Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University

Tagged Divisions

Educational Research and Methods

their part of speech.We will be focusing on the Uber Index (Figure 3) developed by 5 that highlights certain featuresof communication of an individual as a reflection of lexical diversity. Lexical diversity can beseen as measure for how varied the structure of speech is and this category of assessment hassignificant research history within the field of linguistics. This indicator reflects lexical diversityby relating the total number of lexical words used (T) in a text sample with the number of uniquelexical words used (N). Figure 3: Uber Index 5.This index was chosen for analysis because the Uber Index is seen as as a better representation oflexical diversity for texts of varying length than other similarly

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

response to self-reported vulnerabilities and concerns of engineeringstudents. This paper presents data from practical efforts to identify and mitigate anxiety amongengineering students. A group of twenty-seven engineering and engineering technology studentswho were part of a scholarship program was asked to submit journal entries in which theyreflected on their fears and anxieties related to their participation in their degree program.Prominent themes which emerged from student reflection included time management and itseffects on academics and social activities, the likelihood of degree completion and success inengineering-specific coursework (e.g. senior capstone projects), and aspects of life followinggraduation such as handling accumulated

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

reported byrespondents was 7.63 discussions per term.Instructors were asked to indicate if the following occurred in their course:  Students are asked to read/view material related to an upcoming class section (80.3% said yes, rubric value = 0).  Students are asked to read/view material related to an upcoming class section AND to complete assignments or quizzes on the material shortly before class or at beginning of class. (47.5% said yes, rubric value =2).  Students asked to complete reflective activity at end of class (briefly answering questions, reflecting on lecture and/or their learning, etc.). (36.1% said yes, rubric value = 1).  Students give presentations (verbal or poster). (63.9% said

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Delaware

Tagged Divisions

Chemical Engineering

tasked to summarize a reading assignment, thenexplain how the reading connects to their personal life, explain how the reading connects toanother reading, course element, or curriculum, and finally describe a prompt, problem, or puzzlethat can be addressed with the comprehension of the reading. This technique has been describedas a form of metacognition, or “thinking about thinking,” in other words, an effort to get studentsto reflect on their own learning.1The research question we seek to address here is whether or not the non-traditional components(Personalize, Integrate, Thoughtful Puzzle) of the weekly engineering assignments correlate withstudent achievement on exams in the course.MethodsEach week, students were given a single prompt

Conference Session

Curriculum Development in Two-Year Engineering and Engineering Technology Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Chitra N. Javdekar, Massachusetts Bay Community College; Claire Duggan, Northeastern University; Marina Bograd

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

integrates requiredcourses with career planning and support, followed by a paid internship with a partner company,completed by final reflection and placement. The net cash outlay for a participant is $4,400 withthe opportunity to earn the equivalent or more during the paid internship. We have developedtwo tracks for the program, one in Innovation and one in Technology. Each track shares severalfoundational courses and has been designed to meet the diverse needs and prior skills of ourtarget population.Courses/core curriculumManufacturing certificate programs are offered at MassBay Community College and are part ofthe engineering department offerings. The college is an open access institution and thecertificate programs do not have prerequisite

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

general, we interpreted student engagement with and case-study application of the E4SJcriteria as an indication students not only understood the criteria, but could also analyze andevaluate them well enough to argue for or against their inclusion/exclusion in the process ofdeciding which criteria were the most or least effectively engaged. Furthermore, student use andevaluation of the criteria to an actual engineering case study constitutes a form of sociotechnicalapplication, wherein students analyzed and reflected on the complex interplays of the social andthe technical. Overall, the E4SJ criteria evaluation process via case studies provided studentswith concrete, specific opportunities to evaluate the utility of the criteria and to understand

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

given multiple realisticconstraints, much like they would experience after they took their first engineering position 3.Most undergraduate engineering programs have now been through several iterations of theABET 2000 accreditation process, which normally occurs in six-year intervals. After fifteenplus years of functioning under the ABET 2000 criteria it seems appropriate to reflect upon thechanges and consider the results. This paper focuses on a review of the engineering curriculum,an overview of accreditation, the role of capstone in the curriculum and finally a new model forcapstone in relationship to the curriculum. A hierarchical ordering of student outcomes ispresented with examples of possible direct measures.2. Status of the Engineering

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina; Joseph V. Flora, University of South Carolina; Fabio Matta, University of South Carolina; Robert Petrulis, EPRE Consulting LLC; Ethan Washam, STV Engineers

