Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Blanca Miller, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

science identity, STEM education, and participation in online communities.Mrs. Marissa A. Tsugawa-Nieves, University of Nevada, Reno Marissa Tsugawa is a graduate research assistant studying at the University of Nevada, Reno in the PRiDE Research Group. She is currently working towards a Ph.D. in Engineering Education. She expects to graduate May of 2019. Her research interests include student development of identity and motivation in graduate engineering environments and understanding creativity in engineering design processes.Ms. Jessica Nicole Chestnut, North Carolina State UniversityBlanca Miller, University of Nevada, Reno Blanca Miller is a Computer Science & Engineering Graduate Student at the University of

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, particularly as related to innovation, pro- fessional identity development, engineering culture, and supporting the recruitment and persistence of underrepresented students within engineering.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Edu- cation from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Paper ID #18227The Role of Engineering Doctoral Students’ Future Goals on Perceived TaskUsefulnessMrs. Marissa A. Tsugawa-Nieves, University of Nevada, Reno Marissa Tsugawa-Nieves is a graduate research assistant studying at the University of Nevada, Reno in the PRiDE Research Group. She is currently working towards a Ph.D. in Engineering Education. She expects to graduate May of 2019. Her research interests include student development of identity and motivation in graduate engineering research and teaching environments. She is also interested in k-12 integration of engineering in math and science curricula.Heather Perkins

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University

Tagged Divisions

Educational Research and Methods

problems andreflecting on their approaches to learning engineering through these outside-of-classassignments. We have been collecting video of students completing homework assignments in avariety of courses1 and developing and iterating on an approach to characterize productivedisciplinary engagement during homework sessions. This specific paper focuses on studentsdoing homework for a fluid mechanics class taught by a mechanical engineering professor.Analyzing video of three groups of students working on their weekly homework assignment, weask: (a) when do we see episodes of productive disciplinary engagement? (b) what is the natureof student engagement? (c) what are the factors that lead to these episodes occurring?BackgroundOur analysis builds

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

, W. G. (1970). Forms of intellectual and ethical development in the college years; a scheme. New York: Holt, Rinehart and Winston.Prince, M. J., & Felder, R. M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123–138.Prybutok, A., Patrick, A., Borrego, M., Seepersad, C. C., & Kiristis, M. J. (2016). Cross- sectional Survey Study of Undergraduate Engineering Identity. Presented at the American Society for Engineering Education Annual Conference, New Orleans, LA.Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering); Natascha M. Trellinger, Purdue University, West Lafayette (College of Engineering); Swetha Nittala, Purdue University, West Lafayette, Engineering Education Department; Scott Joseph Campbell, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance under- standing of geographic, disciplinary, and historical variations in engineering education and practice.Ms. Natascha M. Trellinger, Purdue University, West Lafayette (College of Engineering) Natascha Trellinger is a Ph.D. candidate in the School of Engineering Education at Purdue University. She received her B.S. in Aerospace Engineering from Syracuse University. At Purdue, Natascha is a member of the Global Engineering Education Collaboratory (GEEC) and is particularly interested in teaching conceptions and methods and graduate level

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

professionally, and developed teamwork, problem solving, communication, and presentationskills which are highly valued in today’s educational system and industry.Improving math skills, Introduction of hands-on work into classroom, Providing community-based support system: Erickson-Ludwig et al.19 described a summer bridge program orientedtoward women and minority students entering engineering at the College of Engineering atDrexel University to improve success and retention. The College of Engineering hosted a “pre-orientation” program that familiarized students with the engineering curriculum and preparedthem to succeed in their freshman year through community building and social activities.Program participants showed significant positive outcomes in

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University

Tagged Divisions

Educational Research and Methods

., "Research on Motivation in Education, vol. 1: Student motivation, vol. 2: The classroom milieu": Academic Press, Harcourt Brace Jovanovich, New York, 1984.[16] Nicholls, J.G.," Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance", Psychological review Vol. 91, No. 3, 1984, pp. 328.[17] Hurford, A., and Hamilton, E., "Pen-based Collaborative Workspaces to Promote Learner Engagement and Flow", Supporting learning flow through integrative technologies., Tokyo: IOS Press, 2007.[18] Chen, H.L., Lattuca, L.R., and Hamilton, E.R.," Conceptualizing Engagement: Contributions of Faculty to Student Engagement in Engineering", Journal for Engineering Education Vol. 97, No. 3, 2008

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

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Diversity

Tagged Divisions

Educational Research and Methods

-enhancing first-year curriculum, which includes Self-Management and Leadership, First-Year Engineering Projects (design), Engineering Explorations through Physics, and mathematics courses. The classes are designed to immerse students in authentic engineering practices from the start of the undergraduate experience, and have evolved to feature an asset-based, capacity-building mindset instead of assuming that students are deficient or lacking in preparation and thus require remediation to succeed. Retention: GS includes an intentional focus on fostering learning communities and supporting students’ identity development as engineers and full members of a community that cares about them as whole people. Multiple methods and

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Michele Carolynn Williams, University of Texas, El Paso

Tagged Divisions

Educational Research and Methods

ofengineer: one with excellent communication skills, business acumen, and leadership abilities(www.e-lead.utep.edu).The target course for PDI implementation was the Intro to E-Lead course mentioned previously.This course is a predominantly non-technical course for which the primary goal is for students toacclimate to the E-Lead program and focus on developing their personal identity and criticalskills for success in engineering. As such, this course is a zero-credit course for incomingstudents. The assumption behind using this instructional approach in this course is that studentscan better empathize with their peers and will, therefore, better understand what incomingstudents need to know to be successful, as well as how to deliver the content

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

on education and workforce development in engineering and science fields. Previous and current clients include the American Chemical Society, the Anita Borg Institute for Women and Technology, California Institute of Technology, the College of Natural Sciences and Mathematics at California State University Fullerton, the Office of the Vice Provost for Graduate Education at Stanford University, the School of Medicine at Stanford University, and the School of Fisheries and Ocean Sciences at the University of Alaska, Fairbanks.Beth Rieken, Stanford University Beth Rieken is a PhD Candidate at Stanford University in the Mechanical Engineering Department. She is in the Designing Education Lab advised by Prof. Sheri

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Diana Karen Chen, Arizona State University; Jorge Luis Roldan

Tagged Divisions

Educational Research and Methods

classes, 25% ofstudents attend a week long residential summer institute aimed at introducing the GCSP at theuniversity. Students enroll in a semester long multidisciplinary course in their first semester toexplore the grand challenges and to develop a plan to meet program requirements. The summerinstitute and introductory course provide students an opportunity to connect with their peers andnear peers who have made progress in the GCSP and begin building a community of scholars.Subsequently, students choose their own path through the program completing courses andexperiences relevant to their Grand Challenge theme. Requirements include at least twosemesters of research, 80 hours of service learning, and coursework combined with experience(s)in