Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

,” which is building an online history of the development of the NSDL. She is also PI on ”Learning from the Best: How Award Winning Courseware has Impacted Engineering Education.” This research focuses on determining how high quality courseware is being disseminated and how it is impacting the culture of engineering education as measured by changes in student learning, teaching practices, and the careers of the authors of these materials.Prof. Joseph G. Tront, Virginia TechSarah Giersch, Broad-based Knowledge, LLC Sarah Giersch is a Consultant for Broad-based Knowledge, LLC (BbK), where she conducts quantita- tive and qualitative evaluations for BbK’s higher education clients. Giersch also consults in the areas of

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Allison Antink Meyer, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

’ understanding ofresearch, increasing both their general knowledge of research careers and their ability to designand perform research. While even in the most poorly designed research experience this mayoccur to some extent, the optimal method for delivery and preparation of students for soundresearch in engineering and science is not clear. Many research experiences are 8 to 10 weeksummer programs. Within these relatively short time frames the programs should carefullyconsider organization and structure in order to maximize impact. However, our knowledge onhow to best deliver research training is incomplete. The impact of experience in a research lab is likely to depend on a number of programfactors: organization, nature of interactions with the

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Matthew K. Miller, Clemson University; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

Foundation’s Research Experiences for Undergraduates (REU)initiative aims to recruit students to careers in research and has funded over 1,700 sites totalingover $435 million (of which over 600 sites receiving $171 million in funding are presentlyactive)1. Research by the STEM education community concurs that these research experienceshave a positive influence on undergraduates in a variety of ways. Yet, many of the specificaspects of the nature benefits to participants and how they accrue to participants are not knownor well understood.Prior work by the first author used Lent’s Social Cognitive Career Theory to study the impact ofREU programs on undergraduate students’ self efficacy for graduate school and researchcareers2. In this prior work, we

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs, Inc.

Tagged Divisions

Educational Research and Methods

things work as proposed, andsometimes they never figure it out.Most researchers are familiar with the need to evaluate the end results of a completed project,which in the professional evaluation community is termed outcomes evaluation (or impactevaluation). While necessary for funded projects, outcomes evaluation is summative—at best itmight reveal what the researchers should have done, but it comes too late to change what theyactually did. A formative approach called utilization-focused evaluation helps project leadersmonitor and improve their project throughout its term.1 A particularly powerful utilization-focused technique is implementation evaluation (or process evaluation), in which a trainedevaluator is brought into a project from its

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of the participants struggled to provide approaches to assessing the Page 25.614.12impact. This speaks to the need for more research in this area. However, among the few who tried, the use   of a control group and experiment groups was the suggested approach. Others, however, reverted tometrics they think are most important when assessing the impact of a cyberlearning award. Many participants said that the metrics used to assess the impact of a cyberlearning award shouldbe based on the subject and the context (i.e

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Noah Salzman, Purdue University, West Lafayette; Russell Andrew Long, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

 Public and Private Schools.  Sociology of education, 1982. 55(2/3): p. 65‐76. 27.  Rogosa, D., D. Brandt, and M. Zimowski, A growth curve approach to the measurement of  change. Psychological Bulletin, 1982. 92(3): p. 726‐748. 28.  Statistics, N.C.f.E., High School and Beyond: Sample Design Report, 1980: Washington D.C. 29.  Morrell, C.H., L.J. Brant, and L. Ferrucci, Model Choice Can Obscure Results in Longitudinal  Studies. The Journals of Gerontology, 2009. 64A(2): p. 215‐22. 30.  Astin, A.W. and N. Denson, Multi‐Campus Studies of College Impact: Which Statistical Method is  Appropriate? Research in Higher Education, 2009. 50(4): p. 354‐367. 31.  Sanders, W.L. and J.C. Rivers, Research‐in‐Progress Report

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J Therriault, University of Florida

