Conference Session

Investigating Instructional Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Pringle, Vantage College, University of British Columbia; Gabriel Potvin, University of British Columbia, Vancouver

Tagged Divisions

Multidisciplinary Engineering

which de-emphasizes subjectivity and emphasizes the “things” of experimental labssuch as equipment and processes, usually expressed as nouns and complex noun groups.Following the SFL framework, the teaching within the language enrichment course presentsappropriate language choices in relation to content (e.g., representing information from the lab ascomplex noun groups rather than verbs), organization (e.g., controlling the distribution of knownand new information across the paragraph to lead the reader through the processes described andimprove information flow), and interpersonal resources (e.g., hedging claims about experimentaldiscoveries in order to reflect the writer’s status as a novice academic researcher). Furtherinformation on

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

are used by teachers (described in the next section). Using text from scales of engineeringself-efficacy and interest, we reflect on the pedagogical strategies for enhancing studentconfidence and interest which emerge from the lesson content. Then, as a second method forevaluating the impact of our lessons, we map changes in student self-efficacy and interest scoresreported before and after the soft robotics lessons. According to Wickham and Grolemund [18],these exploratory approaches offer insight that is not otherwise obtained. Along with morestructured statistical analysis which we have reported elsewhere, the content analysis andcharacterization of changes in student perceptions support the refinement of the curriculummoving forward.Soft

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jenifer Blacklock, University of Colorado, Boulder; Barbara M. Moskal, Texas Tech University; Olivia Cordova, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

University B, focuses on group work and project-based learning.Possible interventions in socio technical thinking for this course include: • Design two workshops focusing on sociotechnical thinking to help guide students through their course projects. • Challenge students throughout the semester with design constraints that foster sociotechnical thinking. • Require students to keep reflection logs that document their technical and social reasoning, including for final projects. • Structure grading to reflect the importance of sociotechnical thinking.Sociotechnical Survey DevelopmentThe primary focus of this paper is the development of our survey instrument, which is designedto measure students’ sociotechnical thinking

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Leadership Development

construction course, capstone design, and aprofessional issues course. Being introduced to leadership ideas early in the undergraduatecurriculum, which are reinforced in later courses, may be a good strategy to motivate studentsand encourage their interest around leadership topics. A number of students also identifiedinternships and other co-curricular activities as contributing to their leadership skills (e.g. ROTC,professional society president, sports activities). Instructors may want to consider the tenets ofEVT when integrating leadership education into the curriculum, explaining the utility value ofthese skills in the workforce and using metacognition to have students reflect on their ownleadership experiences so that they build self-efficacy

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Venters, East Carolina University; Katie Brown

Tagged Divisions

Educational Research and Methods

. This conflation of moments and rotationsmight reflect “inappropriate groupings” or overly simple causal narratives created by studentslike those described in [12]. Even Jasmine, who provided the correct definition of momentconsistently, struggled with its relationship to rotation. Further analysis of the full interviewsmay help provide clarification of the type of misconception as well as factors that influence itsdevelopment or reinforcement. For example, Kayla mentions that the terms are “usually in thesame sentence” when discussed in class, leading her to see them as the same. Thus, themisconception might be reinforced by analogies typically used in instruction. The effects of thismisconception on course performance might also be

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

this technology Provide any additional feedback you Free response haveIn this initial module deployment, collection of student feedback was somewhat limited in aneffort to keep the module similar in workload and structure to the other software options. Notwanting to deter interested students during the pilot test of this module, the feedback wasrestricted to a single online survey at the conclusion of the module. In future semesters,instructors plan to survey students both before and after completing the module (weeks 1 and 4)to investigate changes in perceived knowledge and attitudes about the technology. In addition,students will be asked to complete a short reflection about their experience during the module,whether they consulted

