Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

Tagged Divisions

Educational Research and Methods

that were (at the time of this paper) informally committed. These experienceshave led us to carefully document and reflect on our recruitment experiences and in what followswe present data and analysis of these experiences. In turn, we speculate about the broadercontext that may be generating the unusual difficulties we have faced in securing fieldworkparticipation.Encountering difficulties in mediated recruitmentIn the first phase of research, we employed a direct recruitment strategy, which involved aresearcher directly contacting potential study participants (i.e. new engineers) and asking them tobe involved. While this process yielded eight engineers who consented to be part of the study,none ultimately were enrolled in the study because

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Luciana Debs, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Terri S. Krause, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

from variousethnicities and cultural backgrounds also reflects my very shelteredness in this corner ofcampus. I don’t...there are no international students who take theater. So I don’t engage in thosestudents very often here on campus. So I think we can’t necessarily put that on the studentseither.” He continued, noting that the students did a reasonable amount of research, but that the“biggest barrier for them right now would be for those people to actually test those things.”This theme was strongly reinforced when a cross-cultural group of panelists were invited toattend and critique the students’ final presentations. Panelists remarked several times that theyknew people from the targeted regions on campus, and wondered why none of the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Naima Kaabouch, University of North Dakota; Deborah Worley, University of North Dakota; Matthew Cavalli, University of North Dakota; Nuri Oncel, University of North Dakota

Tagged Topics

Diversity, NSF Grantees Poster Session

approachencourages collaborative and multidisciplinary learning for the students and helps them acquirethe knowledge and skills necessary to compete in the global market and to contribute to the NSNTfield in an environment that is reflective of today’s workplace.II CoursesFor this project, the collaborators developed and offered two NSNT courses that satisfy electiverequirements for mechanical, chemical, and electrical engineering Bachelor of Science (BS)degrees as well as for chemistry and physics BS degrees. The first course, “Nanoengineering andNanoscience” (cross-listed course numbers: CHEM 431; EE490; ME490; PHYS492) was offeredduring Fall 2015. It covered the fundamentals of nanoscience and nanoparticles based on theirphysical and electronic

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Shuchisnigdha Deb, Mississippi State University

Tagged Divisions

Industrial Engineering

time helping to fill a community need. Service-learning combinescommunity engagement, critical reflection, reciprocity, and public dissemination in an effort tocreate effective partnerships2-3.Studies have shown that service-learning is a high-impact practice that increase student effort ina course through the process of solving real-world problems4-6. The application of service-learning to the classroom allows for students to participate in “active, challenging, learningexperiences, experience diversity, interact with faculty and peers about substantive matters,receive more frequent feedback, and discover the relevance of their learning through real-worldexperiences.”2 Additional benefits of service-learning have been found related to

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

prerequisite for validity, refers to the consistency of assessmentscores; validity refers to the degree to which interpretations of scoring are correct andappropriate [12]. Moskal and Leydens [12] describe three types of evidence to support the validity of arubric: content, construct, and criterion-related evidence. Content-related evidence refers to howmuch a student’s assessment response reflects the student’s knowledge of the content area.Construct-related evidence refers to a student’s reasoning process for performing a task orsolving a problem. Criterion-related evidence refers to the extent the results of an assessmentcorrelate with current or future events. Criterion-related evidence are commonly found inengineering courses where classes

Conference Session

Systems Engineering Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology

Tagged Divisions

Systems Engineering

device,such as the government. Also, features were accidentally included such as lifespan which shouldbe captured in the stakeholder/feature model, whereas things that reduce the lifespan could havebeen included. An example would be wild animals that accidentally step on the device due to itsuse in the Savannah or birds that defecate on the device, reducing its reflective properties,ultimately diminishing its capability of purifying water. Students also had difficulty with thedirectionality of various interactions. Next, we had the students develop the logical architecture.It seemed fairly obvious to us that the domain model that was developed would influence theinternal components that comprise the logical architecture; however, the students

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saniya Leblanc, The George Washington University; Steffi A Renninger, George Washington University; Ekundayo Shittu, George Washington University

Tagged Topics

NSF Grantees Poster Session

colleagues. There is a nice balance between realizing that we are students early in our undergraduate career, in the mini-lectures, and fully capable colleagues in the EBL training or researcher seminars… this program provides a hands-on and personal experience unlike a lot of other opportunities. I like that were running our own projects yet we have a professor or graduate student to refer to.There may be a need for more scaffolding related to experiment and research methodology. Thestudents’ lack of experience led to apprehension and anxiety during the research project in spiteof the advising and mentoring resources as expressed by multiple fellows’ reflections: …my least favorite part of the program has been

