Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Dia Sekayi, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

design education (especially in regards to the design of complex systems), and student preparation for post-graduation careers.Dr. Dia Sekayi, Georgia Institute of Technology Dr. Dia Sekayi earned a bachelor’s degree in Business Administration, an Ed.M. in the social foundations of education, and a Ph.D. in the sociology of education with foci on qualitative research and urban edu- cation from the State University of New York at Buffalo. Prior to her nearly 20 year career as a full-time faculty member, she taught mathematics and science in a small private elementary school. Dia has pub- lished refereed journal articles, books, and books chapters on various topics in the sociology of education. Dia’s current scholarly

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

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Diversity

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Educational Research and Methods

Paper ID #11187The Influence of Out-of-school High School Experiences on Engineering Iden-tities and Career ChoiceDr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses on increasing female enrollment in engineering, how students’ attitudes and beliefs affect their choices and their learning, and how to improve engineering education for all students – especially those from underrepresented groups. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Holly M Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

Paper ID #12803Comparing Disparate Outcome Measures for Better Understanding of Engi-neering GraduatesMs. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver is an Assistant Professor of Engineering in the Fulton Schools of Engineering Poly- technic School. She completed her graduate work in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Her research examines the career decision-making and professional identity formation of engineering students, alumni, and prac- ticing engineers. She also conducts studies of new engineering

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine D. McGough, Clemson University; Adam Kirn, Univeristy of Nevada, Reno; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

describes how a student expects to perform ina course4. Perceptions of the future describes the clarity of the students’ future career goals.Perceived instrumentality describes how useful students perceive their coursework to be. Andfinally, future on present describes how students’ present tasks influence their perceptions of thefuture15. Page 26.396.3Using these four factors, students’ FTPs have been conceptually represented in past research asdifferent shapes of ice cream cones placed on axes representing instrumentality and timeorientation: Sugar Cone, Waffle Cone, and Cake Cone6. A diagram showing the different conetypes can be seen below in

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

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Diversity

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Educational Research and Methods

teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?” He has also been part of the teaching team for NSF’s Innovation Corps for Learning, and was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014. Dr. Jordan also

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

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Diversity

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Educational Research and Methods

program of note because it is the secondmost chosen career path by Latinas/os in the sciences, and one that many Latina/o studentsdenote as prestigious or synonymous to being called a doctor6. Yet, Latinas/os remainunderrepresented in engineering. This paper aimed to address the problem of underrepresentationin engineering for Latina/o engineering students via a study of engineering identity that isgrounded on the Latina/o student experience. This study was guided by the following researchquestion: In what ways does membership in the Society of Hispanic Professional Engineersinfluence the engineering identity development of Latina and Latino students? Literature Review Latinas/os are a growing

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ellen L Usher, University of Kentucky; Natasha Aniceto Mamaril, University of Illinois ; Caihong Li, University of Kentucky; David Ross Economy, Clemson University Department of Materials Science and Engineering; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

individuals’ self-efficacy is related to their career-relatedand academic choices12, 13. The power of students’ personal efficacy beliefs to influencestudents’ achievement and persistence in engineering programs has now been clearly Page 26.1386.2documented. However, considerably less research has focused on investigating the developmentof personal efficacy beliefs in the domain of engineering. If self-efficacy is directly related to thechoice learners make to focus their post-secondary studies on engineering, what sorts ofexperiences build this sense of efficacy?Sources of Self-EfficacyBandura1 hypothesized that individuals form their self

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

investigating students’ development of leadership skills and other professional competencies and in students’ involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her research entitled, ”Investigating Co-Curricular Participation of Students Underrepresented in Engineering.” Page 26.1450.1 c American Society for Engineering Education, 2015Synthesis of Engineering Undergraduate Students’ Out of Class InvolvementAbstractAs engineering educators prepare more high-quality engineers for the global workforce, moreemphasis has been

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

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Diversity

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Educational Research and Methods

onlyafter applying the material.Texas A&M University-Kingsville (TAMUK), a Hispanic Serving Institution, is offeringCASCaded Mentoring And Design Experiences (CASCADE), an NSF Science, Technology,Engineering and Mathematics Talent Expansion Program (STEP) to their engineering students. Page 26.331.4The overall goal of CASCADE is to increase the quantity, quality, and diversity of TAMUKstudents who successfully earn an engineering baccalaureate degree. CASCADE engagesengineering students in design exercises and experiences throughout their academicundergraduate careers, and provides student support in an innovative configuration of cascadedpeer

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

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Diversity

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Educational Research and Methods