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

also adapted Ashford and Blacks [7] scales measuring proactive behaviors across six dimensions: (a) feedback seeking, (b) positive framing, (c) general socializing, (d) relationship building, (e) networking, and (f) information seeking [7]. Though these scales were developed to understand workplace socialization, we adapted them to reflect the context of engineering education. Then, to assess normative contexts, we developed a new five-question scale to explore students’ involvement in extra- and co-curricular activities. First, we ask students to list engineering-related organizations in which they participated. Second, and germane to the concept of socialization, we ask how students

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

?Three distinct phases of a woman’s journey were examined. First, a sample of women who havealready completed an undergraduate engineering degree from a public university was studied.Secondly, women in their upper division year of their undergraduate degree program were askedto reflect on their experiences over their undergraduate career. Both of these groups of womenwere asked questions from the same interview protocol. Finally, classes were observed anddiscourse was analyzed in gatekeeper courses to understand the interaction of women and theirprofessors as well as women with their peers, both male and female. The lens of Feminist PostStructuralism and of Sense-Making allowed the critical analysis to shine a light on theunderlying cultural

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr., Newport News Public Schools; LaTricia Walker Townsend, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

InterviewsMSEN teachers, student participants, and mentors participated in either focus groups or interviewsto determine the program’s impact on the items outlined in the evaluation criteria. Semi-structuredinterview protocols were used to guide discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ahsan Mian, Wright State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Leanne Petry, Central State University; Brett Doudican, University of Dayton; Raghavan Srinivasan, Wright State University

Tagged Topics

NSF Grantees Poster Session

addition, the Wilcoxon Signed-Ranks Test reflected that participants’ Post- Investigative Culture composites were statisticallysignificantly higher than their Pre- Investigative Culture composites (Z = 2.34, p < 0.02). Morespecifically, after completing the program, participants’ classrooms and instructional strategiesreflected more characteristics of an investigative culture than prior to the RET program.Composite LSC score pre-post changes for the remaining LSC composites were not statisticallysignificant. Regarding the STEBI/MTEBI 2015-2017 merged responses, the Wilcoxon Signed-Ranks Test results indicated that participants’ Science/Mathematics Teaching OutcomeExpectancy composites were statistically significantly increased after completing

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua Alexéi García Sheridan, Virginia Tech; Kenneth Reid, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

?• Did there appear to be a difference in this perception based on whether the class received a standard lecture vs. having teaming introduced via the Pandemic board game?• Were there any differences based on student's gender?The assessment instrumentThe research team considered a number of instruments with constructs in ‘teaming’. TheStudent Attitudinal Success Instrument (SASI-I) possessed the most items that were usablefor representing attitudinal outcomes for teamwork that reflected positive growth in the sixKSAs [27]. The final instrument consists of 33 5-point Likert-scale questions. Questionsfrom the following subconstructs were selected (shown with the overall main constructs):Individual (Team vs. Individual Orientation

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

problems orcommunicate information. This is done by apprenticing students in interpreting, producing, andevaluating discipline-specific texts in ways that reflect practices utilized by experts in the field. Ithas been shown that teachers can use DLI to provide K-12 students with a framework forinterpreting, evaluating, and generating discipline-specific texts. Students who receive DLI andlearn to “read like” professional practitioners performed better on various outcome measurescompared to students that did not have DLI [5], cf. [6], [7], [15], [16]. The findings emergingfrom these studies suggests that DLI improves both women and minority student performance[16] in a variety of disciplines, and thus encourages research on DLI to improve

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest in science and engineering and their confidence in21st century skills started high before the unit, with means of 2.93 (σ = .21) and 3.06 (σ = .16)respectively. This was students’ first exposure to engineering in Physics, which is reflected intheir lower initial confidence regarding the engineering design process (mean = 1.67, σ = .16). Atthe end of the unit, their interest in science and engineering had grown marginally (mean = 3.10,σ = .21), while their confidence in both 21st century skills and the engineering design processgrew to means of 3.53 (σ = .22) and 2.12 (σ = .16) respectively. When the results were comparedusing a Mann-Whitney U Test, the differences in student confidence in using 21st century skillsand their confidence in

