Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University

Tagged Divisions

Educational Research and Methods

online math refreshers. These student supports can beeffective and necessary for students who find themselves struggling with difficult content or whoare unprepared for college work. Yet they are often reactive in nature as they are generallyutilized by students only after they have already begun to struggle academically and/or haveexperienced disappointment in engineering.Temple’s Center for the Advancement of Teaching (CAT) has sought to reframe the problem toaddress possible underlying issues around course design and pedagogical choices that maycontribute to student failure and attrition. With the support of the Vice Provost forUndergraduate Studies, the CAT created Project SOAR (Student-Oriented Active Redesign), ayear-long course redesign

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

need assistance in reviewing their basic and essentialmathematical skills before they can successfully engage in their classes. To address these issues, aninstructional delivery framework titled “Tailored Instructions and Engineered Delivery UsingPROTOCOLs” (TIED-UP) has been designed and explored, where mandatory brain-based learningprocedures were used along with a media rich online delivery strategy. This paper summarizes the effortscurrently undertaken to develop this framework based on brain-based learning theories to address some ofthese issues. In this framework, each course concept is broken down to interconnected sub-concepts.Short conceptual videos that use a number of mandatory instructional protocols were developed for

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

experiments and assignments. This sample and the teamingenvironment reflected several similarities to the first-year engineering programs for which thisinstrument was intended. An email introducing and containing a link to the online survey wassent to all students during the final days of the course. Response rates were extremely low (≈7%) due to the timing of the survey and lack of in-class announcements. However, the fewresults that were obtained demonstrated that students would identify others outside of their teamsand even their sections, through use of the free-response questions.The final version of the survey consisted of a cover letter describing the purpose of the researchand data collection, a prompt asking the students to indicate all