Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

Tagged Topics

Diversity

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Educational Research and Methods

selected to gain a broadrepresentation of the engineering disciplines (bioengineering, computer science, chemicalengineering, civil engineering, electrical engineering, industrial engineering, and mechanicalengineering) and age (millennials with a mean age of 22.1 years). The social groups used toidentify the students reflected diversity in self-identified gender (15 female, 15 male, and 2transgender) and race/ethnicity (9 Asian, 9 White, 4 Black/African American, 7 Hispanic/Latino,and 3 multiracial students). As mentioned above, students were asked open ended questions onattributes of leaders and the findings presented in this paper focus specifically on 10 questionsrelated to prototypical attributes of leaders. Samples of these questions

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois, Urbana-Champaign; Leon Liebenberg MASEE, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

describe this by stating, “Involvement maybe reflected in play so much that individuals relinquish basic needs for its sake; highly playfulindividuals tend to become so absorbed that their focus of awareness is narrowed andinvolvement is heighted” [6]. Narrowed focus and heightened involvement parallel a “flowstate”. The variables effecting immersion, engagement and flow were investigated by Hamari etal. in the context of educational game design [7]. They found that games which are challengingcompared to the skill level of the player led to increased engagement and immersion, inagreement with Flow theory.In their systematic review of game-based learning, Bodnar et al. found that of 191 papersconsidered, 54 included a measurement of emotional

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier; Michael Wolf, Rice University; Megan McSpedon, Rice University; Ann Saterbak, Duke University

Tagged Divisions

Educational Research and Methods

use the well-known expectancy-value achievement model by Ecclesand Wigfield [14]. In this model, students’ self-schemata (which we frame in this study as STEMidentity) predicts their expectations of success (which we frame as students’ self-efficacy), whichpredicts their achievement-related choices (which we frame as STEM career aspirations as wellas STEM study strategies), as do the subjective values students assign a task (which we frame asperceived STEM degree utility).In this model, self-efficacy can be viewed as the extent to which students believe they arecapable of learning and understanding academic topics, as well as successfully performingacademic tasks to their own standards [15]. Career aspirations in STEM reflect the extent

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Luis Miguel Procter, University of Texas, El Paso; Anita Patrick, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. One of the degree plans is housed in a traditional engineering department whereidentity formation is implicit (i.e., our control group), and one is a non-traditional engineeringdegree plan where identity development is explicit. Therefore, before describing the researchmethods used to assess engineering identity development of students in both departments, whatfollows is a summary of how the departments implicitly and explicitly attempt to developengineering identity, particularly in the non-traditional department.Engineering identity development in the non-traditional department is scaffolded across a rangeof activities, from project-based learning and reflection to the deliberate study of other identities,such as entrepreneur and leader. By

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Frenkel, New York University; Jack Bringardner, New York University; Sheila Borges Rajguru, New York University

Tagged Divisions

Educational Research and Methods

 engage  with them in professional skill workshops.    The S2S program aims to prepare both graduate and undergraduate students with the  professional skills they will need after graduation regardless of if they are going into industry or  academia.  A multitude of skills are covered in the program that address the knowledge, skills,  and abilities necessary for the T­shaped engineer, including but not limited to:  information  literacy,  leadership, teamwork, diversity, time and project management, reflection  scientific/written/oral communication, writing, career services, entrepreneurial mindset, and  public speaking.  To

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

importance of understanding the career preparation process, researchersshould endeavor to develop knowledge that reflects the lived experiences of individuals makingdecisions about their future careers.In engineering education, two gaps in the literature currently limit the extent to which careerresearch reflects individuals’ lived experiences. First, existing studies in engineering educationresearch often make assumptions of what “counts” as an engineering career. Typically, onlypositions in industry or academia in engineering sectors are counted towards retention. Second,studies often treat career decision-making as a logical, cognitive process, ignoring the pervasiveinfluences of personal identities and belonging. The proposed study has

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

David J. Broderick, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

. These steps aresummarized here: 1. Demonstrated examples during lecture 2. Online homework with intermediate step feedback 3. Traditionally presented textbook problems during recitation 4. Assessment during midterm/final examsIt was stressed during lecture that circuit analysis, and in this case mesh analysis, is a methodicalprocess that can be applied to any circuit. The steps of the method were demonstrated to eachsection using eight problems prior to the assignment of the online homework. For each lectureproblem the methodical approach reflected in the online homework was demonstrated on awhiteboard. This was the first step listed above. If students needed additional support in thisform, video lectures were also provided using

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsey D White, University of New Mexico; Vanessa Svihla, University of New Mexico; Yan Chen, University of New Mexico; Todd Hynson, University of New Mexico; Ian A. Drackert, University of New Mexico; Jordan Orion James, University of New Mexico; Claire Yvonne Saul; Austin C. Megli, University of New Mexico

