Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Loken, Pennsylvania State University; Zita Oravecz, Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park; Fridolin Jakob Linder, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

determines the lower asymptote as θgoes to negative infinity. For questions where there is no chance of guessing, setting cj = 0yields the two-parameter logistic model (2PLM), whereas making the assumption that allquestions have the same aj yields the Rasch model (1PLM). Extensions to settings with multipleresponse options or where θ is multidimensional are available, but we will focus only on the caseof dichotomous responses reflecting a unidimensional underlying construct.If the question parameters are known, as is the case for a test composed of well-researched andvalidated items, then estimation of student ability level is a straightforward single variable

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Hagge, Iowa State University; Mostafa Amin-Naseri, Iowa State University; Stephen B Gilbert, Iowa State University; John Jackman, Iowa State University; Enruo Guo; Gloria Starns, Iowa State University; LeAnn E Faidley, Wartburg College

Tagged Divisions

Educational Research and Methods

through understanding rather than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students.Mr. Mostafa Amin-Naseri, Iowa State University Mostafa Amin-Naseri, is a masters student in industrial engineering in Iowa State University. He is interested in data mining and statistical analysis. He applies data analysis to educational data, building learner models and reporting tools for instructors, in order to evaluate and enhance educational systems and methods.Prof. Stephen B Gilbert, Iowa State University Stephen B. Gilbert

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Penny Kinnear, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

-based project courses, there is a long history of classroom research examiningclassroom interactions -- much of it beyond the scope and theoretical grounding of this study.Mehan, through a careful analysis of classroom interactions, described traditional interaction as apattern of initiation-response-feedback (I-R-F);18 where individual students would be asked aquestion by the teacher, would respond, and feedback or evaluation would be provided to thestudent. Mehan provides an excellent comprehensive review of the development of interest inclassroom interactions as the subject of research from the 1960s until 1998.19 Research inlanguage, math, and science classrooms continues to reflect a more socio-cultural perspective.Interest in the concept

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scale.However, there are a number of sub-components within each factor. For example, sub-components of Level of Academic Challenge are higher-order learning, reflective and integrativelearning, learning strategies, and quantitative reasoning. Overall, the NSSE measures a wholehost of students’ experiences. However, the primary focus of PosSES is on students’ engagementin out-of-class activities. One other difference between the two instruments is that the NSSE isadministered to first-year students and senior-year students, while PosSES can be administeredto first-year through senior-year students. PosSES includes all of these high impact activitiesalong with others we identified through reviews of the literature, web searches, and a Q-studyusing focus

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

expressed concerns that students may consider just getting feedbackon "if they did the problem right" as pertaining to these questions. Again, these are issues relatedto student interpretations of the items, so the cognitive interview data was assessed for anysimilar discrepancies; however, none seemed apparent. Hence, these items were seen asfunctioning as intended.As for overall functioning and validity of the SCAEI, all of the content experts stated that theSCAEI would be informative for guiding self-reflection on their own teaching. Some of thecontent experts also said they could see themselves using the SCAEI for education researchpurposes.During the item alignment study, one content expert initially interpreted the "active" dimensionof the

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Educational Research and Methods

, unsuccessfully. Hazel then completes the task alone. After this, Page 26.1256.6Hazel does more checking in with Olive, asking her if ideas make sense. Hazel’s explanations toOlive are presented colloquially, reflecting Hazel’s awareness of Olive’s lack of experience. Foralmost all of the coding in the first two days, Hazel types the code while Olive looks onattentively, sometimes with Hazel narrating her actions. Olive’s contributions are mainlybrainstorming ideas for the final project and helping to Google questions.On the second day, they begin putting together the mechanical arm. Olive immediately takes thelead in constructing it, though Hazel

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Education, 2015 Development and Pilot Test of the Rate and Accumulation Concept InventoryAbstractMany of the rate of change and accumulation processes that we commonly encounter reflect thebehaviors of complex systems. Solving complex system problems within engineering requiresthe ability to interpret the meaning of a function that is modeling a dynamic situation. Thisability is essential for engineers. Thus, knowing how students think and learn about rate andaccumulation processes in complex systems can help educators better prepare students for theirengineering careers.Engineering students often have various robust misconceptions that can persist throughout theireducation and may hinder their

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

documents. To address the quality of the data, I took notesduring the interview, which were incorporated into the data analysis, and reflected on the qualityof the data after the interview by answering post-interview reflection questions29 such as: “Howdid the interviewee react to the questions?” and “How was the rapport?” After I developed adraft of the findings in the form of themes, I conducted member checks via a phone call with Page 26.629.5twelve of the participants. During this phone call, I asked the participants for their feedback andcomments on the themes. All of the twelve participants agreed with the themes. Prior to this project

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

homes. While assuming that these two populations are similar is not without its limitations, the immersion of the lead author in both cultural environments and reflective conversations between the authors on a weekly basis allows us to make this assumption with confidence. Reasons as to why this assumption would not be valid (e.g., background demographics, institutional cultures, and other similar factors) are not explored and are grounds for future work. Exploratory instrument development seeks to determine how qualitative results generalize quantitatively.Participants Qualitative interviews of engineering students (n=9) were collected from a southeastern land-grant institution. Interviews focused on students’ perceptions of the future

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the studentswith the higher incoming confidence, regardless of tasks completed). Page 26.1328.14AcknowledgmentsWe are grateful for support provided by the National Science Foundation under EEC-0953698.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.2. Vogt C. Change: Motivational Factors for Women in Engineering: Self-Efficacy and Academic Self- Confidence.; 2005.3. Vogt CM

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

toward opposition to fracking and the 4th-year students were equally split in support of andopposition to fracking. The reason for this difference is unclear, but perhaps reflects differencesin cohort predispositions. The 4th-year students may exercise more critical thinking, or may havepre-professional experiences to draw from. The 1st-year students are predominately non-STEMmajors, and perhaps more influenced by the abundance and accessibility of opposition literature. Page 26.725.5Regardless, the activity appears to be effective in facilitating students’ opinion formation, whilethey gain factual knowledge. The third

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

instructionalmaterials into the hands of instructors. These research-based materials can directly benefitstudents and in turn, assist in creating globally competitive engineers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1361417. Any opinions, findings and conclusions, or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. National Academy of Engineering. Educating the Engineer of 2020: Adapting Engineering Education to the New Century. National Academies Press; 2005.2. National Science Foundation. Innovations in engineering education, curriculum, and infrastructure (IEECI

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Gautam Akiwate, University of California, San Diego

Tagged Divisions

Educational Research and Methods

assurance that thefindings reflect accurate measures and that results are trustworthy. Test reliability further indicates theextent to which individual differences in scores can be attributed to ‘true’ differences. We used the mostpopular measure - Cronbach Alpha for the purpose. Table 2 shows the Cronbach Alpha values for thedata collected for each of the subsets. TABLE 2: CRONBACH ALPHA VALUE - SELF ASSESSMENT Subsets Alpha Value Coding Specific 0.7700 Generic 0.7190Since alpha values for both the sets were found to be equal to or greater than 0.70, the instrument wasjudged to be

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and organizational contexts. We aim to further explore how,through their participation in the routine practices of the undergraduate curriculum,students make themselves, and are made by others, into engineers. The specific focushere is on how a particular “ideology of engineering”2 is reflected in the discourse ofparticipants in presentations for a first year projects course. In particular, this paperdetails how engineering discourses serve to depoliticize complex social issues, and toreframe them as technical issues that can be resolved through design and refinement ofinnovative technologies. A second and related goal is to contribute to recentmethodological discussions in engineering education3, and specifically to introduce

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

. Likewise, as the sample sizes inTable 4 and 82 and 65 for males and females, respectively, for the correlations below 0.30 thestatistical power of the t-tests comparing scales is well below 0.80. All of this is to say that byincreasing the sample size in future studies, it is possible we will detect relationships between thesurvey scales that we have perhaps failed to detect here by committing a Type II error.AcknowledgementsThis material is based upon work supported by the National Science Foundation under EEC1150874 and the NSF Graduate Research Fellowship Program under Grant No. DGE-1333468.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

studies among sections of a course.2 Page 26.795.3The final top level of the classification scheme is pictured in Figure 1 which shows the eightmain outcomes (or categories) where each of the more specific outcomes are cataloged. Thecomplete classification scheme in a table format can be found in Appendix A. Figure 1: Top Level of the Classification Scheme1Application 1: Application of the Scheme among Multiple Course SectionsTwo Midwest universities have extensively utilized the classification scheme to reflect uponcurrent practices and determine gaps in content.2 A self-study exercise was performed by oneMidwestern

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

” on their team mates’ work. Exam scores of these students reflect theirlack of participation in the team activities and are lower than their team mates’ scores.Instructor intervention was minimal in all courses. As discussed above the instructor onlyintervened one time to redistribute a team because the size of the team was too small, notbecause of any personality or working conflicts. In general, the instructor does not directly helpthe teams work together, and the instructor was not asked to intervene in any team disagreementsby the teams. The teams–as a result of the TBL structure–are self-regulating.ConclusionsTeams in Team-Based Learning courses learn quickly how to effectively work together. Theteams exhibited rare to no team conflict

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrystal A. S. Smith, University of South Florida; Hesborn Wao, University of South Florida; Julie P Martin, Clemson University; George T. MacDonald, University of South Florida; Reginald S Lee, University of South Florida; Gladis Kersaint, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, members of a culture are asked to list as many items or beliefs that they can recall aboutone or more dimensions of a cultural model identified by the researcher, usually from previousstudies and the literature. For example, a researcher can ask participants to list their beliefs about“how the teacher-student relationship should function,” a dimension within the cultural model ofeducation success. Free listing assumes that individuals 1) with extensive knowledge providemore responses than those with less knowledge, 2) list most familiar and meaningful responsesfirst, and 3) provide responses that reflect their local cultural knowledge. 3 Ultimately, free listingmeasures the strongest beliefs shared by participants about this dimension.Currently

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Renee M Clark, University of Pittsburgh; Erin Gross Claypool, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, problem solving, and studentengagement during class using a structured behavioral observation protocol known as theTeaching Dimensions Observation Protocol (TDOP). Several of the traditionally-taught classsessions were also observed for comparison, with positive results noted. Also, a comparison ofstudents’ conceptual and exam performance in the two flipped sections versus the “traditional”section enabled direct assessment of the benefits of the new approach, with significantdifferences not being detected. Further assessment of the flipped “pilot” classroom includedstudent engagement, instructors’ reflections, and two perception instruments measuring students’overall experience in the class.1. Introduction and Literature ReviewNumerous

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

consistency between the twoauthors, Dedoose Training feature was utilized by having both researchers take the codeapplication test. A test was set by each researcher and both researchers take each other’s test toevaluate how consistent the coding process was done with respect to each other. Multiple testswere set and done after each iteration as the researchers deliberate to ensure all the coding donewas consistent. The test gives a Pooled Kappa that reflects the agreement between bothresearchers. The final two tests gave a Pooled Kappa of 0.67, which falls in the range of goodagreement between both researchers. The relationship between Pooled Kappa and Cohen’s kappa(a measure to evaluate inter-rater agreement) is that the Pooled Kappa is a global

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

different ways. For the mostpart however, there was a common factor that many students identified through the interview. Ifthe student received a “not mastered” mark, they would almost always redo the problem,regardless of overall performance level.Some exceptions to this occurred. First, students with poor attendance records and poor recordsof turning in the original assignment would also sometimes skip turning in resubmissions. This isnot viewed as a direct result of the mastery grading system, rather a reflection of general poorparticipation by a small percentage of students across any system. Second, some studentsindicated that if multiple resubmits piled up and important coursework from other classes alsobecame time consuming, they would

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Sarah Brem, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Eva Pettinato, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Educational Research and Methods

engineering. These studies could add tothe limited body of research in engineering education regarding intentional conceptual change aswell as interventions to promote conceptual change for other content.Conclusions This research study demonstrated that undergraduate engineering students havemisconceptions about the emergent characteristics of drift. Through a written protocol andsubsequent analysis, specific misconceptions of emergence for drift were identified and werefound to be prevalent. Even though some misconceptions observed here reflected those that havebeen reported in the literature about emergence, relationships between the differentmisconceptions were observed. Misconceptions for the emergent characteristics of thephenomena were

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alison B. Hoxie, University of Minnesota Duluth; Thomas Shepard, University of St. Thomas; Robert Feyen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

Theory-Based Approach to Reflective Planning and Instruction, Faculty of Education, University of Regina.    Appendix A: Student SurveyTOPIC: Course Name    Please rate the following questions based on the scale given below.    1 Strongly Disagree  2 Disagree  3 Neutral  4 Agree  5 Strongly Agree        1. The course was effective in helping me learn the 1   2   3   4   5  material presented.   Page 26.1533.142. The course was effective in helping me to understand 1   2   3   4   5  the material.  3. The course format

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University

Tagged Divisions

Educational Research and Methods

. According to Downing and Haladyna6, validity is the mostimportant consideration in test evaluation and refers to the appropriateness, meaningfulness, andusefulness of the specific inferences made from test scores. Haynes et al.7 go on to warn us thatdata from an invalid instrument can “over-represent, omit, or under-represent some facets of theconstruct and reflect variables outside the construct domain”.The use of unreliable and/or invalid instruments in engineering education could lead to theinaccurate measurement of student outcomes and perceptions, incorrect program and classassessments, as well as a general misrepresentation of the current state of engineering education.In this paper, we propose a structured methodology for the initial steps

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

-related practices for one of thesurvey questions, which asked the participants to rate 41 learning activities on how often theyhappen in their own undergraduate teaching (Very Often/Often/Sometimes/Never) and howimportant they perceive them to be in the undergraduate engineering curriculum as a whole(Very Important/Important/Somewhat Important/Not Important). The 41 learning activities,which in particular went through many iterations as part of the overall survey design process,reflect the 6 STSE Currents2 and the literature on Engineering and STSE-related practices as afoundation. It should be noted that several items represent more than one current, to represent theintermingling that occurs between the currents in practice, which is described

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, hispassion for the arts led him to launch a business where he could combine his engineeringknowledge and skills with music. Unlike Alejandro, he did not see a disconnect with engineeringand the work that he is doing; rather, he wishes that his formal engineering education could havebeen extended to include developing interpersonal skills and business skills to enable people toleverage their ideas and pursue their goals. According to Cane, his future will include continuingto make the things he is making, to expand his business to other products, and to get involvedwith teaching again. Cane’s pathway reflects one that was driven by early childhood experiencesand a pursuit to use his engineering education to implement his art.Stephen’s pathway is

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina Cristina Adam, University of California, Santa Barbara; Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Alexa Coburn, California Polytechnic State University, San Luis Obispo; Baheej Nabeel Saoud, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

classified and color coded as desired propositions (blue),weak propositions (purple) and incorrect propositions (orange) – see Figure 6.The area of thebubble reflects the student‟s confidence in that particular code for that particular Scenario. Thisconfidence is based on the student self-declared confidence in their prediction and choice ofwords during explanations. For example, words such as “I don’t know”, “I am trying toremember from class”, “I have no idea why …” were used as an indication of low confidence.FindingsIn the Findings section, the coded data is grouped and analyzed using tables (see Tables 3 -8).This method was used as a means to analyze the data across students and to uncover potentialhidden patterns in students‟ handling of

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Uzma Shaikh, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Camilo Vieira, Purdue University; R Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

categorize a problem better if thereexists an understanding of the deep structure of a problem, and this supports the problem solverin the quest of finding the correct solution approaches 17.Therefore, to effectively integrate these tools in engineering contexts, students can also developproblem solving and design skills in addition to inquiry skills, the adoption of a “practiceperspective” is needed 3. In a practice perspective the focus of learning is on participation inauthentic contexts where the learning experiences: (a) are personally meaningful to the learner,(b) relate to the real-world, and (c) provide an opportunity to think in the modes of a particulardiscipline 4. Since practice consists of a process of action and reflection in context 5

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rongrong Yu, Virginia Tech; Denise Rutledge Simmons PE, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

CAREER grant #EE-1351156. Any opinions, findings,conclusions, or recommendations expressed in this poster are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 26.1450.14References1. National Academy of Engineering. (2004). The engineer of 2020: visions of engineering in the new century. Washington, DC: National Academies Press.2. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.3. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research