Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nebil Buyurgan, Missouri State University; Martin P. Jones, Missouri State University; Kevin M. Hubbard Ph.D., Missouri State University

Tagged Divisions

Educational Research and Methods

presented method is used compare the curriculum and courserelated options and decisions to evaluate the curriculum. An analysis is performed on thedecision making process to determine the extent to which changes in weight assignment affectthe final conclusion. It is found that by using this methodology, subjectivity may be minimizedand rational decisions may be made during the conflict resolution phase of curriculum or coursedesign.1. IntroductionMany higher education programs perform curricular revision or course redesign on a regular orsemi-regular basis with concerns of producing employment-ready graduates. These efforts aretypically undertaken at least in part as a result of constituent input. Constituents of an academicprogram typically

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cole H. Joslyn, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

following terms represent concepts central to achieving this purpose. Professionalformation is the development of one’s professional identity as influenced by one’s personal valuesystems, the value systems of the culture of the profession (e.g., epistemologies, norms,particular symbols, and persona), and one’s developing conception of her/his professional rolesand responsibilities as she/he is transformed from a layperson into an engineer. This occurs, inpart, by socialization through classes, internships, design projects, and friendships 1. Self-awareness is a state of self-directed attention and represents the extent to which one hasidentified and can articulate the personal values, professional values, and assumptions regardingprofessional roles

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

order to identifykey differences between development and implementation that can impact adoption.PurposeThe purpose of this paper is to identify key differences in the attitudes and beliefs of instructorsbetween two material development workshops spaced approximately one year apart.MethodsWorkshopsTo date, two summer workshops have been held where instructors from the Pacific Northwesthave been invited to participate in the co-development of materials for a Mechanics of Materialscourse. A majority of instructors from year one returned during year two while five instructorsattended the workshop for the first time during year 2 (Table 1).Table 1. Comparison of participants from year 1 workshop and year 2 workshop

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abigail Christine Perkins, Texas A&M University; Gary T. Fry Ph.D., P.E., Texas A&M University; Carol L. Stuessy, Texas A&M University

Tagged Divisions

Educational Research and Methods

evidence of effectiveness of this particular instructional innovation in advancingstudents’ knowledge and abilities in engineering. Furthermore, we found the R&D methodologyprovided an appropriate, systematic framework for integrating research methodologies at everyphase in the R&D process.1.1. IntroductionInstruction must be reoriented for 21st century engineering learning1 to keep the United Statesglobally competitive to lead, innovate, and create future jobs.2 Contemporary society demands acitizenry familiar with the complexity of real-world problems associated with societal systemscoming into direct contact with the Earth’s natural systems.1, 2, 3 Particularly in urban areas,where natural Earth systems can seriously threaten human life

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russ Pimmel, University of Alabama (Emeritus)

Tagged Divisions

Educational Research and Methods

virtual communities of practice models for faculty developmentAbstract Faculty development is a possible pathway to inform and encourage adoption of research-based education practices into engineering classrooms. We developed a model for facultydevelopment called a virtual community of practice. In this model we sought to engage facultywith research-based education practices, and more specifically, focus on their implementation ofthese practices in their courses. Two different VCP designs were utilized in our program. Thefirst cohort (Cycle 1) consisted of faculty that were grouped based on similar courses (n = 77).The second cohort (Cycle 2) consisted of faculty that were grouped based on similar

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 IMPORTANCE OF UNDERGRADUATE RESEARCH: EFFICACY AND STUDENT PERCEPTIONSAbstractUndergraduate research has emerged as a high-impact approach that can be used to enhancestudent engagement and to enrich student learning experiences.1 It is observed in the literaturethat undergraduate research can have an impact on student retention, and possibly attract womenand ethnic minorities to science-related disciplines while playing an important role in thedetermination of career paths for participating students.2, 3, 4 While there are multiple studies onthe impact of undergraduate research in social sciences and sciences, there is limited literature inthe engineering

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Anindya Roy, Johns Hopkins University; Alejandra J. Magana, Purdue University, West Lafayette; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Educational Research and Methods

computational science and engineering (e.g.,programming) can be difficult to learn. This study explores potential pedagogical strategies forthe implementation of worked-examples in the context of computational science and engineeringeducation. Students’ self-explanations of a worked-example are collected as in-code comments,and analyzed to identify effective self-explanation strategies. The results from this study suggestthat students’ in-code comments: (1) can be used to elicit self-explanations and engage studentsin exploring the worked-example; and (2) show differences that can be used to identify the self-explanation effect.Background and Motivation Several reports have suggested that there are not enough professionals with theappropriate

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

is weak, they struggle to relate to new concepts taught in theclassrooms. This is a progressive process as the new concepts they learn one day might be thepre-requisite for a later concept in the same course or later in a higher-level course. In order tounderstand this, the following research questions are investigated. (1) Do pre-requisite concepts (from a pre-requisite course) play any role in a student’s understanding of a new concept? (2) Within the same course, how well do our students make connections between the related concepts? (3) To what extent can students learn a higher-level engineering concept without a proper understanding of mathematical concepts (both basic and advanced)? (4) How well can our

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

sacrificing material coverage or educationalscaffolding. Many educators are beginning to invert their classrooms, but there is limited (or no)data on learning gains currently available. We are rigorously examining the impact of threeinstructors inverting two STEM courses, in engineering (thermodynamics) and mathematics(differential equations), by measuring student learning gains and attitudes towards the coursematerial. Our expected measureable outcomes are: 1. Higher learning gains; 2. Increased ability to apply material in new situations (transfer); 3. Increased interest in and positive attitudes towards STEM fields (affective gains); and 4. Increased awareness by students of how they learn and strategies that

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Rhudy, Pennsylvania State University, Berks Campus; Rungun Nathan, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

could be implemented in a variety of ways in orderto achieve the same objective.ImplementationThe proposed learning experience was implemented within an undergraduate fluid mechanicscourse. In the studied semester, this course was offered in two sections, scheduled for Mondays,Wednesdays, and Fridays at 8:00-8:50 am (Section 1) and 9:00-9:50 am (Section 2). On everyFriday in each section, an activity named “Fluids Friday!” was conducted for the first 5 minutesof the class period. This activity was run through a digital slideshow, consisting of four primarycomponents: 1. An introductory slide containing a fun picture conveying the message “We are happy that it is Friday!” 2. A picture revealing the “Fluid of the Week” with a link to

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

Chi’s (2009) active/interactive framework (for example, the “active learning” category was changed to “classroomgroup work” and lecture and guided practice were added to our list). The final list included eightinstructional strategies (see Table 1). Table 1 Categories of instructional approaches Instructional Strategies Descriptions Used to Build Survey 1 Classroom Group Work Working in pairs or groups to address questions about the material, and working in pairs or groups to answer problems or challenges that have been posed by the instructor. 2 Artifact Dissection Students work together to disassemble a common product (e.g., sewing

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Princeton University. Her current research interests include 1) clarifying the effectiveness of video distribution and the use of exit tickets in oral communication instruction for engineers, 2) identifying the mental models engineering students use when creating graphical representations, and 3) learning the trends and themes represented in the communication-related papers across various divisions of ASEE. As part of this effort, Norback is working with Kay Neeley of U of VA to start an ASEE Communication across Divisions Community, now numbering 80 people. c American Society for Engineering Education, 2016   Communication across Divisions

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

reasons for the shortfall in assessment practices: 1)Introducing engineering students to entrepreneurship is a relatively new trend and it will taketime for the successes to be quantified and assessed; 2) There are inconsistencies across differentengineering entrepreneurship programs; 3) The program can involve a single course, multiplecourses, projects or experiential learning; 4) The concepts can be taught by engineering faculty,business faculty, practicing engineers, or a mix of these. These program differences lead tovariations in assessment methods and instruments. Most importantly, there is lack of a clear,consistent and comprehensive definition of engineering entrepreneurship characteristics withinthe community.Based on the framework

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

question, conflict, and reasoning episodes to explore the connection between team dynamics, quality of collaboration, and individual learning outcomes. These data were analyzed using a quantitative discourse analysis approach. We found that question type episodes has a significant impact on learning outcomes.IntroductionSolving real-world problems require interpreting data and making decisions effectively. Eventhough decision-making in an uncertain decision situation with incomplete data is an essentialskill across many domains, prior studies have shown even the experienced engineers andscientists have difficulty in eliminating alternatives and conducting successful decision analyses[1]–[3]. Problem solving and decision

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

support at-riskengineering freshmen. At our university, Introductory Calculus for Engineers targets studentsidentified as under-prepared or struggling in the freshman engineering math course. Although theintervention helps some students, there are many for whom it is unsuccessful, likely becausesocial, psychological, and situational factors contribute to underperformance. Specifically,feelings of belonging and learning environment likely contribute to variability in achievement. In two studies, we examined the relationship between perceived belonging and courseperformance for first-year engineering students at a large urban public university. In Study 1,participants enrolled in Introductory Calculus for Engineers were surveyed about

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

first cohort of twelve students (all bioengineering) was accepted, and in fall2015, the second cohort of twelve students (consisting of bioengineering, electrical and computerengineering, and computer science) was accepted. Herein, we describe our work in developingand implementing the (CSP): http://cancer.illinois.edu/csp.Pedagogical Basis for Program StructureThe CSP is designed to promote persistence in STEM, allow students to develop their identity asscientists and engineers, and excite students to be intrinsically motivated to continue in STEM.The Persistence Framework3 identifies several concepts which positively support persistence inSTEM, especially for minorities and women. Table 1 illustrates how the CSP employs the fourPersistence

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foudation

Tagged Divisions

Educational Research and Methods

engineering education - Annual conference of American Society of Engineering Education (ASEE). His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs. c American Society for Engineering Education, 2016 Applying “The New Age of Innovations Principles” to Software Engineering EducationIntroductionThe ever-increasing ubiquity and criticality of software requires a mature softwareengineering discipline. However, it is still an evolving and young discipline, 1, 2, 3 which iscausing changes in the character of software development 4. Educating students in such adiscipline presents difficulties but also offers

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan R. Senkpeil, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Implications for student support in those differentclassroom contexts are described.1. IntroductionMany engineering programs recruit from the upper echelon of high school students, meaning thatmost incoming engineering students begin their college careers with strong academic credentials.Given the high GPAs and standardized test scores (cognitive factors) of the majority of incomingstudents, it seems clear that these students have the cognitive capacity to succeed at theuniversity. However, what we see instead is a large number of students not performing to theirpotential, or worse yet failing courses and being forced to drop out or change majors. Thisobservation suggests a number of unmeasured non-cognitive factors that play an important rolein

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mukasa E. Ssemakula, Wayne State University; Gene Yeau-Jian Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

Tagged Divisions

Educational Research and Methods

education1. This paper reports on work that was undertaken torespond to this need through the development of the Manufacturing Integrated LearningLaboratory (MILL) concept. The MILL concept is predicated on the use of integrated projectsspanning multiple courses to give students relevant and realistic hands‐on experiences. It entailscoordination of the hands-on activities in the multiple targeted courses around the unifyingtheme of designing and making a functional product2,3. This was collaborative work betweenfour institutions namely: Wayne State University, Prairie View A&M University, New MexicoState University, and Macomb College. Four knowledge areas were identified for study namely:(1) drafting/design, (2) manufacturing processes, (3

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego; Ernest M. Kim, University of San Diego

Tagged Divisions

Educational Research and Methods

results and data on ideation space utilization as compared to traditional officehours covering a full academic year will be presented at the conference.1. IntroductionStudent visitation with faculty during scheduled office hours is an important aspect of thelearning experience. In addition, such visitation has been shown to positively affect studentmotivation and academic self-confidence [1] as well as an increased sense of purpose [2]. Manystudents feel that encouragement by faculty during office hours helped build the students’confidence, and, after meeting with professors during office hours, felt more comfortable askingquestions during classroom time [3]. Nadler and Nadler [4] conclude that “Education does not stopat the classroom doors and

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Ryan R. Senkpeil, Purdue Engineering Education; Elizabeth K. Briody Ph.D., Cultural Keys LLC; Edward F. Morrison, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

delivered the 44-item Felder-Soloman Index of Learning Styles (ILS)[1], the 10-item Big Five personality inventory[2],the 8-item grit survey[3], the Motivated Strategies for Learning Questionnaire (MSLQ)13-item subscale on study skills and test anxiety[4], and we also obtained their academictranscript and admissions data. For faculty who consented (nf = 33), we delivered the 44-item ILS, the 16-item Approaches to Teaching Inventory (ATI)[5], and a 19-itemPedagogical Inventory (PI) that asked faculty to indicate their level of awareness and useof specific pedagogical tools (active learning approaches, lecturing, think-pair-share, etc.)in their teaching. For a particular sophomore-level course, we matched ILS scores ofstudents with their instructor

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 An Anchored Open-Ended Survey Approach in Multiple Case Study AnalysisIntroductionSurveys are ubiquitous in educational research; this data collection method is used to examine awide range of topics, including behaviors, attitudes 1, perceptions 2, and many other aspects ofstudents and their experiences. Surveys are also used to make inferences and predictions aboutpopulations that would otherwise be too large to examine 3. By asking questions to arepresentative sample of a population, statistical tools can help generalize results. Furthermore,question type can, and often does, vary within and across surveys, with typical formats beingsliding scales (e.g., Likert

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Kari L. Jordan, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Aeronautical University. c American Society for Engineering Education, 2016 Balancing the Influence of Driving and Restricting Factors to Use Active LearningAbstractSeveral change models have stages where faculty decide to adopt, persist, or abandon usingalternative teaching approaches. While there have been several studies that identified keybarriers and driving factors to implement evidence-based practices, there has been little focus onexploring the relational balance between these factors. Therefore, this study examines thefollowing research questions: 1) How do faculty perceive the balance between driving andrestricting factors to implement active learning? 2) What professional

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ray Essick, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Emma Mercier, University of Illinois at Urbana Champaign

Tagged Divisions

Educational Research and Methods

implementation at UIUC in the context ofresearch on learning space design, [1, 2, 34] teacher and TA professional development, [27, 37, 40] andteam interaction. [3, 28, 36] Longitudinal survey data and two-sample hypothesis testing are used todescribe the impact of collaborative learning and particular implementation decisions onstudents.2. The introductory mechanics sequenceThe introductory mechanics sequence is comprised of three courses: Introductory Statics,Introductory Dynamics, and Introductory Solid Mechanics. Most students encounter thesecourses during their sophomore year, enrolling first in Introductory Statics, which is aprerequisite for the other two courses. Students studying in ten different engineering majors arerequired to complete

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura Borrego, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

engineering. Studies show that a lack of identification with engineering and byengineers often motivates students to migrate out of engineering into other majors.1 Attempts todefine identity in the context of engineering education necessitate a deeper understanding of theterm “identity.” While definitions of identity vary across disciplines, how identity is formed isstill a central and driving question. For example, what are the components that predictengineering identity and what does engineering identity predict? We posit there is more to engineering identity than just feeling like an engineer or seeingoneself as an engineer. This definition is limited and does not take into account the various facetsof personal identity that contribute to

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Curtis Cohenour Ph.D., P. E., Ohio University; Audra Hilterbran, Ohio University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

contemporary automated grading tools common to undergraduate MSExcel® training courses with large student enrollments. Specifically, the program was guided bya two-fold objective of (a) increasing formative assessment opportunities in preparation forsummative exams, and (b) facilitating an accelerated student-teacher feedback loop throughprompt and specific feedback.The uniqueness of the proposed method is grounded in the simple set up and the efficient use ofActiveX Com controls in Matlab® to grade the Paradigm Education Solutions Benchmark SeriesMicrosoft® Excel 2013 (BM)1 text workbooks. For this particular training course, the BM Textwas organized into two levels with eight chapters within each level. Each chapter included anassessment. A unit

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

impact classroom climate and student motivation?AbstractThis research paper describes an investigation into the impacts of a flipped pedagogy on student-perceived classroom climate. We used the College and University Classroom Environment Inventory(CUCEI) to assess the classroom climate in both the flipped class and various control classes that werenot flipped. This inventory includes seven psychosocial dimensions of classroom climate:personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, andindividualization. Our specific research questions were: 1. Do students perceive a more positive classroom climate in a flipped classroom vs. a traditional lecture-based

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

students.3 Though much research has been conducted on predicting what willlead students to pursue engineering, exposing P-12 students to engineering to foster interest at anearlier age2, and determining why students leave engineering4, few studies have been conductedon how undergraduate engineers who persist to graduation develop throughout their collegecareers. Thus, in recent years, the framework of engineering identity and the factors thatencompass it, based on previous research on physics and math identities, has been used as a lensto study engineering students.Engineering identity is both a subset of and affected by the larger student identity, which alsoincludes personal and social identities.1 Identity can be defined as how students

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, promotion of a collegial and vertically-integrated cohort8, and connection ofstudents with institutional resources to foster their success. The program, begun in fall 2014, ispresently in its second of four funded academic years.The program was populated during its inaugural semester by a diverse group of 27 students (10freshman, 9 sophomores, 8 juniors). Figures 1 through 3 show the percentages of students asclassified by gender, ethnicity, and major, along with comparisons to relevant groups at the hostinstitution. Students may select majors from electrical engineering (BSEE), mechanicalengineering (BSE ME), mechanical engineering technology (BS ET), and electrical andcomputer engineering technology (BS ECET). With regard to gender and ethnicity

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

specific point in a typical undergraduate electrical engineeringcurriculum at which the cognitive demand of the problems being posed exceeds the cognitivesupply being brought to the problem by a typical student. The Hahn and Chater framework isbeing used to assess cognitive supply.1. IntroductionAccording to Jonassen [1], problem solving is one of the most important cognitive activities ineveryday life (p. 63), as well as in the practice of science, technology, engineering, andmathematics (STEM). Professionals in STEM areas must solve problems in order to achieve thegoals of a current activity in a specific context. In the context of engineering solving a problemmight involve a structured and stated process [2] or the problem may have no specific