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Educational Research and Methods

) aremeasure relevant available to students and public, library of exemplars available [39, 40, 42, 43]content/practice Authenticity: Reflects real world content in context [30, 39, 44] Meaningfulness: Includes worthwhile educational activities, includes stakeholder voices [39, 40, 45, 46] Quality: Content reflects field, as judged by content experts [39]Criterion validity: degree to Systematic validity: Assessment induces changes in educational system thatwhich the assessment tasks are enhance its ability to foster learning [37, 41, 46, 47]systematically related to an Fairness/Bias: Equitable

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University

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Diversity

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Educational Research and Methods

methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Benjamin Okai, Harding University Benjamin Okai is a Postdoctoral Research Associate and an instructor at Harding University. By profes- sion, I’m a counselor educator and supervisor with a strong motivation and active engagement in scholar- ship and research in psychosocial studies simply because through these academic professional endeavors my professional growth and development can be enhanced, contribute to the body of research in psychol- ogy and social sciences, develop a strong network with colleagues

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey

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Diversity

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Educational Research and Methods

developed by one of the authors, but which evolvedwith additional insight as additional people reviewed the transcripts. Each interview wasreviewed and coded by at least two authors. The lead author eventually selected the quotesthat most reflected the codes and themes that had developed iteratively by the team.Survey DataAfter completing interviews, we conducted pilot surveys to determine how widespread thepatterns identified in the interviews were. Anonymous, online first-year and junior surveyswere administered to all students registered in engineering programs via Qualtrics software.--These students who responded are not statistically representative of either class (31.98% offirst-year students and 44.0% of juniors, see Table 2), but samples

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Robert Renaud PhD, University of Manitoba

Tagged Divisions

Educational Research and Methods

. This individual treatment of engineering competencies was also reflected in thetreatment of the ABET learning outcomes at the onset of their accreditation changes to outcomes-basedassessment. For example, in an unpublished review of the Journal of Engineering Education from2006-2011 conducted by the first author to explore publications on the teaching and assessing of theengineering ‘professional skills’ (e.g., teamwork, communication skills, ethics, professionalism, andlifelong learning) in response to Shuman et al.’s 2005 article3, 11 out of the 12 articles that met thecriteria focused exclusively on one or two student outcomes4-15. During this time period, there were noarticles published in this journal that considered the conceptual or

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

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Educational Research and Methods

reflect the context of studentsentering the College of Engineering and validated them for internal consistency, removingindividual survey items due to poor factor loading when necessary. Sample items for bothscales are shown in Tables 2 and 3. All items measuring students’ experiences withinstitutional tactics and proactive behaviors were measured using a seven-point Likert scale,with 0 = Strongly Disagree and 6 = Strongly Agree.Table 2. Summary of institutional tactics including Cronbach’s alpha (α) for each scaleTable 3. Summary of proactive behaviors including Cronbach’s alpha (α) for each scaleInstitutional TacticsIn order to measure students’ experiences with institutional tactics, we adapted scalespublished by Jones (1986) for a university

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

oninstructional best practices. The combination of experiential knowledge, post course reflection andscholarly literature provided a framework through which the purposed model was conceptualized,developed, and implemented. Verbally Pose non- encourage intuitive student questions participation Communicate Learn student with students

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

each day.Participants & the Class Portrait ProjectFifteen students, ages 14 to 16, at a public high school participated in the maker club – 7 boys, 7girls, and 1 gender non-binary. The club demographics reflected those of the school as a whole –5 African-American, 3 Latinx, 3 White, and 4 multiracial. Most students were from low tomiddle income families. In this paper, we focus on the work of one group, in which there werethree young women -- Casey, Deonne and B -- and one young man -- B’s brother Isaiah.Three members of the group – Casey, Deonne, and Bi – shared a homeroom, and decided tocreate a light-up Class Portrait. The portrait as initially envisioned would include a photo of allstudents in the class and use LEDs embedded in the

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adaline M. Buerck, University of South Florida; Maya A. Trotz, University of South Florida; Estenia Ortiz Carabantes, University Of South Florida; Daniel Arnulfo Delgado Jr., University of South Florida

Tagged Divisions

Educational Research and Methods

thisstudent was excited to conduct research on bottled water and share with the local community.Another student reflected on the pros and cons of the project with, “I was expecting just astandard lab class, where we perform experiments and write reports, but I was really glad to havehands-on experience on an environmental issue happening in our county. I thought the classproject would be more structured, but turned out to be more loose than what I would havepreferred.”The outlier was clearly the student who engaged with the David Tippin Water TreatmentFacility. That student talked about how the conversations for the project led to an interview foranother internship. The added benefits of engaging with the community and professionals wasclear. While