Tagged Divisions

Educational Research and Methods

Page 25.786.3on projects involving real-world customers, students viewed the instructor and teachingassistants as the most important customers. The primary project goal from the students’ perspective was on getting a good grade. Dannels4 argues that students are therefore learning tobe students and not professionals. Donald15 notes that in engineering education there is “acontinual tug-of-war between the theoretical and the professional.” (p. 63) Students often feelthat theory is emphasized over practice and wish for more practical hands-on learningexperiences. Because of a perceived lack of practical experience, some graduates find thetransition to professional practice to be a shocking experience.Missing from previous literature are studies

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Arnold Neville Pears, Uppsala University; Judy Sheard, Monash University

Tagged Divisions

Educational Research and Methods

in teaching programming to undergraduate and post-graduate students. She was awarded the Monash Vice Chancellor’s Award for Team-based Educational Development (2002) and School of Com- puter Science and Software Engineering Excellence Awards (2002 and 2003). Page 25.855.1 c American Society for Engineering Education, 2012 Investigating Teacher’s Approaches to their Teaching Practice Abstract This report develops and analyses the reliability and validity of a Swedish transla- tion of the Trigwell and Prosser Approaches to Teaching

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, commu- nication studies, identity theory, and reflective practice. Projects supported by the National Science Foun- dation include interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in statics courses, and a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, University of Colorado; Alyssa Nicole Berg, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

mentors interactand develop their working relationship. For instance, at the University of Texas at Austin theGraduates Linked with Undergraduates in Engineering or GLUE program links 24undergraduates in their 2nd and 3rd years with graduate student research mentors each springsemester. GLUE is well known locally and is cited as the reason many GLUE alumni have foundsuccessful careers in engineering industry as well as academia, and is renowned for providingwomen and underrepresented minorities with valuable community-enriching experience [9].Despite the existence of GLUE and other undergraduate mentoring programs discussed here,there still remains a lack of peer-reviewed studies that describe the best practices and necessaryattributes for

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter M. Ostafichuk, University of British Columbia; Jim Sibley, University of British Columbia, Vancouver; H.F. Machiel Van der Loos, University of British Columbia

Tagged Divisions

Educational Research and Methods

on gears and powerscrews this past year required teams to design, select, and size gears and a power screw for anindustrial compaction device; teams were given the specifications and approximate placement ofa motor relative to a compaction chamber, and were asked to design a power transmission systemso as to maximize the compaction speed relative to lifetime cost (including cost of components,maintenance, and power). In these exercises, students prepare a detailed report outlining theirsolution that is graded by the instructor or graduate student teaching assistants. For the in-classactivities, teams also prepare a one-page summary of their design for review and assessment bytheir peers. The act of distilling the large report into a clear

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ji Hyun Yu, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2012-4668: A FIRST STEP IN THE INSTRUMENT DEVELOPMENTOF ENGINEERING-RELATED BELIEFS QUESTIONNAIREJi Hyun Yu, Purdue University, West Lafayette Ji Hyun Yu a Ph.D student of learning, design, and technology at Purdue University.Dr. Johannes Strobel, Purdue University, West Lafayette Johannes Strobel is Director of INSPIRE, Institute for P-12 Engineering Research and Learning, and Assistant Professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering learning, the measurement and support

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; David B. Thiessen, Washington State University; Bernard J. Van Wie, Washington State University; Gary Robert Brown, Portland State University; Olusola O. Adesope, Washington State University, Pullman

Tagged Divisions

Educational Research and Methods

Bernard Van Wie has been teaching for 30 years, first as a graduate student at the University of Oklahoma, and then as a professor at Washington State University. Over the past 15 years, he has devoted himself to developing novel teaching approaches that include components of cooperative/collaborative, hands-on, active, and problem/project-based learning (CHAPL) environments.Dr. Gary Robert Brown, Portland State UniversityDr. Olusola O. Adesope, Washington State University, Pullman Olusola O. Adesope is an Assistant Professor of educational psychology at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

and taught in a required first-year engineering course that engages students in open-ended problem-solving and design. Her research focuses on the development, implemen- tation, and assessment of model-eliciting activities with realistic engineering contexts. She is currently the Director of Teacher Professional Development for the Institute for P-12 Engineering Research and Learning (INSPIRE).Dr. Monica E. Cardella, Purdue University, West Lafayette Page 25.45.1 c American Society for Engineering Education, 2012 A First Take on an Individual Data Generation Assignment for