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Kenneth J. Fridley, University of Alabama; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

. He is a consulting geotechnical engineer in Michigan. c American Society for Engineering Education, 2016 Accreditation Insights and the Next Body of KnowledgeAbstractThe American Society of Civil Engineers (ASCE) organized the Civil Engineering ProgramCriteria Task Committee (CEPCTC) in October 2012. The CEPCTC charge was to determine ifthe current ABET Civil Engineering Program Criteria (CEPC) should be changed to reflect one ormore of the 24 outcomes of the second edition of the Civil Engineering Body of Knowledge. Aftertwo years of work, a proposed CEPC was approved by the relevant ASCE committees andforwarded to ABET for approval and incorporation into accreditation criteria. Two previous

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(mechanical, civil, aero/astro, for example) so eventhough many of the students are chronologically second year students they experience “firstyear” dynamics.A “large class” is usually defined by the institution offering the class. For example, in a stateuniversity a “large class” could be 300 to 500 students, while in a smaller, private institution itcould be 30 to 50 students. Certainly, classroom dynamics will be different between the 500students and 50 student classroom if only reflected in the size of the classroom space. Theimportant point is that Introduction to Solid Mechanics or Statics will be one of the largerclassroom experiences for entry-level engineering students at the location where they areenrolled. In this research, classroom sizes

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

reflections thatthe desired outcome of being able to integrate the course threads and skills as shown in thetheoretical framework were also achieved.Cornerstone students also reported similar positive outcomes for learning in the new coursecompared to students in the traditional courses, and even reported how they couldn’t imagine thecourses not integrated. In teaching evaluations, the reported scores for each instructor wereslightly lower, but not significantly different than the teaching evaluation scores received on theseparate courses. Since this was the first time with the new curriculum, this result is notsurprising. Comments were reviewed carefully in order to improve both courses for the nextyear. One prevalent comment was the desire for more

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University; Heather Sapp, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

either workingwithin the immediate community or as part of a mission trip to a foreign country, but thisapproach blurs the distinctions between community-based learning and service learning. In anattempt to provide clarity, Weigert offered the following six elements to describe servicelearning:3  the student provides meaningful service,  the service that students provide meets a need or goal of some kind,  members of a community define the need,  the service provided by the students flows from course objectives,  service is integrated into the course by means of one or more assignments that requires some form of reflection on the service in light of course objectives, and  assignments rooted in the service must be

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

becomeresponsible for their own learning, which necessitates reflective, critical thinking aboutwhat is being learned22. In PBL, students are asked to put their knowledge to use and tobe reflective and self-directed learners.”23Barrows and Kelson24 identify five goals behind the design of PBL instruction. Self-directed learning is explicitly stated. The goals are the following: 1) construct knowledge; 2) acquire problem-solving skills; 3) become self-directed learners; 4) develop effective collaborative skills; and 5) enhance intrinsic motivation to learn.The act of engaging in SDL is an essential component of the student learning in PBL.Whether this is implicit for the students or made explicit by their facilitators, the studentsare

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stacy Kastner, Mississippi State University ; Sarah B. Lee, Mississippi State University; Tori Holifield, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

already trying to resolve existing gender gaps, there was a 64 percentdecrease in the number of first-year female students interested in concentrating in ComputerScience from 2000-2012.6 The problem of representation is even more distinct with regards torace; for example, in 2014, though only 26% of jobs in computing were held by women, only 3%of those jobs were held by African American women.6Such circumstances make it imperative to develop middle and high school initiatives to supportcomputing literacies for all, but particularly for those students whose demographic characteristicsare not currently reflected by the populations supporting the computing workforce. Similarly, itis as imperative for researchers to better understand variables that

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Nathan E. Canney, Seattle University

Tagged Divisions

Engineering Ethics

regarding how their work impacted people, society, and/or theenvironment. This may truly reflect a lack of these circumstances, or may indicate that someindividuals are not adept at recognizing such issues. For 34% of the jobs, ethical/moral dilemmaswere encountered infrequently and were not of significant personal concern, compared toethical/moral dilemmas encountered infrequently but of significant personal concern in 16% ofthe cases. Smaller percentages of the jobs were reported to have frequent ethical dilemmas thatwere and were not of significant personal concern; 9% and 8%, respectively. Finally, 2%indicated that the moral/ethical dilemma was the primary reason that they had left their job.These cases might reflect that the individual was in

