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

engineer.” Femalestudents, however, often had a different experience, as this response illustrates: Funny story there… the guy driving the shuttle found out I was in engineering. He goes, "Wait, you're an engineer?" And the implication was you're a woman studying engineering, and I was very, very surprised that that happened…when I got off, I was walking by [a student] who's my friend, and they were hanging out there to wait for the [campus] shuttle. And I was like, "The guy was absolutely shocked that I was a female engineer. He couldn't handle it." I mean, because he repeated that a few times. He's like, "You're a woman studying engineering." I mean, it's just mind-blowing for him, and it was mind

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12468Sharing the Full Range of Leadership in Student Teams: Developing an In-strumentLt. Col. Brian J. Novoselich, Virginia Tech Brian Novoselich is an active duty Lieutenant Colonel in the United States Army and currently a Ph.D. Candidate in the Department of Engineering Education at Virginia Tech. His is a former assistant profes- sor at the United States Military Academy. His research interests include capstone design teaching and assessment, undergraduate engineering student leadership development, and social network analysis.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight

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

shouldalso encourage students to participate in co-ops, internships, and research opportunities thatprovide both mastery and vicarious experiences. Exposure to engineers and what engineers dohelps students to envision and realize their capabilities as future engineers. Recognizing theinfluence of social messages, instructors could be more mindful in providing feedback and/orcomments regarding students’ work and abilities. Further examination of the sources ofengineering self-efficacy is recommended to understand how students’ perceptions of their Page 26.1386.14experiences relate to their achievement and retention in 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

Paper ID #12114Connections between Undergraduate Engineering Students’ Problem SolvingStrategies and Perceptions of Engineering ProblemsCatherine D. McGough, Clemson University Catherine McGough is currently a graduate research assistant in Engineering and Science Education at Clemson University. She obtained her B.S. in Electrical Engineering from Clemson University in 2014. Her research interests are in undergraduate engineering student motivations and undergraduate engineer- ing problem solving skill development and strategies.Adam Kirn, Univeristy of Nevada, Reno Adam Kirn is an Assistant Professor of Engineering

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

earn secondary degrees.3 In other words,deficit thinking leads to the erroneous conclusion that individual students need to be fixed andinstitutional systems like academia may remain unchanged. Our goal in this research is similarto the goal of the NSF ADVANCE program, which is to “fix the system” not “fix the women.”6 Our study contributes to understandings of navigational capital by illuminating how Pell-eligible students glean non-traditional resources from their lives and use them to navigateinstitutions of higher education in successful pursuit of engineering degrees.III. Methods With change agency in mind, our research was designed and conducted as “actionresearch,” aimed at making the lives of the dispossessed visible as well

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

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

Paper ID #12572Engineering, Society and the Environment in the Teaching Goals and Prac-tices of Engineering InstructorsMs. Lisa Romkey, University of Toronto Lisa Romkey serves as Senior Lecturer, Curriculum, Teaching and Learning with the Division of Engi- neering Science at the University of Toronto. In this position, Lisa plays a central role in the evaluation, design and delivery of a dynamic and complex curriculum, while facilitating the development and imple- mentation of various teaching and learning initiatives. Lisa is cross-appointed with the Department of Curriculum, Teaching and Learning at OISE/UT, and

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

Paper ID #11182A Mastery Learning Approach to Engineering Homework AssignmentsDr. Jacob Preston Moore, Pennsylvania State University, Mont Alto Jacob Moore is an Assistant Professor of Mechanical Engineering at Penn State Mont Alto.Dr. Joseph Ranalli, Pennsylvania State University, Hazleton Campus Dr. Joseph Ranalli has taught since 2012 as an Assistant Professor at Penn State Hazleton in the Alterna- tive Energy and Power Generation Engineering program. He previously earned a BS from Penn State and a PhD from Virginia Tech, both in Mechanical Engineering. Prior to his current appointment, he served as a postdoctoral

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

Tagged Divisions

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

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer; Naomi C. Chesler, University of Wisconsin, Madison; Wesley Collier, University of Wisconsin-Madison; Jeff Linderoth, University of Wisconsin-Madison

Tagged Divisions

Educational Research and Methods

): 𝑋 → 𝑌̂or 𝐹̂ (𝑥, 𝐼, 𝐴) = 𝑦̂where 𝑥 is a solution vector and 𝑦̂ is the engineer’s approximation of 𝑦.Because 𝑦̂ is a representation of the engineer’s approximation about the performance of thedesign, we can think of 𝑦̂ as a vector of probabilities. That is, the engineer is not certain of thevalue of 𝑦 for a solution, 𝑥, and as a result, has some possible values in mind as to what 𝑦 couldbe. Thus, we can think of 𝑦̂ as a vector of 𝑦̂ = [𝜉1 , 𝜉2 , … , 𝜉𝑜 ]where each 𝜉𝑗 is a random variable whose distribution represents the predicted values for 𝑦𝑗 andtheir likelihoods based on available information 𝐼, assumptions 𝐴. In other words

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

likely to recognize them in this context.Situated cognition offers an explanation for each of these possibilities. The engineers were asked Page 26.1236.8to take the CI without using reference material to help them remember how to use concepts ifthey felt they needed it or in order to verify that their answers were correct before submittingthem. The theory of the extended mind is an important piece to situated cognition and mayexplain why asking engineers to not use reference materials could cause them to not performwell on the inventories. The extended mind is a theory that claims that the boundaries of acognitive system lie outside of the

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

with measuring how cultural programs andexperiences contribute to positive changes in students’ abilities to work and thrive in diverseenvironments. Global competency can be defined broadly as “having an open mind whileactively seeking to understand cultural norms and expectations of others, leveraging this gainedknowledge to interact, communicate and work effectively outside one’s environment”1.Measuring global competency levels before and after participation in cultural programs maytherefore be a potentially effective method for measuring changes in students’ ability to work ina global environment. Currently, studies on engineering students’ baseline global competencylevels are few at the undergraduate level. This research fills this gap

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

: Five ProfilesHere we present profiles of five different learning communities that exist partly or wholly withinthe community of engineering education. These learning communities represent a breadth ofdifferent models for learning communities, implemented to satisfy a breadth of faculty needsunder a variety of constraints. Features of these communities are summarized in Table 1.University of Alaska FairbanksOffice of Faculty Development Faculty Learning Community Program:Flipped Class Learning CommunityIn 2013, the University of Alaska Fairbanks Office of Faculty Development initiated a programof faculty-led Faculty Learning Communities. This program was designed with facultyownership in mind: facilitators were selected from interested faculty

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

& Learning Technologies from the University of Missouri. His research/teaching focuses on engineering as an innovation in pK-12 education, policy of STEM education, how to support teachers and students’ academic achievements through engineering, engineering ’habits of mind’ and empathy and care in engi- neering. He has published more than 140 journal articles and proceedings papers in engineering education and educational technology and is the inaugural editor for the Journal of Pre-College Engineering Educa- tion Research. Page 26.740.1 c American Society for Engineering

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #11547Design of an extended engineering curriculum to increase retention and eq-uityProf. Diane Grayson, University of Pretoria Diane Grayson is Extraordinary Professor of Physics at the University of Pretoria and Director: Institu- tional Audits at the Council on Higher Education, which is responsible for quality assurance in higher education in South Africa. She designed the ENGAGE program when she was academic development manager in the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria. ¨Dr. Erika Muller, University of Pretoria, RSA Dr Erika M¨uller

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Michael Cavanaugh, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Daina Briedis, Michigan State University; Thomas David Dionise, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Jon Sticklen, Michigan Technological University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

Engineers: Designing for the future of the field. The Carnegie Foundation for the Advancement of Teaching 2008.[12] Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14.[13] Bransford, J. (Ed.). (2000). How people learn brain, mind, experience, and school (Expanded ed.). Washington, D.C.: National Academy Press.[14] Byrnes, J.P., (1996). Cognitive Development and Learning in Instructional Contexts, Boston, Mass.: Allyn and Bacon.[15] Alexander, P. A., & P. K. Murphy. (1999). Nurturing the seeds of transfer: A domain-specific perspective. International Journal of Education Research 31:561–76.[16] Denning, P. J. (2003

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, Freudenthal Institute, School of Education, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Jacquelyn F. Sullivan PhD, University of Colorado, Boulder; Tanya D Ennis, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Another strand of research has explored community organizing efforts that aim to construct new trajectories into valued futures for youth, especially those of nondominant com- munities. He is co-editor of a 2010 National Society for the Study of Education Yearbook, Learning Research as a Human Science. Other work has appeared in Linguistics and Education; Mind, Culture, and Activity; Anthropology & Education Quarterly, the Encyclopedia of Cognitive Science; the Journal of Engineering Education; and the Cambridge Handbook of Engineering Education Research. His teach- ing interests include developmental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gary W Behm, Rochester Institute of Technology (CAST); Raja S Kushalnagar, Rochester Institute of Technology; Joseph S. Stanislow, National Technical Institute for the Deaf; Aaron Weir Kelstone, RIT/NTID

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #13186Enhancing Accessibility of Engineering Lectures for Deaf & Hard of Hearing(DHH): Real-time Tracking Text Displays (RTTD) in ClassroomsMr. Gary W Behm, Rochester Institute of Technology (CAST) Gary W. Behm, Assistant Professor of Engineering Studies Department, and Director of NTID Center on Access Technology Innovation Laboratory, National Technical Institute for the Deaf, Rochester Institute of Technology. Gary has been teaching and directing the Center on Access Technology Innovation Laboratory at NTID for five years. He is a deaf engineer who retired from IBM after serving for 30 years. He is a

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn F. Sullivan Ph.D., University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado Boulder ; Frederick A. Peck; Tanya D Ennis, University of Colorado, Boulder; Nick A. Stites, Integrated Teaching and Learning Program, College of Engineering and Applied Science, University of Colorado at Boulder; Beverly Louie, University of Colorado, Boulder; Julie Cafarella, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students as they move through these institutionalized trajectories. He is co-editor of a 2010 National Society for the Study of Education Yearbook, Learning Research as a Human Science. Other work has appeared in Linguistics and Education; Mind, Culture, and Activity; Anthropology & Education Quarterly, the Encyclopedia of Cognitive Science; the Journal of Engineering Education; and the Cambridge Handbook of Engineering Education Research. His teaching interests include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Frederick A. Peck Frederick Peck is a PhD Candidate in the School of Education at the University of Colorado.Prof

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

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

viable.For us, this starts with developing a community of support to give faculty the confidence toeffectively introduce wicked problems into their existing courses. Through this community,faculty may leverage one another’s expertise in order to expose students to real-world wickedproblems. In the spirit of holistic engineering education, our hope is to enable instructors toconfidently develop their students’ non-technical skills which are integral for generatingsustainability-minded leaders of the future.5,6Research MethodsIn this paper, our primary research objective was to develop a valid and reliable psychometricinstrument that measures a series of sustainability-related learning objectives that are central toWPSI. Our second objective was to

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

Paper ID #13662A Grand Challenge-based Framework for Contextual Learning in Engineer-ing: Impact on Student Outcomes and MotivationDr. Lisa Huettel, Duke University Dr. Lisa G. Huettel is a professor of the practice in the Department of Electrical and Computer Engineer- ing at Duke University where she also serves as associate chair and Director of Undergraduate Studies for the department. She received a B.S. in Engineering Science from Harvard University and earned her M.S. and Ph.D. in Electrical Engineering from Duke University. Her research interests are focused on engineering education, curriculum and laboratory

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

. Bibliography1. D’Andrade, R. (1984). Cultural meaning systems. In Culture theory: Essays on mind, self, and emotion, ed. R. Shweder and R. Levine. 88–119.Cambridge: Cambridge University Press.2. Kroeber, A.L., & Kluckhohn, C. (1952). Culture: A critical review of concepts and definitions. Harvard University Peabody Museum of American Archeology and Ethnology Papers 47.3. Weller, S. C., & Romney, A. K. 1988. Systematic data collection. Vol. 10, Qualitative Research Methods Series. Newbury Park, CA: Sage.4. Godfrey, E., & Parker, L. (2010). Mapping the cultural landscape in engineering education, Journal of Engineering Education, 99, 5-22.5. Fryberg, S. C., & Markus, H. R. (2007). Cultural models of

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

Paper ID #13315Exploring the role of institutional climate in preparing engineering doctoralstudents for academic careersDr. Alexandra Emelina Coso, Georgia Institute of Technology Alexandra Coso is a Postdoctoral Fellow at Georgia Tech’s Center for the Enhancement of Teaching and Learning. She completed her Ph.D. in 2014 in Aerospace Engineering at Georgia Tech. Prior to her time at Georgia Tech, she received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include graduate student experiences in engineering programs, engineering

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12151Just-in-Time Support: An Evidence-Based Academic-Student Affairs Part-nership to Enable Engineering Student SuccessDr. Edward J. Berger, Purdue University Edward Berger is currently an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, having joined Purdue in August 2014. Prior to that, he was the Associate Dean for Undergraduate Programs and Associate Professor of Mechanical Engineering at the University of Virginia, where this initiative took place.Mrs. Lisa Lampe, University of Virginia Lisa Lampe is the Director of Undergraduate Success in the University of

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

encountered by students as they move through these institutionalized trajectories. He is co-editor of a 2010 National Society for the Study of Education Yearbook, Learning Research as a Human Science. Other work has appeared in Linguistics and Education; Mind, Culture, and Activity; Anthropology & Education Quarterly, the Encyclopedia of Cognitive Science; the Journal of Engineering Education; and the Cambridge Handbook of Engineering Education Research. His teaching interests include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Frederick A. Peck, University of Colorado Frederick Peck is a PhD Candidate in the School of

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

, like I said, I've had experience doing just about all of it so I feel comfortable saying that I can, at least from the classes I've taken and the work, that I can probably do, I won't say any of it, but to have at least some knowledge for everything.In this quote Jake describes his transition from not having much confidence and beingnervous about whether he was qualified to do the job to being confident and comfortablethat he can do whatever engineering job he puts his mind to. His professional identitybegins to develop as he tells stories from his co-op experience. Towards the end of hisco-op experience he became the only person that was familiar with some of theprocesses. He began teaching the full-time replacement because

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

Paper ID #11853Using an Instrument Blueprint to Support the Rigorous Development of NewSurveys and Assessments in Engineering EducationMs. Jessica Menold Menold, Pennsylvania State University, University Park Jessica Menold is a second year graduate student interested in entrepreneurship, the design process, and innovativeness of engineering graduates and professionals. She is currently working as a student mentor in the Lion Launch Pad program, where she works to support student entrepreneurs. Jessica is currently conducting her graduate research with Dr. Kathryn Jablokow on a project devoted to the development of a

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

Instructor Implements Project-Based Learning 1. Introduction & Objectives In the Faculty of Engineering at the University of Manitoba, Canada, a novice instructor with more than a decade of industry experience in consulting engineering practice re-designed a third-year structural engineering design course around a project- based instructional method. The impetus for changing the course was twofold: his own industry experience that drove his desire to educate students with the engineering knowledge and skills, and foster in them the engineering mind-set to succeed in industry; as well as the fact that the structural course that he was charged with teaching had

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assign students a B if they simply complete the assignment and then I assign higher grades based on a loose definition in my mind of the “thoughtfulness” of the reflection. Since the interview I have been wondering if this is an appropriate metric for grading and whether I should grade the reflections at all. It would be wonderful to remove the extrinsic motivation of grades from the equation and have students reflect simply from the desire to improve themselves as people and as engineers. However, I worry that many students will not put the energy and thought into reflections if there is not a grade attached to it. Perhaps I will have to experiment with this in the future. Adam Carberry, Arizona State University

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

course size either does or does not affect course grades, the researchers leftthis question unanswered in the literature. In order to address this question, we opened thequestion to present the answers to the community at large. While the topic of engineering grades remains an important one to our community,[2-9] itcould be easily argued that the subject of the effect of class size on grades is even moreuniversally debated – both outside [10-13] and within the sphere of higher education.[14, 15] Somestudies actually shirk the question of the effect of class size on grades altogether and opt to probeclass size’s effect on teacher evaluations![16] More general and historically-minded reviews of thesubject in higher education are beyond the