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

have a long history in the K-12 schooling system and are wellintegrated into the preparation and continuous training of teachers. Similarly, the many conceptsof science and mathematics are shared amongst educators. Engineering in K-12 is yet to be fullyconceptualized1, 34, which does not only impact practice of teaching engineering in K-12 but haslarger impacts for this study. A limitation of this study is that it presumes a definition ofengineering, which might not be shared by all members of the community and not shared by allparticipants of the study. Our comprehensive literature review addresses some of the concerns,yet future research on the impact of different conceptualizations of engineering in K-12 and theirimpact on teachers’ self

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen L. Chen, Stanford University; Michelle Marie Grau, Stanford University; Samantha Ruth Brunhaver, Stanford University; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University; Michelle Warner, Stanford University

Tagged Divisions

Educational Research and Methods

graduate student at Stanford University. She is currently working on her Ph.D. in mechanical engineering with a focus in engineering education. Brunhaver completed a B.S. in mechanical engineering from Northeastern University in 2008 and a M.S. in mechanical engineering with a focus in design for manufacturing from Stanford in 2010.Dr. Shannon Katherine GilmartinDr. Sheri Sheppard, Stanford University Sheri Sheppard, Ph.D., P.E., is professor of mechanical engineering at Stanford University. Besides teach- ing both undergraduate and graduate design and education-related classes at Stanford University, she con- ducts research on weld and solder-connect fatigue and impact failures, fracture mechanics, applied finite

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Brett D. Jones, Virginia Tech; Philip R. Brown, Virginia Tech

Tagged Divisions

Educational Research and Methods

- wide Undergraduate Teaching Award at the University of South Florida St. Petersburg (2003-2004). For his research, he received the North Carolina Association for Research in Education’s Distinguished Paper Award (2000) and the Best Paper Award from the American Society for Engineering Education, K-12 Engineering Division (2010). His current research focuses on applying motivation and cognitive theories to instruction. He developed the MUSIC Model of Academic Motivation with the hopes that novice, as well as experienced, instructors would find it useful as a tool for improving their instruction (see http://www.MotivatingStudents.info/).Mr. Philip R. Brown, Virginia Tech Philip R. Brown is a graduate student in the

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

Theory & Techniques Society (MTT-S). Schwartz has authored or co-authored 25 papers and conferences including one Best Student Paper (ANTEM/URSI), and co-authored one book chapter on Optoelectronic VLSI. His expertise spans a broad variety of topics including photonics, analog and integrated circuits, microwave and mm- wave technology, and recently, sensing applications.Dr. Ashley Ater Kranov, ABET Ashley Ater Kranov is ABET’s Managing Director of Professional Services. Her department is responsi- ble for ensuring the quality training of program evaluators, partnering with faculty and industry to conduct robust and innovative technical education research, and providing educational opportunities on sustainable

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

proper support or scaffolding that can minimize students' frustrationwhile guiding them in developing the necessary skills to learn and solve the given problem. This paper describes a study which investigates the perception of third year students in aclass while learning in a difficult, mathematically intensive engineering course. Although thelecturer for the class had gone through a series of pedagogical training on active, cooperative andproblem-based learning, this is the first time the lecturer implemented CPBL. This study isactually part of a larger research on training and supporting academic staff in implementingCPBL.III. STUDY DESIGN This study was conducted in a three-credit course called "Process Control andDynamics

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Kristen Hatten, Purdue University