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jinjushang Chen, Florida State University; Jeannine E. Turner, Florida State University; Min Tang, College of Education, Learning and Cognition Program,Florida State University

Tagged Divisions

Educational Research and Methods

within a specific discipline. No matter which instrumentresearchers have adopted, measures of the multidimensional framework have been problematicin terms of validity and reliability. For example, some of the theoretical factors were notidentified in some studies [8], [9], and some researchers have found the factor structures are hardto duplicate in replicated studies [10]. Therefore, existing instruments may be inadequate to capture the representations ofengineering students’ domain-specific epistemic beliefs. The first explanation of theseassessment-issues is the predefined meanings within the questionnaires [11]. Although one mayargue that the theorized meanings reflect the overarching framework of key components ofepistemic beliefs

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

William E. Lee III P.E., University of South Florida

Tagged Divisions

Educational Research and Methods

educational experiences from an MI viewpoint. This includesan assessment of the current status of MI presence in the undergraduate engineering curriculumand the extent to which it should be.MethodologyA total of 210 senior engineering students have participated in the study, of which 85.3% were inthe 18 – 25 year age group and 66.2% were male. Seniors were selected since the study focuseson undergraduate education and seniors would presumably be in the best position to reflect ontheir educational experiences from initial entry into engineering up to the final undergraduateyear. A Qualtrics survey instrument was developed that probed: 1) self-perception of the extentto which the student had any characteristics of each MI; 2) the student’s perception

Conference Session

ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University

Tagged Divisions

Educational Research and Methods

, collaborative, Employ various group Utilize learning exercises, and reflective activities to activities throughout lectures small projects, and group lectures discussions in lecture Purpose Engage students Engage students Engage students Support active and social Support active learning Support active and social learning Encourage attendance learning Example(s) Create a jigsaw activity for a Split class into sections, each Flip classroom challenging class topic working on

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Joshua Bourne Reed, Rowan University; Richard T. Cimino, Rowan University; Stephanie Farrell, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Responses that reflected the second most frequent codes, “Broader Scope,” and“Solution-Focused” focused on the diversity/inclusivity issue implied in the scenario and eitherapplied the proposed solution to other, similar issues (broader scope) or tried to find acompromise between the parties involved (solution focused). Subject 719: Broader Scope​ ​“...[H]aving our school, our university associating with that person could make other people feel, think that the school associates with those views.” Subject 539: Solution-Focused​ ​“...I would offer to talk to the professor about my feelings towards the speaker coming, and then I would also offer if the speaker's not speaking for the entire class, to excuse myself, to say

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua M. Cruz, Texas Tech University; Noa Bruhis, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

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Diversity

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Educational Research and Methods

engineering education. c American Society for Engineering Education, 2019 WIP: Epistemologies and Discourse Analysis for Transdisciplinary Capstone Projects in a Digital Media ProgramAbstract: This work in progress explores the epistemologies and discourse used byundergraduate students at the transdisciplinary intersection of engineering and the arts. Ourresearch questions are focused on the kinds of knowledge that students value, use, and identifywithin the context of an interdisciplinary digital media program, and exploring how theirlanguage reflects this. Our theoretical framework for analyzing epistemology draws uponqualitative work in STEM epistemology [1]–[3], domain specificity [4], [5

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Joana M. M. Melo, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

pathways. Our previous research sought to assess the attitudinal dimension of writing using a varietyof existing scales developed from the disciplines of English Composition and Rhetoric andPsychology, disciplines that have long-subscribed to the idea that students’ attitudes towardwriting impact their performance and competency in writing [16], [18]. In a nationwide survey ofover 800 graduate engineering students, we collected data from five existing surveys studyingwriting attitudes in some way, some of which are specific to graduate students, and some of whichwere modified slightly to reflect academic writing in an authentic disciplinary context instead ofin the classroom. While effective at capturing interesting information regarding

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. c American Society for Engineering Education, 2019 WIP: Practice-Facing Equity Bifocals for University Makerspaces[I’m thinking about... ] Nasir’s work on achieving equity throughdiversity, “successful learning contexts also attend to students’ need fora sense of belonging and identification” through the organization of thepractice itself and the social interactions that occur [1]. How was thiscontext not a place where this student felt he could ask which machine hecould

Conference Session

ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

Tagged Divisions

Educational Research and Methods

research and theoryhas devoted too little attention to the study of problem-solving processes.” In PBL, prototypingactivities should help students become more reflective on their design. Lande (2017) suggestedthat scaffolded activities in prototyping support “self-regulated learning by offloading feedbackfrom the instructor to students’ evaluation of their own prototype in the context of iterativefeedback from a user.” In this pilot, exploratory study, the research question we try to address is:What are design educators’ conceptions of prototyping in design courses? Understanding theseconceptions represents a first step to transform design teaching by employing scaffoldedprototyping.Research methodIn this exploratory study, three faculty members