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Bouwma-Gearhart, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

relative prevalence and strength of certain factorsindicative of potential for organizational change. These factors underlie many postsecondary educationimprovement interventions’ theories of action and take into consideration the context in whichpostsecondary initiatives are situated. Finally, we reflect on the practicality of our research model towardsinforming and revising an intervention’s theory of action, as well as its feasibility for other efforts toimprove and study related change in postsecondary education organizations.IntroductionInterventions to improve postsecondary teaching and learningIn response to public opinion, as well as research in postsecondary education, the US continues efforts tostrengthen postsecondary education to

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

completion.Engaging learners in the very notion of asking them to evaluate work of their peers for thepossibility of uncovering abnormalities or inconsistencies(2) creates a reflective atmosphere.During this evaluation process, there is a period of reflection that takes place, which supports anatural dialogue(2); hence, extending the power for learning. This process naturally allowslearners to rely upon their previous knowledge of the subject and compare data presented toeither confirm incorrectness or to create a new understanding of the topic in which to investigateand support. Therefore, Active Learning helps students to “scaffold the zone of proximaldevelopment for individual construction of knowledge and to facilitate effective learning,”(2)(p.889). It

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

CxCprogram for students as well as to the satisfaction of all stakeholders, that we have exploredusing focus groups, a qualitative assessment method, somewhat atypical in the engineeringcommunity. At this stage in CxC’s development we opted for focus groups because we believedthat a more in-depth and open-ended approach to assessment lends itself to expanding ourcomprehensive reflection of the program to-date. More to the point, we were curious about theunique experiences of our students and wanted to know how they compared to previousassessments we’d performed about CxC.Key Findings of Previous AssessmentsFrom the beginning of the CxC program in the College of Engineering, faculty and CxC staffhave sought feedback on how to effectively implement

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

effects of programmatic decisions on students.Those effects are then parlayed into a broader conversation about engineering education as awhole.This paper is an invitation to envision a more humanistic alternative to the unrestrained freemarket ideologies marshalling the state of affairs within engineering education. These sameideologies are steering the state of affairs elsewhere in society, but here we examine engineeringeducation as the local space that we occupy intellectually, physically, emotionally,epistemologically, and ontologically. Engineering education is a local reflection of a globalphenomenon. The paper begins with a brief contextual history of neoliberalism in highereducation before focusing on engineering education at Tulane. It

Conference Session

Practical Teaching in Manufacturing

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Waldorf, California Polytechnic State University; Trian M. Georgeou, California Polytechnic State University

Tagged Divisions

Manufacturing

different offerings of the same course, butoccasionally significant changes in the exam are reflected in changing scores (see, for example,IME 330 final exam). The authors intend to continue using this assessment tool to track studentprogression towards GD&T mastery throughout the curriculum. The data can serve as anindicator of the effects of any system changes (instructor, course activity, prerequisite orsequence, etc.) as well as monitor general improvement or decline in performance.Of course, exam questions are not the only way to assess the effectiveness of the new integratedeffort. Some of the inspiration for the effort began in the job offerings, job descriptions, and jobinterviews that students and instructors have been seeing more of

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

Tagged Divisions

First-Year Programs

reflect high hopes and some ambitionand excitement. Those that feel most positively report holding regular meetings with theinstructors in their trio. Most instructors indicated that their students seemed incrediblycomfortable with their classmates, which indicates that the integrated classes are contributing tomore connectedness among those enrolled. Of 14 instructors (7 from English, 4 fromCommunication, and 3 from Technology) who responded to the final journal prompts, 10instructors indicated that teaching an integrated course like this one was pedagogically sound andrewarding in some fashion, either for themselves or for their students. These 10 instructors (5from English, 3 from Technology, and 2 from Communication) all expressed willingness

Conference Session

Issues in Academic Integrity and the Value of Portfolios, Case Studies, and Supportive Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Benjamin David Lutz, Virginia Tech; Marvin K. Karugarama, Virginia Tech; John J. Lesko, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

summer bridge program was to smooth the transition for incoming engineeringgraduate students who were both demographically underrepresented and matriculating from a differentundergraduate university. Given the unique challenges these individuals face upon entering this newcontext, the experiences of past graduate students were leveraged to inform the development of thesummer bridge. A group of current engineering graduate students who were primarily fromunderrepresented groups (i.e., women and racial/ethnic minorities) identified key areas where graduatestudents new to the university (i.e., those matriculating from a different undergraduate program) mightbe disadvantaged and need further support. Through personal reflection and discussion with