Tagged Topics

Diversity, NSF Grantees Poster Session

other points throughout the semester, we came up with a new definition. At the end, we compared all three of them to see how our definition of research changed throughout the semester, based on what we studied.The students said that their definition changed to reflect an understanding that the process is notlinear, and that it includes a dimension of contributing to society. Research does not just answerquestions; it also generates many more questions.The course spent considerable time teaching the students to understand how to identify and gainaccess to relevant literature. Several students said that they had relied mostly on Google in thepast, but that introductions to scientific databases and other academic services had taught

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia. c American Society for Engineering Education, 2016 Academic help-seeking as a stand-alone, metacognitive action: An empirical study of experiences and behaviors in undergraduate engineering studentsAbstractContemporary research investigating academic help-seeking behavior (HSB) is predominantlyK-12 in focus. Few studies have

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

teamexperiences. Second, we focus on negative feedback and experiences, rather than positive. Ourgoal is to capture elements of teaming that may not be captured by the more widely-usedapproaches. A common example of negative teaming behavior is ‘freeloaders’, students whomay devote little effort to the team but who benefit from the work of their teammates. Anotherexample is when one student re-does work produced by a teammate; this will likely lead to ahigher-quality output, an outcome which appears to be positive. However, the student whosework was re-done may find this to be a demotivating experience, undermining their confidence,which may in turn contribute to a lower commitment to engineering. Because teaming behavioris likely to reflect schemas

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

encouraging collaboration andreducing competition may increase achievement. Cooperative learning is one such instructionalstrategy that has been shown to improve affective outcomes, such as self-efficacy in students.12Cooperative Learning Group learning can take a variety of forms, and many of the terms to describe these formsare used interchangeably (e.g., cooperative, collaborative and problem-based learning13). Thesegroup learning varieties have been found to increase student motivation and achievement, butdiffer in terms of level of task structure, the assignment of roles to group members, use of sharedmaterials, involvement of instructors, and built-in reflection on the process. One particular grouplearning structure used in the current

Conference Session

Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelsey Morgan Irvin, Washington University in St. Louis; Elizabeth Hiteshue, University of Pennsylvania; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Michael Geselowitz, Stevens Institute of Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

finalized. The questions were personalized for each interviewee andreviewed by the IEEE Historian. Following changes, the participating students sent the oralhistory questions to the interviewee prior to the interview.A standard set of interview components included the following sections: Introduction, EarlyLife/Education, Career, Awards/Honors, Gender-Related Questions, Reflection/Advice, andConclusion. Table I (shown on the next page) shows the structure of a typical oral historyinterview. Excluding an introduction and conclusion, the five general sections covered in theinterview are Early Life/Education, Career, Awards/Honors, Gender, and Reflection/Advice.Questions are personalized for each interviewee. Questions in the Early Life/Education

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahithya Reddivari, University of Michigan; Elizabeth Frances Cloos Dreyer, University of Michigan; Sara P Rimer, University of Michigan; Aline Cotel, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

International

 global development has been recognized as a promising means to prepare engineers for a rapidly changing global landscape and to be reflective of their impact on the development of communities worldwide [13]. While these types of programs have been shown to increase student competency in engineering and global development, most of the programs underutilize the potential to deepen this understanding by building cross­cultural peer collaborations. Furthermore, when international service learning programs do have a peer collaboration component, these peer collaborations are usually from a top­down approach in which the peer collaboration is a part of a program, but not necessarily driven by the students themselves [14]. Additionally, in these

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

Tagged Topics

Diversity, NSF Grantees Poster Session

thesemeetings was invaluable as we transitioned to more integrated self-direct learning for studentsand faculty. Through this learning initiative, the faculty built the capacity to reflect and examineassumptions. We also believe that an important part of this experiment was the availability of thestudent community voice as feedback to the faculty.Students took between half and three-quarters of their course load with faculty who taught pre-existing general education courses. The difference for the students was that they took courseswith a cohort and that faculty attempted to integrate content across disciplines. Courses includedEnglish, communications, humanities (ethnic studies, history, sociology), STEM (physics,biology, and engineering). Students

Conference Session

Make It!

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chanel Beebe, Purdue University, West Lafayette; Umair Sarwar, FACELab Purdue; Nicholas Brian Jubelt; Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Manufacturing

participants to learnabout this concept, our research team has developed a game that allows participants to build theirown model of an engineer complete with engineering habit of mind, personal interest andmotivation. This paper seeks to explain how this game was developed and intended to be played.Development of the GamePieces of the engineering body were sketched on a 2D sketching software, and printed using alaser printer and cardboard. The head, for example had the basic shape of a circle and wasiterated to form an oval, a quarter circle and a semi-circle. Arms were developed from the basicshape of a rectangle, triangles for the torso (body) pieces and hexagonal piece for the legs. Eachpiece was intended to reflect a gender neutral engineer that