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lena B. Gumaelius, KTH Royal Institute of Technology; Anette Kolmos, Aalborg University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and Lucas [15]. The study will be exploratory and the intervieweeswill be asked to give their personal perceptions of how they see the phenomenon and alsoregarding how and why they have developed those viewpoints.One week before the interview, the interviewees will receive the interview protocol, includingthe questions and short texts presenting the three contemporary challenges the informants aresupposed to reflect upon. The following questions will form the basis for the interview. 1. How do you think these challenges affect the development of your discipline and the educational program(s) you are involved in? 2. What do you expect the situation to be 10 years from now? 3. How do you prepare your students for the future with

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette; Nathan M. Hicks, Purdue University, West Lafayette; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

through undergraduate courses?In this work, we aim to answer this question through a sequential exploratory mixed methodsdesign. Using the Multiple-Institution Database for Investigating Engineering LongitudinalDevelopment (MIDFIELD), we qualitatively coded records of courses offered to engineeringstudents at one public institution between 1989 and 2011 to generate profiles reflecting differentlevels of data analysis preparation. These profiles were then quantitatively clustered into sixdistinct levels. The cluster analysis revealed variable patterns of data analysis preparation acrossdifferent engineering majors. Results from this study also provide a baseline for employers toevaluate the data analysis training of engineers, especially as it

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

classes pose.In order to address these research needs, we first reviewed the literature on what constitutesgood teaching and reflect upon identified criteria and their feasibility when it comes to largeclasses. Second, we identified Team-based learning (TBL) and active learning exercises(ALEx) as two teaching methods, which have been proposed in the literature as alternatives toconventional teaching [5],[6]. Furthermore, these innovative TMs may have potential forwidespread implementation in university teaching. Third, we analyzed and evaluated the twoidentified TMs against the identified criteria for good teaching of large classes and we discussthe limitations of our study and how the pros of both methods can, in theory, be used to

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette

Tagged Topics

Diversity

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Educational Research and Methods

Paper ID #27043Engineering Education and Quantified Self: Utilizing a Student-CenteredLearning Analytics Tool to Improve Student SuccessBrandon Xavier Karcher, Bucknell University Brandon is a Digital Pedagogy & Scholarship Specialist at Bucknell University. His work centers around instructional design, educational technology, and pedagogy. Current interests are reflective learning, student-centered design, and learning analytics. He received his B.S. at Southeast Missouri State in Graphics and Multimedia and an M.S. in Computer Graphics Technology at Purdue University.Dr. Beth M. Holloway, Purdue University, West Lafayette

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Johnny C. Woods, Jr., Virginia Tech; Tahsin Mahmud Chowdhury, Virginia Tech; Homero Murzi, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; David B. Knight, Virginia Tech; Jacob R. Grohs, Virginia Tech; Scott W. Case, Virginia Tech; Natasha Smith, Virginia Tech

Tagged Divisions

Educational Research and Methods

Fulbright scholar and was inducted in the Bouchet Honor Society.Ms. Michelle Soledad, Virginia Tech, Ateneo de Davao University Michelle Soledad is a PhD candidate in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a member of the University Research Council before pursuing doctoral studies. Prior to joining ADDU in 2008, Ms. Soledad was a Senior Team Lead for Accenture

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

. Black and D. Wiliam, “Assessment and classroom learning,” Assess. Educ. Princ. policy Pract., vol. 5, no. 1, pp. 7–74, 1998.[2] S. M. Brookhart, “Feedback that fits,” Engag. whole child Reflections best Pract. Learn. teaching, Leadersh., pp. 166–175, 2008.[3] K. E. Dunn and S. W. Mulvenon, “A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education.,” Pract. Assessment, Res. Eval., vol. 14, no. 7, 2009.[4] H. Hattie, J., & Timperley, “The power of feedback,” Rev. Educ. Res., vol. 77, no. 1, pp. 81–112, 2007.[5] A. Kluger and A. DeNisi, “The effects of feedback interventions on performance: A historical review, a

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Aaron W. Johnson, University of Michigan; Timothy G. Chambers, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Divisions

Educational Research and Methods

evaluating their model--whether they were considering their model tobe good or bad based on the conditions in the real world or the requirements of the course.Table III: Evaluation of Open-ended Modeling Problem OneEvaluation Frameof Model Course Real WorldGood Broderick: The model used all Broderick: His model reflects his personal experience with the of the course content that he behavior of people and weather (his representative elements) in had learned up to the point at Michigan during the winter. which OEMP1 was given