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abbie B Liel P.E., University of Colorado, Boulder; Sarah J. Welsh-Huggins, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

regulations (writing assignment 2), withpersonal opinions and reactions to the case, offering time for reflection of some of the conceptsexplored in the class. This combination (sometimes more elegantly achieved than others) isexemplified by this submission to the forensic engineering assignment: These improvements are relatively inexpensive from an economical point of view… the state will definitely not be happy with these extra expenses, so this is controversial… the construction team could be at a high risk of losing their engineering license and the media will most likely stir up some harsh and unnecessary labels to them…This student is reflecting on many of the case study’s key ideas, but struggling to articulate hisideas

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

confidence or self-efficacy.This study focuses on students enrolled in first-year project-based engineering courses at a largepublic university in the Midwestern United States. A mixed-methods approach was used for datacollection and analysis. Pre- and post-course surveys were administered to collect informationabout student demographics and personalities and to measure the students’ engineeringconfidence and self-efficacy. Students were also asked to record the amount of time they spenteach week on different tasks (e.g., project management, using CAD software, communication,and working on written reports) in an Activity Log. Post-course interviews were conducted toallow students to reflect about their team experiences during the semester.Our

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan S Weedon, Case Western Reserve University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, pounds, and feet) into more computable units for wind force. The display on thewhiteboard reflects back to the participants that their task cannot continue as it had beenaccomplished up to the present moment. The goal of calculating was impeded by the variousunits of measurement, which Bob saw, recognized, and decided to have changed. For theparticipants, the whiteboard “structures mutual orientation to a shared interactional space” 12. Itbrings the group’s attention to a space where everyone can see the agreed-upon record of thegroup’s activity and appraise its progress in satisfying the task. Bob noticed the impediment andacted in a way to further the group’s desired activity. He refined the equation to make simplercomputations. The

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Thomas Martin, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com

Conference Session

Education Programs in BME

Collection

2016 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

each rotation, teams present problem statements based on insights fromtheir primary research and potential design projects to address the identified needs. Participantsmaintain a blog to capture and reflect on their observations, which also allows them to share theirexperience with the other students. Upon completion of the Bioengineering Clinical Immersionprogram, students are well prepared for the senior design capstone course that emphasizesdevelopment of medical devices conceived from validated end-user needs. This paper alsodiscusses implementation challenges and program modifications, including having medicalstudents team with bioengineering students.2. IntroductionEngineering students entering the medical product industry are often

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette; Josh Boyd, Purdue University; Rebecca R Essig, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

associated with – incorporating writing in engineering classes. The finalparts of the survey ask respondents to identify specific resources that might help them expandinclusion of writing in their courses, followed by a series of demographic questions to bettercharacterize the participant population. Most generally, the survey results suggest that facultyrecognize the need for and importance of writing in engineering, which is in part reflected intheir own courses. However, they continue to perceive challenges associated with includingwriting in engineering courses, with a particular emphasis on various resource constraints. Thepaper concludes with a brief overview of next steps, including plans for developing supportingresources for faculty and

Conference Session

Engineering Economy Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul C. Lynch, Penn State University Erie, The Behrend College; James F. Kimpel, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh

Tagged Divisions

Engineering Economy

Hosted by The University of Pittsburgh.Background from Prior LiteratureA challenge instructors often face is how to make abstract concepts concrete for their students.Drawing on experiential-learning theory (ELT), Baker, Jenson, and Kolb2 recommend aprocedure that moves students through a four-stage process of: experiencing, reflecting,abstracting, and acting. The incorporation of case studies in the classroom is one method ofsimulating experiencing, reflecting, abstracting, and recommending actions based on the realworld scenario depicted by the case. Additionally, engineering education literature hascontinuously shown that projects with industry can be helpful for undergraduate and graduatestudents, even

Conference Session

Focus on the Classroom: Innovative Pedagogies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Erik N Dunmire, College of Marin; Amelito G Enriquez, Canada College; Nicholas P. Langhoff, Skyline College; Thomas Rebold, Monterey Peninsula College; Eva Schiorring, Canada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

course, students on averageanswered 90% of these questions correctly, reflecting an average increase of 38%. Thiscorresponds to an average normalized (Hake) gain12 G of 0.79; in other words, students achievedon average 79% of their possible learning gain on this assessment instrument.As is customary with concept inventories, learning gains were somewhat more modest asmeasured by the MCI, with average scores increasing from 44% pre to 61% post, an averageincrease of 18%, and a normalized gain G of 0.32. Although this indicates that only one-third ofthe potential gain in conceptual understanding was realized on average, these results comparefavorably with those reported by others for the MCI. During initial development and testing ofthe MCI

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra J McCall, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

(VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Disciplinary Influences on the Professional Identity of Civil Engineering