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

theme anddistilled into an activity appropriate for 7th and 8th graders. We utilized female undergraduateengineering students to develop and facilitate the camps. This provided the students with theunique opportunity to highlight activities that reflected their degrees and helped ensure that theprojects chosen, accurately represented their field. In addition, this experience exposed theundergraduate students to other engineering fields and challenged them to develop contentoutside of their areas of study. To do this, the students formed interdisciplinary teams with otherstudents and faculty members that brainstormed ideas for content. They also as acted as testgroups for verifying the effectiveness of the content and presentations. Through this

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Kamyar Ghavam, University of Waterloo

Tagged Divisions

Mechanics

GamesAbstract:Students being engaged in lectures plays a big role in their learning process. Students come tolectures sometimes tired, bored, or just have lots of things going on in their mind, either personal,or course/program related, etc. As such it is important to set their mind clear to be ready to digestthe new material they are going to learn in the course. It is also important to excite them enoughto come to early morning classes and keep their attention to stay in the late afternoon classeswhile staying focused.This paper discusses the use of different methods to increase engagement, attention andattendance in class and the students’ reflection on these methods. Some of these engagementpieces are directly course related and some are just general

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

progress (WIP) paperprovides an overview of our study that explores how elements of Making have been integratedinto specific engineering courses to emphasize real-world context, and increase studentengagement.We utilized a case study approach of three engineering courses at Arizona State University.These courses were selected to reflect three distinct required subject areas that fall within themezzanine, which designates the middle sophomore and junior years. Our case study approachincludes data collection through faculty interviews, observations, and course related documents.Preliminary analysis of the interview data reveals that faculty members utilize Makingapproaches in a variety of ways. Evidence of Making in the engineering curricula

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

Tagged Divisions

Educational Research and Methods

based on DLMs in their classrooms in the same spring semester of 2016. DLMswere used to teach selected heat transfer concepts at each school. Instruction time in both classeslasted for 50 minutes per class period.MaterialsOnline Survey. Participants responded to online survey statements using a 7-point Likert scale (1= not at all true of me, 7 = very true of me) self-report of how the intervention has influencedthem. Situational interest was assessed using a situational interest survey adapted from earlierinstruments [17, 18] to reflect the learning activity. Triggered situational interests sub-scalescomprised 4 items respectively, while two forms of maintained (feeling-based and Value-based)situational interests maintained sub-scales comprised

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya M. Nocera, The Ohio State University, Department of Biomedical Engineering; Alexis Ortiz-Rosario, The Ohio State University; Amena Shermadou, Ohio State University; David A. Delaine, The Ohio State University

Tagged Divisions

Biomedical Engineering

Education. His research laboratory aims to support an inclu- sive, global pipeline of STEM talent and to unify the needs of the engineering education stakeholders in order for engineering education to more accurately reflect societal needs. Diversity and inclusion, univer- sity/community engagement, informal learning, action research, and student led initiatives fall within the scope of his academic endeavors. c American Society for Engineering Education, 2018 How Do Biomedical Engineering Graduates Differ from Other Engineers? Bridging the Gap between Biomedical Engineering and Industry: A Case StudyIntroductionBiomedical Engineering (BME) is a relatively

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico; Shelby Ann Freese

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

E F 0 1 2 3 4 5 Figure 4: Outreach impact on areas A-F in scale 0-5 ("0" no impact, "5" significant positive impact)In addition to the personal assessment portion, the survey contained a free response section. Inthis section, students were asked to reflect on their view of the importance of the outreach event,in correlation to self-development, society, and education.I: Outreach and Personal SkillsStudents indicated that outreach helped them develop and enhance their communication skills,public speaking skills, self-confidence, teamwork and leadership skills. The majority of therespondents mentioned communication as one of the most developed skills. “Public

Conference Session

Green and Sustainable Manufacturing Practices

Collection

2018 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Maria V. Kalevitch, Robert Morris University

