 5–37 (2000).20. Umphress, D. A., Hendrix, T. D. & Cross, J. H. Software process in the classroom: the Capstone project experience. IEEE Software 19, 78–81 (2002).21. Dunlap, J. C. Problem-based learning and self-efficacy: How a capstone course prepares students for a profession. ETR&D 53, 65–83 (2005).22. Gupta, J. N. D. & Wachter, R. M. A capstone course in the information

Conference Session

Problem- Project- and Case-Based Learning in Environmental Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

MaryShannon Williams, University of Missouri, Columbia; Sara Elizabeth Ringbauer, University of Missouri, Columbia

Tagged Divisions

Environmental Engineering

in which a PBLenvironment was implemented into a PBL lab unit in a traditional environmental engineeringlecture with lab course. 10 participants (7 students, 1 course instructor, and 2 graduate teachingassistants) were interviewed during the process. Using grounded theory, three themes emerged:student implications, instructor implications, PBL considerations. The data collected and thecorresponding emergent themes provide rich advice for educators considering PBLimplementation in future courses.Bibliography1. Direito, I., Pereira, A. & Duarte, A. M. d. O. (2012). Engineering undergraduates’ perceptions of soft skills: Relations with self-efficacy and learning styles. Procedia – Social and Behavioral Sciences, 55(0), 843-851.2

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

with aninstructor that is acting as an industry supervisor and project coach to discuss their progress.Students must work together to define an optimal set of process parameters (e.g., temperatures,flow rates, and times) while managing a set of applicable measurement tools and a self-generated, coach-approved budget. In order to complete the process optimization process, thestudents must develop their own strategy for all aspects of the project and produce fivedeliverables. The major components of the Virtual Laboratory project and details aboutopportunities for feedback are summarized in Table 1.Table 1. Overview of the Virtual Laboratory project structure with feedback opportunities Timeline Key Project Milestones Student

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

, Z. Dangerous Curves. 2013 February 12, 2013 [cited 2014 22 March]; Available from: http://www.insidehighered.com/news/2013/02/12/students-boycott-final-challenge-professors-grading- policy-and-get.14. Eliot, A.J. and M.A. Church, A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 1997. 72(1): p. 218-232.15. Hutchison, M.A., et al., Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students. Journal of Engineering Education, 2006. 95(1): p. 39-47.16. Patrick, H., A. Ryan, and P. Pintrich, The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and Individual

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul C. Lynch, Pennsylvania State University, University Park, PA; Cynthia Bober, Penn State University; Jennifer Louise Mines, The Pennsylvania State University

Tagged Divisions

Industrial Engineering

assessments that measure students’ thought processesand level comprehension of class material1, 9-10.Questions J through N: Instructor Approachability, Passion, and FairnessA large-scale study by Austin (1993) discovered that the interaction between faculty and studentswas one of the most predictive factors of beneficial change in students’ academic advancement,personal growth, and satisfaction14,16. Another study by Atman et. al, “Enabling engineeringstudent successes,” found that senior students’ behavioral motivation, psychological motivation,motivation from a mentor, and motivation to do social good were related to how often studentsinteracted with instructors and how satisfied students were with instructors14. Clearly, studentand instructor