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

communicate ideas to other engineers, and that “relevant peers” providean example and standard for writing. From these opinions, we can conclude that students do notseem to consider engineers good or interesting writers, and that there is no need to consider awider audience for their writing. However, Winsor (author, “Writing Like an Engineer”) findsthat engineering writing is rhetorical and that the audience matters. Including these impressionsof engineering writing for students could help their understanding of the importance of technicalwriting and some of its subtleties.Students are also frustrated with course materials that do not relate to real-world applications orare sometimes obsolete4 , resulting in a non-motivational course structure

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #12371Student Perceptions on the Impact of Formative Peer Team Member Effec-tiveness Evaluation in an Introductory Design CourseProf. Nathan Mentzer, Purdue University, West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the

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

review survey, the students have anopportunity to write comments about their team and team mates if they wish at the end of thesurvey. At week three there were 159 comments written by the students. Most of the comments(67%) were positive about the team experience, and the students commented on the team Page 26.143.8interdependence and cohesiveness they noticed already at week three. Selected comments fromthe week three peer review are listed below. At three weeks in the term, the students recognizethe power of the teams to work together to solve the problems and that the heterogeneity of theteams is helpful to the team. Honestly the best

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

Page 26.742.7their possible selves5,19. In this way, the personal statement may serve to position and prepareparticipants to engage in self-regulated learning by setting a foundation for goal setting,establishing the standards for comparison, and providing the means for motivational andbehavioural monitoring5.Although the personal statement is to be written outside of the workshops, the workshopexercises were designed to support students in writing their personal statement by offering thetime and space for reflection, discussion, and peer feedback. The specific workshop exercisestarget elements of the personal statement to inspire participants with ideas and content forformulating their personal statement. We posit that participants’ personal

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Page 26.1149.2difficulties, the process of analyzing ethnographic data is often one of the most difficult steps forresearchers to navigate during the research process. Much of this confusion comes from attemptsto demonstrate an understanding of what was actually observed.In their seminal book, “Writing Ethnographic Fieldnotes,” Emerson, Fretz, and Shaw2 discusstechniques for writing effective fieldnotes in a variety of observational settings. They state thatfieldnotes can often be written from multiple perspectives. Using a first-person point of view,researchers are able to describe specifically what they observe or experience during the datacollection process. This is particularly useful when the researcher is a member of the group s/heis

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

electrical engineering, computer science and mathematics byapplying evidence-based teaching strategies—student-centered problem-based teaching(SC-PBT), example-based teaching, and just-in-time teaching (JITT); (3) incorporating classroom andlaboratory activities that require active student engagement, conceptual understanding, criticalthinking, and problem-solving; and (4) Employing model students to lead SupplementaryInstruction (SI) courses with evidence-based peer-to-peer learning strategies. The studentassessment data indicated the effectiveness of the evidence-based instructional practices, the SIpeer-to-peer learning strategies, as well as existing engagement challenges. In addition, positivefeedback was obtained from the student survey data

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

. The learning communities mitigated risk for faculty.Across all of our programs, there were signs that learning community participation reduced the Page 26.1128.12risks that faculty associate with instructional change. Peer discussion and feedback helped earlyadopters of change to feel more secure; as one member of the University of WashingtonEngineering Writing Brown Bag remarked, “It was helpful just hearing some confirmation thatmy ideas for teaching weren’t crazy”. And the exchange of teaching narratives and resourcesamong the community helped all community members to see instructional change as worthwhile,and within faculty’s

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

engineeringstudents. Some evidence suggests that social messages affect women more than men. Womenwho pursued careers in mathematics, sciences, and technology consistently reported that themessages sent to them about capabilities in these male-dominated fields served as crucial sourcesof their self-efficacy21, a finding echoed in interviews conducted by Hutchison et al.15 withsecond-year engineering students. Other researchers have shown more generally that beingencouraged by peers and faculty makes students more likely to put forth effort and persevere intheir majors4, 11, 15.Fewer studies have focused on examining the influential role of emotional and physiologicalstates on the students’ sense of efficacy in engineering. Hutchison et al.20 found that

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12048The Power and Politics of STEM Research Design: Saving the ”Small N”Prof. Amy E. Slaton, Drexel University (Eng. & Eng. Tech.) Amy E. Slaton is a Professor of History at Drexel University. She write on issues of identity in STEM education and labor, and is the author of Race, Rigor and Selectivity in U.S. Engineering: The History of an Occupational Color Line .Prof. Alice L. Pawley, Purdue University, West Lafayette Alice Pawley is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of

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

” 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

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

classmate) where the resulting learning or cognitiveengagement was not possible without another person's presence or input [1, 2]. Examples includeworking with peers to construct a deeper understanding of course material through group activityor interacting with the instructor in a way that augments understanding [1, 2].Constructive - Activities in which the cognitive load of students is heightened, and asks them to"produce outputs that contain ideas that go beyond the presented information" [1, p. 77]. Examplesinclude creating diagrams to organize course content, rephrasing the instructors lecture into thestudent’s own words, etc. [1, 2]Active - Activities in which students are only cognitively engaged at a basic level, such as note

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katharine Mary Eichelman; Renee M Clark, University of Pittsburgh; Cheryl A Bodnar, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

. The written report was evaluated using the WrittenCommunication VALUE rubric, which was developed by faculty experts sponsored by theAssociation of American Colleges and Universities. This VALUE rubric evaluates a writtenreport based upon five categories – context of and purpose for writing, content development,genre and disciplinary conventions, sources and evidence, and the control of syntax andmechanics5. The video infomercial was evaluated using the Elevator Pitch Evaluation Rubric,created by faculty at Rowan University for a sophomore-level design course. This rubricconsiders content, organization, style, delivery, and the overall presentation6. Both the writtenand oral assignments were double coded to ensure the quality of the

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in the pilot study, to refine potentialresearch design improve ● -We planned our word choice in the pre-interview questions for future interviewsthe fit between reality guide and interview prompts carefully so as not to -We implemented a pass system comprised of levelsand the theory generated? restrict or influence participants’ testimonies of reading transcripts, skimming transcripts, writing ● -We utilized meta-questions (asking for structured memos, listening to recorded interviews participants’ opinions and thoughts on answering and memoing, peer debriefing over memos and the questions

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad M Gotch, Washington State University; Quinn Langfitt, Washington State University; Brian F French, Washington State University; Liv Haselbach, Washington State University

Tagged Divisions

Educational Research and Methods

Northwest of the United States were used as the artifacts forscoring. Projects were completed in teams of 3-5 students with a mentor, typically a teacher atthe students’ school, guiding the project. Students worked in teams over the course of the schoolyear leading up to the event. These projects were entered into one of four challenges—Behavior,Biofuels, Design, and Technology. Each participating team was required to write and submit anabstract of 50-200 words one month prior to the competition and present a poster at the Page 26.482.3competition. Abstracts were submitted electronically, while poster content was captured viaphotographs taken during

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

. Her research focuses on methods to improve the teaching and learning of team effectiveness in engineering design courses.Dr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research projects include a longitudinal study on professional identity development of Chemical Engineering

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

Paper ID #11687A thematic analysis comparing critical thinking in engineering and humani-ties undergraduatesMs. Amy Elizabeth Bumbaco, University of Florida Amy Bumbaco is a PhD candidate in the Materials Science and Engineering Department at University of Florida, USA. She is working on engineering education research as her focus. Her current research interests include first year engineering education, critical thinking, qualitative methodologies, and peer review. She received her BS in Materials Science and Engineering at Virginia Tech. She founded an ASEE student chapter at University of Florida and is

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Educational Research and Methods

uncertainty and the hurdles along the way, but it did not stop him fromimplementing this innovative teaching method. He also acted as an opinion leader as hecommunicated with his peers about how he used hybrid learning in his teaching and convinced afew to adopt this method. John is a senior lecturer in the program that George leads, and he has been teachingapproximately for 12 years. He had been teaching a hybrid course for three semesters at the timeof this study. John can be categorized as an “early adopter” of hybrid learning in the department,as he was one of the first to follow George’s leadership in this initiative. As he indicated in hisinterview, he learned about hybrid learning from George. He stated, “He [George] started it. Hegot

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

, we choose to focus more deeply on how these roles in a design teamimpact a student's sense of long-term access to the discipline.Positional Dynamics and AccessWithin this paper, we discuss students’ access to a discipline and access to practices within adiscipline. By access, we mean the students’ sense of whether they can participate in a disciplineor practices within a discipline, either in the moment (for example, if an individual feels shecould write a program as part of an immediate task) or at a future time (for example, if theindividual feels she can “learn” to program or see pursuing a discipline in future as a viable Page

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

Page 26.1092.2pedagogical workshops, attending a theater performance focusing on inclusive teachingstrategies, and presenting a short lesson to a small group of their peers. The GSIs choose theworkshops based on their teaching responsibilities with topics including: teaching discussionsand laboratory sections, managing office hours, grading, and teaching problem solving skills.The theater performance allows GSIs to observe a novice instructor in a STEM classroom,identify strategies to improve the overall class environment, and reflect on how their suggestedstrategies improve the overall class environment upon a second performance of the sketch.10During the practice teaching or microteaching session, GSIs develop a short 5-min lesson,present it

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

role of emotion in student learning, and synergistic learning. A recent research project uncovers the narratives of exemplar engineering faculty that have successfully transitioned to student-centered teaching strategies. She co-designed the environmental engineering synthesis and design studios and the design spine for the mechanical engineering program at UGA. She is engaged in mentoring early career faculty at her univer- sity and within the PEER National Collaborative. In 2013 she was selected to be a National Academy of Engineering Frontiers of Engineering Education Faculty Member.Karen Sweeney Gerow, University of Georgia Karen Sweeney Gerow is pursuing her PhD in the Lamar Dodd School of Art at the University

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren A. Sepp, University of Washington; Mania Orand, Human Centered Design and Engineering ; Jennifer A Turns, University of Washington; Lauren D. Thomas, University of Washington; Brook Sattler, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

ininstances where students were briefly asked to reflect, or where educators included opportunitiesfor reflection. For example, in a paper entitled, “Using Rapid Feedback To Enhance StudentLearning,” 17 reflection is casually referenced as, “Students are given time to reflect on thequestion posed, discuss it with their peers, and then must select from the possible solutions.”Whereas reflection is discussed as the main focus in a paper entitled, “A Personal Account onImplementing Reflective Practices,”18 and is referenced to throughout the text.Understanding the scope of reflection can lend insight into the type of attention that reflection isreceiving in scholarly work related to engineering education. The trends revealed in oursystematic review find

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

intangible factors that students use to identify asengineers such as “making competent design decisions, working with others to share ideas andaccepting responsibility”4. At minority serving institutions, African American and Latina/ostudents’ identity development is shaped by the positive experiences with faculty and peers intheir programs25. In identifying as engineers, students express a certain pride in the rite ofpassage of overcoming the challenges of the engineering curriculum3,25. There are some genderdifferences with regards to engineering identity; women are less likely to identify as engineersthan men, especially freshmen female students4. Significance of Study The majority of the research in

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

were most involved in creating it; students who participated less in thetechnical aspects of projects may not observe the same improvements in engineering self-efficacy as their more-involved peers. Page 26.1328.2In this study, we are focusing on the relationship between the tasks that students take on inproject work and student’s beliefs and characteristics: specifically, academic self-confidence,engineering self-efficacy and gender. We are examining the relationship between the tasks thatstudents take on during a project course and the students’ incoming and outgoing confidence andself-efficacy levels, by exploring the following research

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

commentariesfocused on concepts like “research quality,” “rigor,” and “systematic research,” as well asaccompanying shifts in the various criteria used to evaluate funding proposals and peer reviewedpapers. The field’s topical foci are also something of a moving target given a long and episodichistory of efforts to reinvent the form and content of engineering curricula. As the methods anddesired outcomes of engineering instruction change, so does the engineering education researchagenda. Further worth noting are rising pressures to relate research to practice, as reflected inmandates to identify the “broader impacts” associated with scholarly work in the field.This paper speaks to these challenges through the lens of our team’s recent experiences workingon a

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University; James A. Kaupp, Queen's University; Natalie Simper, Queen's University; Jill Scott, Queen's University, Kingston (Canada)

Tagged Divisions

Educational Research and Methods

with students writing the test in a secure browser. The test takes 90 minutes tocomplete, with 60 minutes allotted to the performance task and 30 minutes allotted to the selectedresponse questions.The core of the CLA+, the performance task, is used to measure critical thinking, problem solvingand written communication and remains the key focus of the CLA+. The performance taskspresents a real-world situation in which students assume an appropriate role to address theproblem, identify a solution, or provide conclusions and recommendations resulting from careful Page 26.1176.4analysis of the provided evidence. The student responses in the

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

look away from RTD tosearch and observe details in the lecture visual as shown in Figure 1. They risk losinginformation, which can slow down or even derail learning. As a result, they spend far less timewatching lecture visuals and comprehend less information than their hearing peers. The ability tofollow lectures with dispersed visuals is difficult without accessible technology.  We address two major barriers in using RTD. First, the audio-to-visual nature of RTD creates asimultaneous visual for the student, who is forced to choose and switch between reading theRTD and the current visual (e.g., slides or whiteboard). If the student looks at the RT, they willmiss the whiteboard or vice-versa as shown in Figure 1. Second, as the presenter moves

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Direnga, Hamburg University of Technology; Bradley Presentati, Hamburg University of Technology; Dion Timmermann, Hamburg University of Technology; Andrea Brose, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #13219Does it stick? - Investigating long-term retention of conceptual knowledge inmechanics instructionJulie Direnga, Hamburg University of Technology Julie Direnga studied General Engineering Science at Hamburg University of Technology in Hamburg, Germany from 2006 to 2010. Specializing in the field of mechatronics, she received a M.Sc. degree in 2014. Since March 2014, she is pursuing her Ph.D. in Engineering Education Research at the same institution.Mr. Bradley Presentati, Hamburg University of Technology Bradley Presentati completed a B.A. in English literature with an emphasis on creative writing in 2006 at

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

of this critical year in undergraduate engineeringeducation is warranted, and advocate for a new perspective in analyzing the social and culturalenvironments of gateway engineering mathematics courses of the sophomore year - specificallyCalculus 3 for Engineers and Differential Equations & Linear Algebra. Our study seeks toidentify how students connect to various resources, peers, and content and to what effect as theynavigate the curriculum of these high-stakes prerequisites for subsequent major-specificcoursework. We study ethnographically the experiences of undergraduate students, graduatestudent teaching assistants, and faculty instructional staff as they traverse these courses, in orderto map out the social and cultural terrain upon

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

Coll Univ. 2013.5. Brownell JE, Swaner LE. High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs. PEER Rev. 2009.6. Kuh GD. High-Impact Educational Practices: What they are, who has access to them, and why they matter. Assoc Am Coll Univ. 2008.7. Wenzel T. Definition of Undergraduate Research. Counc Undergrad Res Q. 1997;17.8. Laursen S, Hunter A, Seymour E, Thiry H, Melton G. What is Known About the Student Outcomes of Undergraduate Research? In: Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco, CA: John Wiley & Sons, Inc; 2010.9. Pajares F. Self-efficacy beliefs, motivation, and achievement in writing: A

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

Ph.D. in Me- chanical Engineering (Design Thinking) from Stanford University. Dr. Lande is the PI on the NSF-funded project ”Should Makers Be the Engineers of the Future” and a co-PI on the NSF-funded project ”Might Young Makers Be the Engineers of the Future?”Ms. Amy Elizabeth Bumbaco, University of Florida Amy Bumbaco is a PhD candidate in the Materials Science and Engineering Department at University of Florida, USA. She is working on engineering education research as her focus. Her current research interests include first year engineering education, critical thinking, qualitative methodologies, and peer review. She received her BS in Materials Science and Engineering at Virginia Tech. She founded an