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

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Educational Research and Methods

Paper ID #26549Factors Influencing Course Withdrawal in Fundamental Engineering Coursesin a Research 1 UniversityMr. Johnny Crayd Woods Jr., Virginia Tech Johnny C. Woods, Jr. is a Higher Education PhD Student at Virginia Tech, Blacksburg, Virginia. He obtained his master’s in Educational Foundations from Makerere University (Uganda), and a bachelor’s in Sociology from A.M.E. Zion University College (Liberia). Prior to joining Virginia Tech, he served at Tubman University (Liberia) for 10 years in several capacities, including his last position as Chief of Staff to the University President and Liaison to the

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

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Educational Research and Methods

high variability among engineering studentswere used in the TDA to map students’ latent diversity. The results of this map indicate six distinctdata progressions as well as a sparse group of students whose responses were not similar to themajority of the dataset. This work illustrates the opportunities for using TDA and provides adiscussion of the different researcher decisions that are involved in this statistical technique.IntroductionRecent quantitative research in social science and engineering education has begun to focus notjust on a single aspect of participants’ experiences or psycho-socio processes but rather aconstellation of aspects that are important for particular outcomes like retention or academicsuccess [1]-[4]. For example

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manoj Malviya, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University; Natascha Trellinger Buswell, University of California, Irvine

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Educational Research and Methods

interraterreliability (IRR) and compares them with statistical methods for calculating IRR. Across fields,establishing quality in the qualitative data analysis process involves calculating a measure ofagreement between the human researchers interpreting the data: If researchers cannot agree to anacceptable level, then a coding schema cannot be considered sound and results cannot beconsidered meaningful, transferrable, or conclusive. The extent to which the classification patternsof two or more coders coincide represents the interrater reliability, sometimes known as interrateragreement. Methods for calculating IRR have been established across the social sciences, such asthose documented by Eckes [1], Zhao [2], Krippendorff [3], and Carletta [4], typically

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Carla B. Zoltowski, Purdue University, West Lafayette ; Justin L. Hess, Indiana University Purdue University, Indianapolis; Dayoung Kim, Purdue University, West Lafayette; Alison J. Kerr, University of Tulsa; Andrew O. Brightman, Purdue University, West Lafayette; Michael C. Loui, Purdue University, West Lafayette

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Educational Research and Methods

quality. Although qualitativeresearchers often conduct phenomenography collaboratively, most often a single individual leadsthe data collection and analysis; others primarily serve as critical reviewers. However, qualitymay be enhanced by involving collaborators as data analysts in “sustained cycles of scrutiny, de-bate and testing against the data” [1, p. 88], thus interweaving unique perspectives and insightsthroughout the analysis process. Nonetheless, collaborating in this intensive data analysis processalso presents unique challenges. In this paper, we (1) describe the processes we are applying inan integrated team-based phenomenographic study, (2) identify how the team approach affectsresearch quality, and (3) reflect on the challenges

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

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Educational Research and Methods

this group of recent engineeringgraduates. And while the data collection approach is certainly different from observational methods,the focus and intent are similar (i.e., capturing experiential learning in context for specificorganizational members).In short, researchers and educators need to better understand experiences that compriseprofessional engineering practice, but do not have especially robust means of acquiring them.Capturing the experience of recent graduates in particular is important because 1) the school-to-work transition period has important impacts on more distal outcomes (Bauer & Erdogan, 2012) and2) because engineering graduates are consistently described as underprepared for the realities ofmodern engineering practice

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods

veteran undergraduates in engineering.Theresa Green, Utah State University Theresa Green is a graduate student at Utah State University pursuing a PhD in Engineering Education. Her research interests include K-12 STEM integration and improving diversity and inclusion in engineer- ing. c American Society for Engineering Education, 2019 1 An Inquiry into the Use of Intercoder Reliability Measures in Qualitative ResearchWhen compared to quantitative approaches, qualitative approaches are relatively newer to theengineering education research community (Borrego, Douglas, & Amelink, 2009). As thecommunity

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

engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Yan Chen, University of New Mexico Yan Chen is a Postdoctoral Fellow in the Departments of Organization, Information & Learning Sciences and Chemical & Biological Engineering at the University of New Mexico. Her research interests fo- cus on computer supported collaborative learning, learning sciences, online learning

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

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Educational Research and Methods

develop ashort form survey that gives accurate results, such that students can take a web-hosted writingattitudes survey and immediately be given their “writing attitude profile” with writing strategiestailored to their specific writing profile.Introduction and Literature Review Engineering writing is a competency is an oft-cited competency necessary for success inacademic engineering and graduate school [1]–[7]; however, few graduate-level engineeringprograms have dedicated initiatives to increase graduate student writing proficiency [8]–[11].While writing centers and similar initiatives can be useful, ultimately, at the graduate level,students need to develop literacy within their technical disciplines to anticipate the needs, values