Tagged Divisions

Educational Research and Methods

department because I don’t have a degree in industrial design even though I do research that’s related to product development. So ironically the best fit for me has been, so far, has been in a marketing school even though that’s not my background at all. It’s just that they, in this particular situation, they understand how the research that I'm doing relates… is useful when you’re trying to understand customers which is a huge part of marketing. We see that Ignacio's experience with his colleagues lead him to understand who he is asa professional. While trying to secure a job as engineering faculty, he has a hard time convincingother engineering faculty of his worth. However, his interactions with faculty in

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

they wanted to study and practice that topic in whatever way seemed best, as long as theycould demonstrate mastery of a computer architecture. This final learning agreement gave thestudents autonomy that was comparable autonomy to a senior design course (see Figure 2). Figure 2: Comparison of learning activities for the Control IE and Experimental IM sections.Increased levels of choice and autonomy in the Experimental IM sections are highlighted in bold. The level of autonomy in a Senior Design course is included for reference. Page 25.357.83.3 IM Course Design Procedure To create this autonomy-supportive environment, we

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

population of 3715 (the number of College of Engineering graduates for 2005-2007),in terms of GPA. The results indicate a significant difference, with one-sample t(796)=2.911,p<0.05. However, the mean difference is very small (3.14 for population, 3.20 for total sample),and statistical significance was likely impacted by the large sample size. One-sample t-testswere also used to determine if each of the groups was significantly different to the wholepopulation, in terms of GPA. The GPA for Group A was significantly different from that of thepopulation, but the GPAs for groups B and C were not. An analysis of variance (ANOVA)indicated that there were no statistically significant differences (F(2,735)=2.023, p=0.133)among the GPAs for groups A, B

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donald William Rhymer Ph.D., U.S. Air Force Academy; Richard T. Buckley Ph.D., U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

. His wife Dawn is a 1997 graduate of the academy, and they raise five children. In his free time, Rhymer runs the falconry program at the Air Force Academy.Dr. Richard T. Buckley Ph.D., U.S. Air Force AcademyDr. Daniel D. Jensen, U.S. Air Force Academy Dan Jensen is a professor of engineering mechanics at the U.S. Air Force Academy where he has been since 1997. He received his B.S. (mechanical engineering), M.S. (applied mechanics), and Ph.D. (aerospace engineering science) from the University of Colorado, Boulder. He has worked for Texas Instruments, Lockheed Martin, NASA, University of the Pacific, Lawrence Berkeley National Lab, and MSC Software Corp. His research includes design of micro air vehicles

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter H. Meckl, Purdue University; Marc H. Williams, Purdue University, West Lafayette; Carolyn Percifield, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

) Promotes split of teaching/research faculty Deeper Fear: Engineering graduates whose education lacks societal relevance Possible Actions: 1) Identify key innovators and give release time to develop/implement 2) Find ways to encourage truly multi-disciplinary teams 3) Push for “design in every course” 4) Reward faculty for instructional accomplishments on a par with research 5) Seek increased support from Dean, external sources (Industry) 6) Benchmark progress in curricular change 7) Strengthen “Design” criteria in ABET 8) Hire non-faculty PE’s or “Professors of Practice”, more grad student support 9) Use vertical

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Russ Pimmel, University of Alabama; Roger K. Seals, Louisiana State University; Stephanie M. Beard, Louisiana State University

Tagged Divisions

Educational Research and Methods

of practice; Proc. 2004 ASEE Ann. Conf.6. Dancy, M., J. Smith and C. Henderson (2008). Barriers and promises in stem reform; commissioned paper, presented at NRC Workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education; Washington, DC.7. Felder, R. and R. Brent (2010). The national effective teaching institute: assessment of impact and implications for faculty development; J. Eng. Ed. 99:121–134.8. Felder, R., R. Brent and M. Prince (2011). Engineering instructional development: programs, best practices, and recommendations; J. Eng. Ed. 100:89 –122.9. Froyd, J. (2001). Developing a dissemination plan; Proc.31st FIE Conf.10. Froyd, J., C. Henderson, J