Tagged Divisions

Manufacturing

additionalstudents to these certificate programs. However, some of the participants may want to onlycomplete a single course or two based on their plans. A macro-badge assigned to an individualcourse will reflect one of the four levels of competence starting at the lowest passing level ofAdequate Performance (AP) followed by Proficient (P), Mastery - Excellent (ME1), and Mastery– Exceptional (ME2) along with a letter grade.The paper concludes with an assessment discussion, also including how accreditation bodiessuch as ABET, ATMAE or Middle States should and could see this type of credential assignmentefforts.IntroductionEven though it was an exciting concept a few years ago with the possibility of offering analternative to traditional methods, the badge

Conference Session

Graduate Recruitment and Retention

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anahita Zarei, University of the Pacific; Rick Hutley, University of the Pacific

Tagged Divisions

Graduate Studies

years p-value 0.442necessarily translated to a higher GPA. The Data Science program comprises a diverse set ofcourses some of which include mastery of soft skills such as project presentation and storytelling.Many students who had longer gap years were indeed seasoned professionals in their respectivefields and thus had the opportunity to master such skills. Therefore, they performed very well oncourses that assessed these skills, which improved their overall GPA.Data ClusteringWe applied fuzzy c-means (FCM) [2] clustering to identify “similar” groups of students based onincoming GPA, level of math competency, and their success in the program as reflected by theirprogram GPA. The purpose of

Conference Session

Computing Technology Applications-II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Kay Dillon, Michigan State University; Michelle Slattery, Peak Research

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

in item wording,such as the addition of a neutral response option.6 A Retrospective Pre-Post Test (RPT)methodology [19] was used on six items to reduce rater bias and to increase evaluationefficiency for the classroom. Surveys asked participants to provide ratings of agreement pre-and-post taking the CTL course on statements related to their interest in a career in computerscience, plans to major in computer science, plans to earn a degree in computer science, andfeelings of belonging in both Intro CS and the CTL. Students in the CTL were also asked toprovide ratings of expertise in computer science both pre-and-post CTL. As all wereconcurrently taking Intro CS, ratings on these surveys reflect impact of the combination of IntroCS with the

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Gallaudet University; Gary W Behm, Rochester Institute of Technology (CET)

Tagged Topics

ASEE Diversity Committee, Diversity

BS level program of choice. Of course, theseare reflected in their ACT scores and/or placement scores. Using academic support in the formof direct sign or simultaneous-communication (voice and sign) instruction during their first yearin math, English and some technical courses, students are offered a nurturing and supportiveenvironment where they can catch up and even excel in their studies. After they attain anacademic level on par with hearing peers, which takes approximately one year, then instructionshifts to traditional voice only instruction with the support of interpreters or captioners and notetakers in the classroom, as well as a team of support faculty with a variety of communicationmodes.X has an articulation agreement with the BS

Conference Session

Design in the BME curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Alan Chiu, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

persuasive argument under pressure, and was a useful skillboth while in college and after graduation. Rubric for Assessing E-Learning Module Outcomes Module: The elevator pitch: advocating for your good ideas Assess each student’s level of attainment of the selected outcomes. Use the following rating: 1. Poor: Shows little or no progress in achieving the outcome 2. Below Average 3. Average: Shows evidence of progress in achieving outcome that reflects a merely acceptable level of mastery. 4. Above Average 5. Outstanding: Shows evidence of progress in achieving outcomes that reflects superior mastery. Student ID Made an Provided a non- Clearly stated a Provided a clear argument for technical

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar, University of Toledo; Marjory A. Goodloe, University of Toledo; Jimmie Jones, University of Toledo; Aaron Lee Adams, Alabama A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

interviews. We discussed the emerging themes,compared them to the a priori codes. We arrived at a consensus regarding the thematic categories(e.g., awareness of prejudice and discrimination, collective experience of prejudice anddiscrimination, personal experience of prejudice and discrimination, sense of belonging to theinstitution, sense of professional belonging) through dialogue and discussion. To the extentpossible, we attempted to describe what the participants were stating without inserting ourinterpretations. This enabled us to objectively organize the data and create codes that wedetermined authentically reflected participants expressed experiences.ResultsResults reported here are preliminary as we are still in the data collection phase of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology (School of Engineering and Science); Tania Jarosewich, Censeo Group ; Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, NSF Grantees Poster Session

More Axes persistence in sketching. Workbook pages with 9) Reflection and Symmetry sketching exercises are also available as pdf files 10) Cross-Sections of Solids for students who do not have an iPad.IV. Implementing Curriculum at Participating InstitutionsThe study examined the extent to which the online course format accommodated complexstudent schedules and decreased the level of institutional resources needed to implement thecourse. Along with an analysis of course implementation, the study also monitored outcomesand assessed whether an exclusive on-line format would yielded the results observed with face-to-face or hybrid course delivery.From the fall 2014 semester to the fall 2017 semester, four community

Conference Session

Environmental Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Michael R. Penn P.E., University of Wisconsin, Platteville; Defne S. Apul, University of Toledo; Margaret E. Garcia, Arizona State University; Jagadish Torlapati; Lashun King Thomas

Tagged Divisions

Environmental Engineering

Green InfrastructureThe lesson outcomes for the Green Infrastructure lesson are: 1. Explain the motivation for green infrastructure 2. Suggest candidate green infrastructure to integrate into a new or existing site 3. Design a green infrastructure plan using EPA National Stormwater Calculator 4. Reflect on how green infrastructure can affect quality of lifePre-class activities require students to watch a screencast developed by the lesson authors, towatch a background video on the benefits of green infrastructure, and to familiarize themselveswith the National Stormwater Calculator. This software program, developed by the US EPA, hasthe following purpose [3]: The National Stormwater Calculator is a simple

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Boukdad, Bowman Creek Educational Ecosystem; Amy Blue Cuevas, Bowman Creek Educational Ecosystem; Marty Kennedy, Bowman Creek Educational Ecosystem

Tagged Divisions

Pre-College Engineering Education

this data is preliminary, it gives context to the reader on the success of the program. I look forward to hearing more about this program in the conference setting. ● A reviewer commented on the rewrite ​-done ● Framed as a work in progress, the limited evidence is acceptable. The future development of the academy will be of interest, though division members would be interested in survey response data, examples of participant work, and reflective commentary on the success and challenges of the camp. ● A reviewer commented on the rewrite ​-done ● Please check the Author’s guide for correct formatting. Recommend survey data be presented in a table in the Outcomes Section

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katherine Rae Tanner, Ohio State University; Rachel Louis Kajfez, Ohio State University; Krista M Kecskemety, Ohio State University

Tagged Divisions

Chemical Engineering

chemical engineers is polymers. I think it would be interesting to design and work with different polymers in product design.”The student above demonstrates the trends in the responses that reflect a shift from a general ideaof what engineers could do to a specific idea. The responses have a trend of growing moreconcrete over the course of the surveys. A possible reason for this increase could be similar towhy the number of students mentioning options decreases. If students pay more attention to thedetails of their careers and begin to narrow down what they want to do, it is possible that theywould then have a better understanding and increased ability to discuss the specifics of their job.As students narrow down their interest in their

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Amy Frances Golightly, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

has previously used this instrument to assess andcompare motivation and curiosity among students in a set of elective courses [6].The study was deemed “exempt” by the IRB, and student participation was voluntary. Thefaculty member directing the study invited students to participate; names of participatingstudents were not disclosed to instructors. Aggregate student response to surveys was notdisclosed until after the end of the course and grades had been finalized. Three times throughoutthe semester – within approximately two weeks of the start, end, and middle – students were sentan email with a link to the SIMS/Curiosity survey and asked to complete it while reflecting onthe most recent instance of their course. At the end of the semester