, she was the director of the Savannah River Environmental Sciences Field Station. Dr. Simmons has nearly fourteen years of engineering and project management experience working with public utility companies, a project management consulting company, and a software company. She is a registered professional engineer, project management professional and LEED accredited professional. Her research interests are in investigating students’ development of leadership skills and other professional competencies and in students’ involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her research entitled, ”Investigating Co-Curricular Participation of Students

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

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Diversity

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Educational Research and Methods

Paper ID #11535A Series of Singular Testimonies: A New Way to Explore Unearned Advan-tages and Unearned DisadvantagesDr. Julie P Martin, Clemson University Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

professionaldevelopment opportunity. The workshops will be offered to all undergraduate engineeringstudents at one medium size university. In the workshops, participants will engage in facilitatedguided reflection exercises designed to elicit their thoughts and descriptions about who they areand their purpose in their engineering studies. Participants will be asked to write a personalstatement on how they see themselves in their studies and how they envision the person theywish to become in their future career. Page 26.742.2This paper presents the work in progress of this research study, highlighting the researchapproach, methods, and design. Future plans

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

an assistant editor of the Journal of Engineering Education, has been a guest editor of Educational Psychology Review, served on editorial board for top educational research journals, and currently sits on the editorial board of Learn- ing and Instruction. In 2006 she was awarded the U.S. National Science Foundation CAREER grant award and received the Presidential Early Career Award for Scientists and Engineers from the President of the United States. She has conducted and advised on educational research projects and grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

a current task as being useful forreaching a desired future goal. Students’ perceptions of time can range from positive(i.e., time will make things better) to negative (i.e., current living standards will notimprove over time). The three elements of FTP create connections between morestable long-term career goals and short-term tasks to understand the actions taken bystudents. Students with positive FTPs have been shown to possess and use traitsrelated to increased learning, retention, and valuing of tasks.For this study, FTP was operationalized to assess students’ time orientations in termsof their perceptions of the future in relation to their engineering degree and theirdesire to be an engineer, and their perceived instrumentality of

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

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Diversity

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Educational Research and Methods

skills will be used in a practical setting.9–12 They also improve students’ non-technical skills, such as communication, teamwork, and project management, that are key to asuccessful career as a practicing engineer (and for most other career paths).9 In project-basedlearning, students must consider both the process and the product, as they collaborate on creatingthe deliverables for the project.13 Project work emphasizes learning by doing, and engineeringprojects that involve hands-on work and the generation of a physical prototype can be consideredto be a “mastery experience” that can both improve student learning and also increaseengineering self-efficacy.14,15 However, the benefits of generating a physical prototype accrue tothe students who

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

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Diversity

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Educational Research and Methods

conduct research on the ”Towards zero-energy buildings based on energy- harvesting electrochromic window (EH-ECW) and thermoelectrics (TE) systems” project, (2012-present). Associate Director, Mathematics Academy. Program creates access to engineering for educationally and economically disadvantaged students, (2011-2014). Associate Director, Engineering Discovery Days. The largest UW College of Engineering annual event brings over 8,000 students and families to campus to explore engineering through interactive activities, (2012-2014). Board President, NW Career Educators and Employers Association. Organization brings together career educators and employers to improve the economic vitality of the Pacific Northwest

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2015 Undergraduate Students’ Recognition and Development as ResearchersAbstractThe purpose of this work is to investigate how undergraduate engineering students perceivebeing recognized as researchers and what they identify to influence their development asresearchers. Student responses (n=21) to open-ended survey items were analyzed usingqualitative content analysis. The students who participated in this study were frombioengineering and material science and engineering departments with varying amounts ofresearch experience (one to five years) and at varying stages in their undergraduate careers(sophomore to senior). All of the students in the study self

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Van Dyken, Clemson University; Lisa Benson, Clemson University; Patrick Gerard, Clemson University

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Diversity

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Educational Research and Methods

leave the university, compared to 21%, 15%, and 10% thatbegin in calculus I, II and III respectively. These values are at the same level as attrition rates forengineering majors over an entire college career, which are reported to be between 40 and 50percent3,5,7,8.At our university, students are not eligible to take introductory engineering courses if they startin precalculus. This adds another obstacle for students that are already starting behind inmathematics. Burtner found that a student’s confidence in their college level mathematics abilitysignificantly predicted persistence in engineering9. If students are getting the message that theirmathematics skills are too weak to take an engineering course in their first semester, many ofthem may

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia

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Diversity

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Educational Research and Methods

Feminist Research in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

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Diversity

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Educational Research and Methods