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Carnegie Mellon University; Lisa R. Lattuca, University of Michigan; Dan Merson, Pennsylvania State University; Patrick T. Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2012-4880: MEASURING ENGINEERING STUDENTS’ CONTEXTUALCOMPETENCEDr. Hyun Kyoung Ro, Carnegie Mellon University Hyun Kyoung Ro is a Research Designer and Analyst in the Institutional Research and Analysis at Carnegie Mellon University.Dr. Lisa R. Lattuca, University of MichiganDr. Dan Merson, Pennsylvania State University Dan Merson is a Postdoctoral Fellow for the Center for the Study of Higher Education and the College Student Affairs program at Penn State. He received his Ph.D. in higher education from Penn State in the summer of 2011. While at Penn State, he primarily worked on the NCAA-funded Student-Athlete Climate Study (SACS), a nation-wide project to assess student-athlete’s perceptions and experiences

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

besuccessful in the workforce of 2020. Producing graduates with the attributes of the engineer of2020 (hereafter referred to as the “E2020 attributes”) who are prepared for this dynamic,competitive global workforce is the current challenge for engineering education. Researchers aretasked to empirically identify ways in which undergraduate engineering programs can adjusteducational offerings to reach such a goal.Studies to date have largely focused on ABET criteria and the policies and practices that fosterthe development of each of these student outcomes. Given the newness and non-mandatorystatus of the E2020 attributes relative to the ABET accreditation criteria, little research hasinvestigated engineering student outcomes vis-à-vis the Engineer of

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

AC 2012-3264: OPTIONAL FINAL EXAMS AS AN ASSESSMENT TOOLIN ENGINEERING CURRICULAAnthony Gregerson, University of Wisconsin, Madison Anthony Gregerson is a Ph.D. student in electrical and computer engineering at the University of Wiscon- sin, where he recently won the 2012 Exceptional Service Award for teaching assistants. He is a member of the UW’s Teaching Academy and the Delta Program in Research, Teaching, and Learning. He has eight years’ experience teaching as a tutor, Teaching Assistant, and instructor and occasionally writes about testing and assessment for PlusError.com. When not teaching, he designs real-time processing systems for CERN’s Large Hadron Collider.Sean Franey, University of Wisconsin, Madison

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Maria-Isabel Carnasciali, University of New Haven; Viktoria Zelenak, University of New Haven; Michael J. Hollis, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

, course drops, persistence, and graduation rates. Programs tohelp with stress and time management including support services geared toward adult studentssuch as their own orientations, academic and financial aid advisors, peer advisors, and supportstaff and faculty who understand their needs without loss of academic rigor,10 campus day care,families invited to campus events, etc.Additional research supports the hypothesis that the balance adult students face between work,school, family, and other commitments is an additional cause of stress for adult students, but thedifficulty of the coursework was also a factor. A research project in 2009 that surveyed 72 adultgraduate students at Texas State asked students an open-ended question: “_______ are

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Anna Zilberberg; Christopher W. Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; John J. Duffy, University of Massachusetts, Lowell; Sean Mcvay, James Madison Univeristy

Tagged Divisions

Educational Research and Methods

25.635.36) What are the reasons faculty do not use LTS in curricular vs. extracurricular LTS efforts?METHODSTo answer the above research questions, we developed an LTS Faculty Survey for investigatingLTS with the purposes of gathering insight into not only the types of LTS experiences (e.g.curricular, extracurricular, etc.) and the characteristics of such experiences (e.g. group-based,type of community partner, duration, course characteristics, etc.), but also the benefits andbarriers faced during LTS design, management, and assessment all from a faculty perspective.Faculty attitudes on LTS efforts and the impacts on their students, themselves, their institutions,and their community partners were also measured.The survey includes Likert scale items