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Laura Melissa Cruz Castro, Purdue University, West Lafayette

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Educational Research and Methods

Education, 2019 Validation of an Instrument to Measure Student Engagement with a Standards-Based Grading SystemIntroductionThis research paper presents the development and validation of an instrument intended tomeasure the engagement of students with standards-based grading (SBG) systems. Such systemscan complement the use of backwards design [1], [2], a curriculum development strategyintended to improve student learning which is taking hold in engineering education. Increasingly,engineering instructors are working towards more clear identification of intended learningobjectives, alignment of curriculum, and adoption of transparent, informative, and feedback richassessment strategies. Instructors are in essence creating

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

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Educational Research and Methods

individual, an individual can then use them(e.g., adopt or reject portions or the whole) as part of the process by which they develop an individualidentity as an engineer [6]. That identity can only exist through an individual’s (i.e., student’s) processof engagement, immersion, and assimilation into engineering [1]. While identity does have dimensionsof process, such as engineering degree programs, that process relies on epistemological boundaries andthe expressions of a cultural relationship via beliefs, practices, and language.Our study adds to an ongoing thread within engineering education: Understanding students’conceptualization of engineering, engineering work, and engineering concepts. Work in engineeringeducation seeks to align expert

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

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Diversity

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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 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

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Diversity

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Educational Research and Methods

learning. c American Society for Engineering Education, 2019 WORK IN PROGRESS - The Development of Agency in a High-School Maker Class: Evidence from InterviewsThe Work-in-Progress Paper examines youth self-efficacy, as an aspect of youth agency, in thecontext of participation in maker education activities.There is growing interest in making and the “maker movement” as context for the developmentof both cognitive and affective factors related to engineering. Maker experiences can lead peoplegain interest in design and technology [1] and provide experiences that can foster thedevelopment of adaptive expertise [2]. Another hypothesized benefit of engagement in hands-on,do-it-yourself, or “maker

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Educational Research and Methods

semester GPA and their cumulative graduating GPA. Theuse of grades and GPA as a proxy for academic success have been used widely in a large numberof studies, and this study focuses on documenting how students’ grades fluctuate with time andthe role this play in students’ persistence. We apply Ordinary Least Squares and Ordinal Logisticregressions to a longitudinal database to identify the characteristics of that population. Thispopulation is a subset of the database and included 52,946 engineering students from 14 U.S.universities. In the United States there has been an urge to improve the number of engineeringgraduates in preparedness and numbers for over a decade [1] [2] [3]. Furthermore, the Bureau ofLabor statistics projected increase

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa G. Kuhn, Old Dominion University; Joanna K. Garner, Old Dominion University; Shanan Chappell, Old Dominion University

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Educational Research and Methods

Engineering Education, 2019 1 Work In Progress (WIP): Development and Validation of the Ambassador QuestionnaireMotivation and BackgroundEach year, thousands of undergraduate engineering students engage in co-curricular outreachactivities using a common model known as ambassadorship, in which students are trained todesign and deliver presentations and hands-on activities to middle and high school students.Because the ambassadors’ mission is to promote diversity among the future STEM workforce,interactions focus on pro-social messages about engineering that appeal to young audiences andstudents from historically underrepresented groups. Ambassadors also

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Peter H. Carnell, University of Georgia; Nicola W. Sochacka, University of Georgia

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Educational Research and Methods

concurrent resilience scales. An exploratory factor analysis was performed toexamine the latent factors that underlie items on the instrument. The analysis demonstratedadequate reliability among the examined factors. Directions for future study are discussed.IntroductionResilience is an important psychological trait that generally describes an individuals’ ability topositively respond to adversity. Resilience is the ability to cope effectively in the face ofadversity in the bid to overcome a risk or stress factor. It is a desirable attribute that determineswhether an individual weathers an undesirable situation and goes on to succeed, or whether theyfail to persevere [1]. The Medical Research Council identify resilience as an important factor

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University; Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Joshua Alexander Ellis, Florida International University

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Educational Research and Methods

States calling for improvements to K-12 STEMEducation have been prevalent in the past decade. Rising Above the Gathering Storm [1] initiatedthe current reforms calling for efforts to prepare more students for STEM careers in response tothe argument that the continued prosperity and progress in the global market place depend on ourability to prepare the future generation of STEM professionals. The President’s Council ofAdvisors on Science and Technology (PCAST) points to improvements in STEM education ascritical in responding to the workforce needs and challenges of the 21st century [2]. The numberof STEM jobs is growing three times faster than non-STEM jobs [3], [4] and this may result in ashortage of up to 1 million STEM workers in the United