Paper ID #11925The Four-Phase Interest Development in Engineering SurveyJoseph E Michaelis, University of Wisconsin - Madison Joseph E Michaelis is a Ph.D. student in Educational Psychology in the Learning Sciences area at the University of Wisconsin - Madison. His research involves studying interest in STEM education, focusing on the impact of learning environments, feedback, and influence of social constructs and identities. This research includes developing inclusive learning environments that promote interest in pursuing STEM fields as a career to a broad range of students.Prof. Mitchell Nathan, University of Wisconsin

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diane Grayson, University of Pretoria; Erika Müller, University of Pretoria

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Diversity

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Educational Research and Methods

” programs and “first yearseminars”, international first year experience conferences (see, for example, the EuropeanFirst Year Experience 2015, www.uib.no/en/efye_2015), centers such as the NationalResource Center for First Year Experience and Students in Transition (www.sc.edu/fye), andan international journal on the first year experience (https://fyhejournal.com/index ). In SouthAfrica about a third of students drop out or fail their first year of university study4 .Some of the things first year students typically struggle with are: choosing a career direction,managing their time, mastering academic skills such as effective study methods and academicreading and writing, assessing their own understanding of their work, coping with the fastpace and

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

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Diversity

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Educational Research and Methods

affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellowship in 2013-2014, with a placement at the National Science Foundation.Dr. George T. MacDonald, University of South Florida Dr. George MacDonald is the interim Director for the Center for Research, Evaluation, Assessment, and Measurement (CREAM) in the College of Education at the University of South Florida(USF). He is the Co-Principal

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

formative assessment, and Mixed-Methods design.Dr. Senay Purzer, Purdue University, West Lafayette enay Purzer is an Assistant Professor in the School of Engineering Education. She is the recipient of a 2012 NSF CAREER award, which examines how engineering students approach innovation. She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Educa- tion (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus; Amy Elizabeth Bumbaco, University of Florida

Tagged Divisions

Educational Research and Methods

the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?” He has also been part of the teaching team for NSF’s Innovation Corps for Learning, and

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

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Educational Research and Methods

Vice Chair of Biomedical Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.Prof. David Williamson ShafferZachari Swiecki, University of Madison-Wisconsin Graduate student in educational psychology, learning sciences area Page 26.679.1 c American Society for Engineering Education, 2015 Epistemic Network Analysis as a Tool for

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Environmental and Ecological Engineering at Purdue University. She was co-PI of Purdue’s ADVANCE program from 2008-2014, focusing on the underrepresentation of women in STEM faculty positions. She runs the Feminist Research in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her ”Learning from Small Numbers” project researching the stories of un- dergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She

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

Validation Development Action Plan Figure 1: Approach Page 26.1022.3ScopeEgoless behavior is a mindset. The earlier this mindset is developed, the better it is. Younger minds aremore malleable and have full careers ahead of them. Carver, et al. argue that before running an empiricalstudy at a software company, it is useful to carry out a pilot study with students in an academic setting17.Therefore, we defined our scope of research to a batch of 86 junior software engineering students of

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yu-Yun Liu, University of Louisville; Kate E. Snyder, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

Educational Research and Methods

the need to implement programs in the first year that expose students to real-worldengineering applications and relevance since such programs are designed to promote interest inengineering.References1. Matusovich, H. M., Streveler, R. A., & Miller, R. L. (2010). Why do students choose engineering? A qualitative, longitudinal investigation of students' motivational values. Journal of Engineering Education, 99, 289-303.2. Iskander, E. T., Gore, P. A., Jr., Furse, C., & Bergerson, A. (2013). Gender differences in expressed interests in engineering-related fields ACT 30-year data analysis identified trends and suggested avenues to reverse trends. Journal of Career Assessment, 21, 599-613. doi: 10.1177

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

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Diversity

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Educational Research and Methods

long term goals that students pursued as a result of their international learning experience were noted. Additionally, the interviews were coded for: (1) the inherent reason for pursuing an international experience, (2) reason for choosing a particular program or type of experience, and (3) if their experience influenced future career choices or motivated them to pursue other international experiences (desire for similar or dissimilar experiences). Beyond these aspects of motivation, the graduate and post-doctoral students looked at the factors that influenced the interviewee’s experience; for example, was it a class the student had to take (extrinsic motivation) or was the experience something the

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Sang Eun Woo, Purdue University; Qin Zhu, Purdue University; Kavitha D Ramane, Purdue University ; Neha Choudhary, Purdue University Programs

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Educational Research and Methods

Paper ID #12226Defining and Assessing Global Engineering Competency: Methodological Re-flectionsProf. Brent K Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He is also an Associate Director of Purdue’s Global En- gineering Program, leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan