Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Colorado School of Mines; Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #18338Work in Progress: Examining the Value of Reflection in Engineering Practiceand EducationDr. Kristine R. Csavina, Colorado School of Mines Dr. Kristy Csavina is a Teaching Professor in the Department of Mechanical Engineering at the Colorado School of Mines. She has her bachelors degree in Mechanical Engineering from the University of Dayton and her doctorate in Bioengineering from Arizona State University.Dr. Adam R. Carberry, Arizona State University Dr. Adam Carberry is an assistant professor at Arizona State University in the Fulton Schools of Engineer- ing, The Polytechnic School. He earned a B.S. in

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xingya Xu, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

metacognitive reflections about their participation in these informal learningenvironments.Background and MotivationThe conceptualization of “thinking about thinking” has evolved since Flavell [8] first discussedmetacognition. Researchers have agreed that metacognition consists of knowledge of cognitionand regulation of cognition [8, 19, 20, 25]. Knowledge about cognition describes individuals’self-knowledge, knowledge about strategies, as well as appropriate application of differentstrategies in practice. Knowledge about cognition consists of three types of knowledge includingdeclarative knowledge, procedural knowledge and conditional knowledge [10]. Regulation ofcognition indicates that individuals are capable of planning, managing information

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Luciane de Greef, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

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Educational Research and Methods

Paper ID #18740Stories of Change: Faculty in Reflective DialoguesDr. Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 23 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. Through the SUSTAIN SLO learning initiative she and her colleagues have been active researching in transformation in higher education.Luciane de Greef, California Polytechnic State University, San Luis ObispoDr. Trevor Scott Harding, California

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Damji Heo Stratton, Purdue University; Saira Anwar, Purdue University, West Lafayette (College of Engineering); Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

implications for learning. Much of this research focuses on learning processes in K-12 and college level classroom settings. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education. c American Society for Engineering Education, 2017 How do engineering students’ achievement goals relate to their reflection behaviors and learning outcomes? AbstractThis research study investigated the relationship between achievement goals, reflectionbehaviors, and learning outcomes of industrial engineering students. The study usedAchievement Goal Questionnaire-Revised (AGQ-R

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber Dale Levine, Stanford University; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

Paper ID #19109A Preliminary Exploration of the Role of Surveys In Student Reflection andBehaviorMs. Amber Dale Levine, Stanford University Amber Levine is pursuing her Bachelors degree in Engineering with a focus in Architectural Design and a minor in Dance at Stanford University. She is particularly interested in education and inclusiveness in engineering.Dr. Tua A. Bj¨orklund, Aalto University Design Factory Dr. Bj¨orklund focuses on supporting idea development efforts in product design, entrepreneurship and teaching in higher education. She has been a part of creating the Aalto University Design Factory, an

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

Paper ID #17936Faculty Pre- and Post- Reflections through Video-annotated Review of Fac-ulty TeachingMs. Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach Lisa Davids is an Associate Professor in the Engineering Fundamentals Department, having taught at Embry-Riddle Aeronautical University (ERAU) for 17 years. She is currently the Program Coordinator for the Engineering Fundamentals Department. During her tenure at ERAU, she has taught Fluid Mechanics, Dynamics, Experimental Aerodynamics, Aerodynamics I, Graphical Communication and Introduction to Engineering. Her research interests involve the retention of

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)

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Educational Research and Methods

Paper ID #19051Interns in the Wild: Using Structured Reflection and Interviews to Investi-gate Early Career Engineering PracticeProf. Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering) Dr. Brent K. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collabora- tory (GEEC) research group and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Xingya Xu, George Mason University; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

Paper ID #18752Examining Learner-driven Constructs in Co-curricular Engineering Envi-ronments: The Role of Student Reflection in Assessment DevelopmentDr. Lori C. Bland, George Mason University Lori C. Bland, Ph.D., is an associate professor at George Mason University. She teaches courses in edu- cational assessment, program evaluation, and data-driven decision-making. Bland received her Ph.D. in Educational Psychology from the University of Virginia. Her current research focuses on identifying, ex- amining, and assessing learning and professional outcomes in formal and informal learning environments in K-12, higher

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Bill Yang, Western Carolina University; Robert Scott Pierce P.E., Western Carolina University; Wesley L. Stone, Western Carolina University

Tagged Divisions

Educational Research and Methods

Speaker) Concept Sketches Engineering Project Management: Analysis 5 of Alternatives Engineering Project Management: Failure Report – Preliminary concept 6 Mode and Effect Analysis (FMEA) selection Engineering Ethics (case studies and guest Report – Final concept design and 7 speaker) project schedule 8 Mid-term Project Presentation Presentation – proof-of-concept 9 Professional Behavior (Guest Speaker) Reflection on ethical behavior 10 Professional

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

teachingnetwork will make initial small changes in their teaching, which will lead to increasingly largerchanges over time. For the second method, the principal investigators (PIs) applied self-study,2 aqualitative research method, to examine and reflect on their design-based decisions,implementation, and outcomes. Results indicated that the structures and practices supportedmediating processes. Mediating processes became proximal outcomes. Medial and distaloutcomes for faculty change may likely be a multi-year trajectory. Conjecture mapping and self-study proved to be useful methods in evaluating a process grant focusing on faculty change.KeywordsFaculty Development, Design-based Research, Conjecture Mapping, Self-Study Methods,Engineering

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University; Bryce E. Hughes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the various preferences and styles bywhich students learn. As such, the purpose of this paper is to present evidence on the effect offormative assessment design on student performance, and whether this effect varies by studentlearning style. The results from this study can be used by engineering educators to eitherdiversify or personalize their assessment style.This work is grounded in the Felder-Soloman learning style model, a model that was developedwithin engineering education and has been validated and widely used within the field. Thismodel categorizes learning styles along four distinct dimensions: perception (sensing versusintuitive), input (visual versus verbal), processing (active versus reflective), and understanding(sequential

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Cheryl Cass, North Carolina State University; Monique S. Ross, Florida International University; James L. Huff, Harding University

Tagged Divisions

Educational Research and Methods

or set of individuals collecting, handling, and analyzingdata​14​. Qualitative research acknowledges the role of the researcher as a filter: data arecollected, organized, and interpreted, and an attempt to reduce bias is unnecessary​15​.Qualitative researchers must confront the subjective nature of the researcher in connectionwith the process of research. Given that IPA acknowledges that this bias cannot be removedfrom any stage of the study, bias is a topic that cannot be ignored or delayed as it has animpact on validity throughout the research process. Therefore, reflecting upon anddocumenting the position of each researcher and how he or she approaches the data is anintegral part of the interpretive paradigm​16​ and of IPA​9

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Patricia Kristine Sheridan, University of Toronto; Liz A. Kuley, University of Saskatchewan; Robyn Paul, University of Calgary

Tagged Divisions

Educational Research and Methods

with high-levelreflection/qualitative questions and low-level reflection/quantitative questions. The second phasewill be a narrative analysis of individuals’ stories derived through semi-structured interviewsusing a protocol constructed from the analyses of the survey data. The survey was built usingMcAlpine and colleagues’ identity-trajectory framework3-5, which accounts for theinterconnectivity of the intellectual, institutional, and networking influences on a student’sidentity. The findings from these two phases will be used to describe the diversity of identities ofstudents studying EngEd in Canada, and to ascertain challenges and opportunities that exist forthem in this developing and unfettered field1.As a function of the overall study

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University

Tagged Divisions

Educational Research and Methods

perceptions of the peer review process.The study was implemented over two semesters with iterative revisions in instruction madebetween semesters based on initial findings. Results suggest that peer review can increasestudent performance, as long as reflections are used to prompt student revision, regardless of theclass delivery method or assignment type.IntroductionEarly in their careers, engineers spend 20-40% of their time writing; as they move to middlemanagement, the writing requirements increase to 50-70% of their day; finally, engineers insenior management spend 70-95% of their days writing [1]. Despite job requirements for writingthat cut across professions [2], in most disciplines writing is rarely emphasized outside of Englishcomposition

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

forinstructional practices commonly associated with local campus centers of faculty development.Building on prior work regarding the types of comments made by faculty in VAPR (Pembridge,Allam, & Davids, 2015), this paper examines the role of the TLE as an instructional coach withinVAPR and how their participation influences the feedback provided by fellow faculty peersinvolved in the process.Video-Annotated Peer ReviewThe VAPR process is an approach developed to engage faculty in change strategies, described byBorrego and Henderson (2014) that align practices across Henderson, Beach, and Finkelstein(2011) quadrants of change (i.e., curriculum and dissemination (I), reflective faculty (II), andshared vision (IV)) to support institutional change

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

faculty and student beliefs aboutteaching and learning related to faculty pedagogical activities and actions? Very little prior workintegrates student-side and instructor-side preferences and actions, and this paper extends ourunderstanding of this alignment. We expect that a clearer understanding of the alignmentbetween faculty and students may help explain student academic performance. This paperfocuses on characterizing the alignment, while our future research explores its relationship tostudent outcomes.Our data analysis reveals the following key insights about our research question. Faculty-studentlearning styles misalignment is largest along the active-reflective dimension of the ILS. In turn,faculty who are more misaligned with their

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Educational Research and Methods

pursue upongraduation. For this study, odyssey project assignments were given to two classes during twodifferent academic years at Arizona State University. The first odyssey project assignment wasgiven to a graduating senior class in the fall semester of the 2014-2015 academic year. The sameassignment was given to a freshman class in the fall semester of the 2016-2017 academic year.As part of the assignment, students were expected to reflect on their time at Arizona StateUniversity, and also map out their plans for the first few years following graduation. They wereexpected to illustrate this as seasons within an “Odyssey Years Timeframe” template. Figure 1shows an example of the odyssey years timeframe template students were expected to

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

situated learning perspective has been deemed to offera theoretical rationale for ‘inquiry-based’ and ‘problem solving’ approaches to science teachingand learning, where scaffolding and other forms of social support serve a prominent role in students’learning process.26 A model of instruction employing situated learning theory has been proposedand proven to yield a practical framework for classroom practice.25,27 Ref. 25 suggested that thekey components of this model include: (1) cognitive apprenticeship and coaching; (2)opportunities for multiple practices; (3) collaboration; (4) reflection; and (5) technology. Cognitiveapprenticeship methods allow students to enculturate into authentic practices through socialinteraction. Cognitive

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, and advocate for a holistic consciousnessof the factors that many underrepresented students face in engineering.Critical TheoriesAccording to Horkheimer21, there is a distinction between traditional and critical theory.Traditional theory seeks to only understand or describe society, while critical theory seeks tocritique and change society as a whole. Critical theory recognizes the complexity of socialprocesses and its main task is “to reflect upon the structures from which social realities and thetheories that seek to explain it are constructed” (p. 139).22 Although critical theory originated inthe Frankfurt School with a focus on a criticism of modern social structures,22 critical theoryprevails in other fields such as sociology and

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

paradigm is not easy (Finelli, Daly, &Richardson, 2014). In order to train teachers for this new scenario, many institutions offeropportunities for teacher development through specialized courses. However, there is verylittle evidence of the effectiveness of these courses.In this scenario, active learning methodologies appear as a way to improve conceptualunderstanding and thinking skills of science and technology students for flexible use in thecurrent context. Although there is a clear evidence of the benefits of active learning,professors still use traditional teaching methods.Helping teachers moving towards a new conception of teaching and learning needs a way ofprofessional development that creates opportunities to reflect and rethink

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

educational design study results in journals or presented ateducational conferences. The essence of the transformation faculty went through was the“reflection” they did [10], as they interacted with their colleagues at the conferences or duringthe peer-review phases of their manuscripts. The authors noted that the participating faculty’s iterative design efforts were the mostcritical [11]. In the second round implementing their instructional designs, the faculty were morelikely to fully engage in metacognitive and self-reflective thinking regarding their approaches toteaching and understanding of student learning. When university faculty actively engaged ineducational research and became the agents of transforming the culture of STEM

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

are learning about how the brain works, we will assign weeklyreflection papers so that students express how the lecture, the classic experiment, and the smallgroup discussion have influenced the way they view learning through provided prompts. Theprompts will probe students on the following experiential processes: self-reevaluation, socialliberation, dramatic relief, and environmental reevaluations.In addition to weekly reflection papers, we will assign reading and watching assignments forhomework. For example, students will read book excerpts and watch videos of TED Talksrelated to how the brain works. These readings and videos will be accompanied by short writtenassignments called reaction papers. These reaction papers will have prompts

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Virginia Polytechnic and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

participants about an activitythey enjoyed and how they learned in the settings outside the classroom for that activity.Students were then asked to reflect on how the learning in both the settings (ie. inside theclassroom and outside) were different or similar.For interviews at PriU we asked: “Tell me something you enjoy doing. How did you go about learning how to do that? (examples might be an instrument, sport, language, game, cooking, or other craft) How is learning for this activity the same as and different than learning in academic classes? What makes it different?”For interviews at PubU, we asked: “Tell me something you enjoy doing. How did you go about learning how to do that? (examples might be an

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Joel Raymond Hood, Utah State University - Engineering Education; Derrick S. Harkness, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of user-centereddesign (UCD) and human-computer interaction (HCI) during the mid to late 1990s. Unlikesimple descriptions of real people, personas are fictional, “hypothetical archetypes” [1]constructed from purposeful research about product users. Personas help to communicate thegoals, values, needs, and actions of targeted users and to develop empathy and interest for usersduring early stage design. Scenarios are narrative descriptions (i.e., “stories”) of “typical andsignificant” user activities that help designers define specific product features that reflect a userfocus [2]. Today, use of both personas and scenarios are widely recognized; designers mayimplement personas and/or scenarios in the context of product usage models that enable

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timeri K. Tolnay, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

teachers normally do when they have high expectations for a student. In effort-based schools, it is standard practice with all students. (Retrieved from http://ifl.pitt.edu/index.php/who_we_are/principles_of_learning).Our work at Mines is intentionally designed to increase student discourse and active learningopportunities in the classroom and thus socialize intelligence.We built our tool to target observable practices that relate to active learning and socializingintelligence. We cannot observe what thoughts students are thinking, nor can one observer hearwhat students are discussing in small groups. Our tool, consequenctly, focuses on what actionsand behaviors reflect high levels of engagement and cognitive demand. For

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Ravisha Mathur, San Jose State University; Andrew Hale Feinstein, San Jose State University

Tagged Divisions

Educational Research and Methods

and opportunity to participate in reflective practice. Implementing a flippedapproach requires a change in and re-envisioning of the traditional classroom; faculty arechallenged not only in their approaches to teaching, but also in the time it takes to deliver aflipped classroom (i.e., developing out-of-class content and substantive in-class activities).Developing sustainable Faculty Learning Communities (FLCs) may be one effective approach toaddressing these challenges. In higher education, FLCs have recently received attention as a wayto increase faculty support and increase collaboration and cohesiveness within disciplines (Ward& Selvester, 2012). FLCs can be defined as a small group of faculty (and professional staff) whoengage in a

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

questions were based upon Tinto’s (1987, 2010)work and divided into two areas: drivers and barriers to university: preferences andexpectations of study [15, 16]. The questions were built around “Agreement Likert Scales” andpresented in a matrix fashion.The findings of the study are presented in tabular format utilising descriptive statistics basedupon percentages. The reason for this is reflective of the research philosophy that underpinsthe project; it is important that the findings and outputs are fully accessible to a range ofcolleagues including non-academic support staff. 2.2 SamplingTwo different cohorts were sampled, the first comprising 150 students on a ‘GeneralEngineering Foundation Programme’ at pre-undergraduate level, the

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

of the adapted questions were reworded to reflect the graduate experience, such asreplacing “engineering degree program” with “Ph.D.”. Additionally, previous questions relatedto engineering problem solving were refocused to align with the EDS experience. As little workhas been done in this area, the authors deemed it necessary to explicitly focus on the perceivedgraduate experience, rather than leveraging persistent conversations about graduate educationthat are often built heavily on myth 1​​ and stereotypes.​14Data analysisThe analytical process for an IPA requires becoming familiar with the participants and thenengaging in three annotative processes. To become familiar with each participant’s voice andstory, the analysts listen to each

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

, the reflective judgement theory of personal epistemology similarlydescribes epistemic development as an individual’s progression through a series of well-definedstages (King & Kitchener, 1994, 2004). In the reflective judgement model, individuals progressthrough pre-reflective, quasi-reflective, and reflective stages, ultimately viewing knowledge ascontextually-dependent and open to evaluation.Schommer's (1990) beliefs view of personal epistemology purports individuals have a multi-dimensional view of knowledge and that each dimension varies in complexity and sophistication.According to this theory, there are five dimensions that can be used to describe individuals’beliefs about knowledge: “the structure, certainty, and source of

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

required to complete a group bridge-building project in which they utilized the entirety ofthe engineering design process to design, analyze, build, and test a balsa bridge, given materialand size limitations.Journal Development and AdministrationAfter bridge testing, students were offered five points of extra credit on a 1000-point scale tocomplete a 15 to 30-minute short-answer journal entry, found in Appendix A, regarding theirexperience of designing, building, and testing the bridge project. Use of student reflections, suchas journals, have been shown to allow students to find better meaning in the work they have done,and to be beneficial towards students experience of completing design projects14.Online Learning Management Software was used