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Dennis M. Lee, Clemson University; Katherine M. Ehlert, Clemson University; Alessandra St.Germain, Clemson University; Lisa Benson, Clemson University; Elizabeth G. Creamer, Virginia Tech; Marian S. Kennedy, Clemson University; Courtney June Faber, University of Tennessee, Knoxville

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Educational Research and Methods

understanding by exploring engineering students’ researchexperiences through an interweaving of quantitative survey data and connected qualitativeinterviews. By integrating quantitative and qualitative data, we can better understand students’researcher identities and ultimately better support their research academic and career choices.Introduction and BackgroundUndergraduate research experiences (UREs) give students the opportunity to understand what itis like to be a researcher while enhancing their metacognitive and problem-solving skills [1].Exposure to UREs can help prepare students for a thesis-based graduate program and, morebroadly, can help them clarify their career plans and goals. UREs have been shown to increasestudents’ confidence in their

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

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Educational Research and Methods

at institution #1, targeted for first time in college (FTIC) freshman (F-LEARN)[1]. With the success of this program, the model was implemented at institution #2 and #3, and amodified version was created for transfer students (T-LEARN) who have received theirAssociate degree and are enrolling in a STEM major at a four-year institution. The LEARN®program has three main pillars: 1) Academics/Research, which consists of a two-course, team-taught introduction to research sequence, where the first course focuses on matching students toresearch faculty mentors and preparing students to successfully participate in research, and thesecond course builds upon the research skills foundation from the introductory course to furtherdevelop a research

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

DeeDee Conway, Southern Methodist University; David Deggs, Southern Methodist University

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Diversity

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Educational Research and Methods

projectinterventions and the creation or adoption of quantitative instruments. This exploratory studyemploys case study methodology. Case study methodology is appropriate for this research studywhere a contemporary problem is investigated through several sources of data [1]. The specificcase study approach for this research project includes multiple or collective case studies giventhat the researchers have selected several cases of adult learners as a way to examine issues ofmotivation, determination, self-control, and grit among adult learners who are pursuing apostsecondary STEM certificate or degree. Case studies “may be particularistic (focused on aparticular phenomenon, situation or event), descriptive (providing as an end result a thick richdescription

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

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recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award. c American Society for Engineering Education, 2019 WIP: An Intersectional Conceptual Framework for Understanding How to Measure Socioeconomic Inequality in Engineering EducationIntroductionSince the late 2000s, there has been a surge of research that focuses on the effect of socioeconomicdisadvantage in the American engineering education context [1]–[8]. Through these studies,authors have continued to uncover more about the experiences of socioeconomicallydisadvantaged students in engineering education

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Caleb Sean Cunningham, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Elif Miskioglu, Bucknell University

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Educational Research and Methods

relationship betweenchanges in perceived and demonstrated creativity between first-year and seniorengineering students’ solutions to an open-ended problem. Previous work by Davis et al.has shown that engineering student’s perception of their creativity increases as they reachgraduation [1], whereas work by Kazerounian and Foley shows that students feel that theylack the element of creativity in the classroom [2]. We ultimately seek to understand howcreativity and the self-perception of creativity may change between the beginning and endof engineering students’ college careers.In this work, we present engineering students at the beginning and end of their universitycareer, first-year and seniors, with an open-ended design challenge. The students

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

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Educational Research and Methods

who teach engineering design in project-basedlearning courses in an undergraduate general engineering program were interviewed, listed inTable 1. The instructors were selected both because of their expertise teaching design coursesacross mechanical, electrical, and robotics engineering concentrations and at one or more level inthe curriculum. This enables the capture of these educators’ perspective observing the students’progress through the curriculum. This pilot study builds on related work done by the authors thatpreviously investigated undergraduate engineering students’ conceptions of prototyping activitiesand process (REF). With educators participants, an interview protocol (see Table 2) wasfollowed through semi-structured qualitative

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Martin R. Okos, Purdue University, West Lafayette

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Educational Research and Methods

learning experiences within a capstone engineering courseIntroductionComputational modeling and simulation is a skillset that both academics and industryprofessionals desire to see in graduating engineers [1]. Additionally, there have been nationalcalls to increase computation within STEM education at all levels [2]. However, currently thereare multiple barriers for entry to getting computational modeling experiences into engineeringeducation such as lack of time within courses and a bloated engineering curriculum [3]. In thefall of 2018, a designed modeling-based learning experience, intended to be inserted into alreadyexisting curriculum, was piloted in a senior level process design engineering course. This studylooks at how

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Sergio Celis, Universidad de Chile; Mar Pérez-Sanagustín, Université Paul Sabatier Toulouse III; Jorge Baier, Pontificia Universidad Católica de Chile

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continuous improvement processesWIP: Engaging engineering teaching staff in continuous improvement processes1. Introduction To demonstrate that future engineers have the skills to succeed in the workplace,many schools have implemented centralized assessment frameworks to collect evidence ofoutcome attainment [1]. However, it is still unknown whether or not the collection ofevidence facilitates the improvement of teaching and learning [2]. Although researchersagree that both outcome assessment tasks and curriculum discussions are key practices ofcontinuous improvement [3], institutions fail at integrating them as part of teachingpractices [3], [5]. This Work-In-Progress (WIP) paper presents a methodological

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunsil Lee, Arizona State University; Adam R. Carberry, Arizona State University

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Educational Research and Methods

promoted by policy actions associated with potential outcomes forparticipants [1-2]. There consequently is an emerging body of literature that has examined theimpact of the REU program on students’ early engagement in science, technology, engineering,and mathematics (STEM), persistence and retention in a STEM major, and integration into STEMculture [3]. Yet, little is known about how the program supports students and how students learnthrough their research experiences. The extent to which the design of the REU programs haverelied upon existing studies has also been questioned by National Academies of Science,Engineering, and Medicine [2]. A joint report emphasized the need to investigate the mechanismsfor how the REU program works, why they work

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

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Educational Research and Methods

the NSF website (https://www.nsf.gov/awardsearch). The database search waslimited to two specific programs within the Division of Engineering Education and Centers thatstated a required collaboration with a social scientist. Listservs created within these programswere also used to reach other researchers who may not be listed on the NSF site.A total population of 310 researchers resulted from these processes. Possible participants wereremoved due to a lack of available email information (n=12). Five participants were alsocommon across both programs. The final potential sample of 293 researchers were contactedwith 130 responses received (44.4% response rate). Multiple responses (n=19) were removedfollowing data collection because: 1) role on

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

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Educational Research and Methods

Undergraduate EngineeringEducation.” In particular, Phase I of this project included a multiday workshop heavily reliant onindustry input of the Knowledge, Skills and Abilities traits (KSAs) of engineering students to beready for the workforce in 2023.[1] In particular, the desired educational outcome is “a T-shapedengineering graduate who brings broad knowledge across domains and the ability to collaboratewithin a diverse workforce as well as deep expertise within a single domain [1], pg. 2.” Inparticular, it was found that, “Students also fail in meeting expectations in several skills accordedgrowing importance. These include leadership, decision-making, communication, and the abilityto synthesize engineering, business, and societal priorities [1

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Asuman Cagla Acun Sener, University of Louisville; Olfa Nasraoui , University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

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Educational Research and Methods

focused on high assurance field devices using microkernel architectures. c American Society for Engineering Education, 2019 WIP: Finding the Right Questions: Using Data Science to Close the Loop with Classroom Response SystemsIntroductionThis work in progress paper explores the use of data science to analyze classroom responsesystem (CRS) data. A CRS is an educational technology tools that when paired with anappropriate pedagogy, such as team-based learning, provide increased classroom engagement insupport of improved teaching and learning [1]-[4]. They do this by leveraging technology toallow every student to respond to instructor posed questions. Many of these systems, such asLearning

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Olusola Olalekan Adesope, Washington State University; Negar Beheshti Pour, Washington State University; Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University

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Educational Research and Methods

lectures [1, 2], little is known about student differential levels ofcognitive engagement that underlie such improved learning. As part of a large program offederally-funded research, our research team has developed light-weight, portable, ultra-Low-CostDesktop Learning Modules (LC-DLMs) that enable students to employ systems experientially toillustrate the physics that underlie transfer processes and provide students with visual cues to helpdevelop robust understanding of the fundamentals of momentum, heat and mass transfer. Sixty-seven (67) participants used LC-DLMs to learn venturi concepts in an engineering course. Overall,preliminary results show that the majority of the participants reported that LC-DLMs helped fosteractive, constructive

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods

chilly climate in engineering education not just from thedominant masculine culture but also from peer interaction.IntroductionDescriptions of engineering culture have often noted the divide between social and technicalcontent as a force in cultivating a chilly and uninviting climate [1]. The emergence andperpetuation of engineering’s uninviting culture can have a negative influence on the actions ofindividual members of engineering teams, and be a strong indicator of overall team performance[2]. Research has shown that the areas in which cultural pressures of engineering can influenceteaming include but are not limited to the development of team roles, project task distribution, andthe clarity of which goals and objectives are defined and met