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

suggesting that students may be at risk or facing academic challenges.The analysis uncovered the opportunity to refine intrusive advising principles. Research on theimpact of advising reflects the correlation which exists between successful academic advisingand an increase in student retention and graduation rates. Intrusive advising involves themandatory requirement for a student to meet with the academic advisor. Through therequirement of the advising discussion, advisors can collaboratively develop strategies forengagement with resources that will promote academic success. Theories and research focusingon academic advising approaches and student engagement guide advising discussions. We hopeto realize a significant improvement in freshmen

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

through Project & e-Learning Final Exam Module (Blackboard) Question Discussion Reinforce learning through a Class Project Figure 1. Integration components of e-Learning modulesInstructors are asked to perform the following to integrate e-learning modules into their classes: 1. Complete the e-learning module; 2. Attend training designed for faculty deploying the modules; 3. Revise course syllabi to reflect integration of e-learning

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

principlist framework opensspace for engineers to more richly explore the complexity of both direct and indirect socialimpacts resulting from their work. Thus, in this paper we argue that such a principle-basedapproach applied reflectively in the context of engineering design, is an important component ofa response to these challenges of communication competence. The specification and balancing ofthe four principles that is essential to this principlist approach requires thinking together inspecific contexts about the perspectives and potential social and ethical concerns of diversestakeholders, ranging from corporations to culturally-diverse individuals, to animals and theenvironment. Developing an answer to the question of appropriate pedagogy

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

). • Work as a member of a team in constructing, testing, evaluating and reporting on a simple piece of process equipment. 2.2.4. Context 4: Completion of third year chemical engineering coursesThe INSPIRES Heart Lung system design challenge was first tested with freshman engineeringstudents at the UMBC in an introductory engineering design course. This first year course is amixed lecture/lab course like that described in context 2 above; however, the emphasis here is ona reflective activity that took place two and a half years later, after the same students hadofficially matriculated into the chemical engineering program and completed their junior levelcourses in Transport Phenomena I (Fluids) and II (Heat and Mass Transfer). As part of

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

frequently and explicitly refer to other FASEcourses and events. While our students may be evolving as performers, they are doing so againstthe familiar backdrop of their engineering degree and identities. This intersection of engineer andperformer has long been a part of the course experience and of particular interest to the courseinstructors, as we observe our students adapting techniques from both spheres as they developnew and innovative ways to tackle the challenges of theatrical development and performance.Intrigued by these moments of disciplinary transfer, we created a course assignment, thePerforming Engineer, to encourage our students to reflect upon the ways that they bring togetherand transfer skills between the engineering and theatre

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

comments. In this paper, we cover the salient features of a course AME4163 –Principles of Engineering Design and the findings from an analysis of the learningstatements. In our work we find evidence that students in project-based designcourses are not being evaluated based on the actual learning taking place in thecourse, which we suggest is caused by a discrepancy between typical methods ofinstructor evaluation and the lessons learned by students over the course of aproject. This conclusion is based on our finding that there is no relationshipbetween student submitted learning statements and the grades that they achieved.Consequently, we suggest that the way students in project-based design coursesare evaluated must be changed to reflect

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ilana Karpman, University of California San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

programs, etc.) haveimpacted the success of these women, it was important to have distinct research sites so that Icould examine the effects of various policies and procedures on the careers of the researchparticipants within the context of each institution’s programs and policies.Population and Sample I interviewed women faculty who have their primary appointment in the engineeringschool each campus (since some faculty have dual appointments). The objective for each site  was to interview at least fifty percent of the faculty so that my sample would reflect the variedexperience of tenured women faculty at each site. Table 1-1 describes the population and sampleat each research site and Table 1-2 provides employment and demographic

Conference Session

A Liberal Education Certified: A Panel on Integrating Liberal Education in a Large, Research-based Institution

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto; Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto; Robert Irish, University of Toronto; Ken Tallman, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Science on Stage, Science and Technology in the Popular Media, Language andPower, Engineering and Science in the Arts, Language and Meaning, and The Power of Story--aswell as the opportunity to earn a Certificate in Communication. Awarded to students whocomplete three of these courses, the Certificate reflects the FASE’s success in promoting andrewarding student engagement in educational opportunities outside the core curriculum.In this panel of the Associate Professors, Teaching Stream, and Lecturers who teach thesecourses, we explain our context at a top-flight research university, before discussing our coursesand assessing their success in providing a liberal education for our students. A discussion periodwill allow us to share insights into

Conference Session

Automation, Instrumentation, and Computer Simulations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Xavier Shastri Domnique Henry, University of Maryland, Eastern Shore; Madhumi Mitra Ph.D., University of Maryland, Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore

Tagged Divisions

Energy Conversion and Conservation

algaculture and aquaculture AEStudents will get an opportunity to actively - Students will reflect on their learningexperiment with : experiences in weekly meetings.- Variety of sensors and microcontrollers to Experiential - They will communicate some of their “reflective observations” on the overalldevelop the monitoring system Learning Platform learning experience while giving- Designing and fabrication of the hardwarefor the system

Conference Session

Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Manuela Restrepo Parra; Laura Meszaros Dearolf, The Perry Initiative ; Lisa L Lattanza MD

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

for our programming efforts. First, we modeled the long-term effect ofour programming efforts on the percentage of females in the incoming residency class assumingthat we maintain our current level of programming indefinitely. We then adjusted selectparameters in the model to reflect “worst-case” assumptions for recruiting and retention inorthopaedic residency (see Table 2). This analysis is particularly important because our currentprogram evaluation data – on which the model parameters are based – reflect intermediaterecruitment and retention outcomes, e.g., intention to pursue orthopaedic surgery for high schoolparticipants rather than actual matriculation rates into residency. Our worst-case assumptionswere as follows: (1) 10% decrease in

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Patrick Abulencia, Manhattan College; David L. Silverstein P.E., University of Kentucky; Margot A Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

and watching videos (Years 1-3). Incontrast, feedback from students in project reflections and post-course conversations indicatedthat many students believed they had learned about thermodynamics from the project.Consequently, we determined that an additional year of testing with a revised assignment waswarranted.Revisions were driven by several observations of student behavior. Specifically, the teams offour students employed during the original design (i.e. Years 1-3) allowed them to specialize,and we often observed one or two team members being responsible for the video filming andediting, while the others specialized in the thermodynamics. Further, each team only consideredone of the five important concepts that were the focus of the

Conference Session

Assessment Within Engineering Design Graphics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Theodore J. Branoff, Illinois State University; Kevin L Devine, Illinois State University; Josh Brown, Illinois State University

Tagged Divisions

Engineering Design Graphics

10 feature should create a good foundation for modeling the rest of the object in an efficient manner. Orientation of initial sketch plane The initial sketch plane is important for establishing the viewing direction of the 10 model and also how the model will be oriented in the assembly. It is also critical for establishing the main symmetry plane for models. Best model origin As with the base/core feature, the location of the origin is flexible. It should, however, reflect the design intent of the model. For example, if an object has

Conference Session

Architectural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward M. Segal, Hofstra University; Sigrid Adriaenssens, Princeton University

Tagged Divisions

Architectural

toward meeting learning objectives 1 – 3 by practicing designing in theirprocess books through six prescribed assignments (“design experiences”). Additionally, studentsexplored their own interests and related them to the primary course content by creating a set ofsupplemental entries. The process of design was emphasized by distributing the process booksubmissions throughout the semester and encouraging students to reflect on and revise theirwork.In the remainder of this section, the six prescribed Fall 2013 assignments are described.Additional information regarding the supplemental entries is also discussed.Design experience 1In design experience 1, students scoped a problem and brainstormed. They were given the cutsheet provided by SKM Anthony

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vasiliki Ikonomidou, George Mason University; Anastasia P Samaras, George Mason University, VA USA; Vikas Kotari, George Mason University

Tagged Topics

NSF Grantees Poster Session

graded for effort only, aiming atproviding formative feedback to the student prior to the tiered assignment. Additionally, eachtiered assignment was accompanied by a brief, open-ended questionnaire aiming atunderstanding how students chose problems to solve in this context. Questions included were: • Why did you choose the problems that you solved? • How do you think the level of this assignment compares to the level expected of the class, as specified in the rubrics provided? Why? • Do you think the level of difficulty of the assignments is reflected correctly in the points assigned to each problem?ResultsOur main interest in this design was in the first question: “Why did you choose the problems thatyou solved?” Here

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Margot A. Vigeant, Bucknell University; Charles Kim, Bucknell University; Erin Jablonski, Bucknell University

Tagged Divisions

Educational Research and Methods

selected from the existing instruments previously noted. Studentswere asked to respond to the questions from the perspective of the class they were in (either theIDEAS course or Course X). The assessments were conducted online in the 2nd, ~6th, and finalweeks of the semester. The evaluations asked students to consider their feelings about the mostrecent course meeting of their IDEAS course and of Course X as they responded to thequestions. The results should therefore reflect students’ motivational and curiosity state on threedistinct days in the beginning, middle and ending of the semester. In addition, a questionnaire atthe end of the semester asked students to reflect on the extent to which, in their view, the sevenattributes of IDEAS courses