Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

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Diversity

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Educational Research and Methods

mental models [18]; Understanding [17]. Adaptation4.3.1 Dimension #1: IdentificationCDTL’s identification dimension assesses students’ readiness for team formation, which iscritical to the successful completion of the project and the maximization of team learning [23].Self-assessment of self-regulation strategies is the building block of this dimension.4.3.2. Dimension #2: FormationIn this CDTL dimension, team members start to participate in a cooperative and collaborativeprocess of team formation and functioning [18]. The team members move from individualproject goals to defining team goals, and as such, utilize the expertise of individual teammembers toward project work. Many constructs are used by researchers to measure thisdimension

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University

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Educational Research and Methods

ineffective communication, though she was aware of benefits of teamwork. Thus,more attentions are needed to explore the reason behind those situations and to provide possiblestrategies for both students and engineering staff to optimize current PBL design and improvestudents’ learning experience and outcomes.In this pilot study, we adopted both focus group and individual interviews to collect qualitive data.Though limited data we had, we still see the difference between these two data-collecting methodsbased on researchers’ self-reflection and data analysis. In the case of the focus group interview,students in one group could inspire each other when answering the interview questions. For example,when they were asked more abstract questions like “in

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Adam R. Carberry, Arizona State University; Alison Cook-Davis, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wendy M. Barnard, Arizona State University; Megan O'Donnell, Arizona State University; Wilhelmina C. Savenye, Arizona State University

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Educational Research and Methods

environments. She has taught technology integration and teacher training to undergrad- uate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and devel- opment. Her research focuses on the efficient and effective transfer of knowledge and learning techniques, innovative and interdisciplinary collaboration, and strengthening the bridge between K-12 learning and higher education in terms of engineering content.Dr. Michelle Jordan , Arizona State University

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana-Champaign; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Anthony Salvatore Margotta, University of Illinois at Urbana-Champaign; Elizabeth Renee Livingston; Mariana Silva, University of Illinois at Urbana-Champaign; Taylor Tucker, University of Illinois at Urbana-Champaign

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Educational Research and Methods

responsibilities", Springer International Publishing, 2015.[13] S. DeChenne, N. Koziol, M. Needham, and L. Enochs, "Modeling Sources of Teaching Self- Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants", CBE—Life Sciences Education, vol. 14, no. 3, p. ar32, 2015. Available: 10.1187/cbe.14-09-0153.[14] S. Shehab and E. Mercier, Exploring teaching assistants’ framing strategies of collaborative problem-solving engineering tasks: Learning Sciences Graduate Student Conference, October, 2018, Nashville, Tennessee.[15] E. Mercier and S. Shehab, Adaptive expertise in the teaching of collaborative problem solving in undergraduate engineering courses: American Educational Research

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

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Diversity

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Educational Research and Methods

, NRC, NASA and NSF, and generated over 50 journal and conference papers.Dr. Showkat Chowdhury, Alabama A&M University Dr. Showkat Chowdhury is a Professor in the Department of Mechanical Engineering at Alabama A&M University in Huntsville, AL. Dr. Chowdhury has extensive background in teaching undergraduate and graduate students in Mechanical Engineering, and performing research in the fields of Computational Fluid Dynamics, Pedagogy, Renewable Energy, Nano-Technology, Heat & Mass Transfer, and Com- bustion. He is managing multi-million dollar external research grants from NSF as PI. Previously, he worked as a Professor at Bangladesh University of Engineering & Technology (BUET) and at University

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

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Educational Research and Methods

research varies fordifferent groups of students.ResultsSurvey RespondentsThe Undergraduate Research Experiences Survey (URES) was administered to allundergraduate students enrolled in the School of Engineering and Applied Science at UVA.The response rate was 28% (n = 769). Respondents were evenly divided among class yearsand representative of the school’s demographic makeup with respect to age, genderidentification, race, ethnicity, first-generation status, and distribution of students amongmajors. In addition to their primary majors, 3% of respondents were completing a secondengineering major, 9% had a second major outside engineering, and 38% had at least oneminor. Most students (67%) planned to pursue a job as an engineer after graduation

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Oenardi Lawanto, Utah State University; Sherry Marx, Utah State University

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Diversity

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Educational Research and Methods

to grow at a faster rate than the demand for qualified graduates inother occupations. Despite the value and increasing necessity of STEM skills within today’ssociety and the 21st century workforce, substantial numbers of Americans still do not have equalaccess to postsecondary STEM education and, thus, have limited opportunities for STEM-relatedemployment and careers [4].Along with unequal access to STEM degree programs, researchers report stark differencesbetween traditional and nontraditional undergraduate enrollment and degree attainment in STEM,wherein nontraditional students consistently fare worse. Chen and Weko [5] found it was atypicalfor students who were older, financially self-supporting, or from low socio-economicbackgrounds to

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constanza Miranda, Pontificia Universidad Católica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile; Bruk T. Berhane, Florida International University; Trinidad Sotomayor, Pontificia Universidad Católica de Chile

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Educational Research and Methods

. Trinidad Sotomayor, Pontificia Universidad Cat´olica de Chile Trinidad is an Engineering Design Master Student at Pontificia Universidad Cat´olica de Chile (UC). She owns a bachelor degree in mechanical engineering with a major in Design and Innovation. At DILAB (UC), the engineering design initiative, Trinidad has been working as a researcher in topics regarding engineering education such as entrepreneurship, epistemologies and minorities, among others. c American Society for Engineering Education, 2020Work in Progress: Developing a more comprehensive instrument to assess theentrepreneurial mindset of engineering studentsAbstractThis is a Work in Progress: Goals of becoming more entrepreneurial have

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brantly Edward McCord, Purdue University, West Lafayette; Ronald Erdei, University of South Carolina; David M. Whittinghill, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette

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Educational Research and Methods

integrationof students is pivotal in their ability to persist to graduation [1]. The theory of socialinterdependence [2], [3] elaborates that inclusive, cooperative work is characterized by studentsbeing highly committed. During the Fall 2017 semester of Purdue Polytechnic Institute’sintroductory video game development course (CGT Game Dev I), a course design emphasizingcollaboration among students was employed; an extremely collaborative atmosphere and anunusually high lab attendance rate was then observed. The following year (Fall 2018), the designof CGT Game Dev I was altered to emphasize a more individualized curriculum; decreasedattendance was then observed until end-of-semester groupwork began [4].The problem addressed by this project is that

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Ahmed Ashraf Butt, Purdue University, West Lafayette

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Educational Research and Methods

Computer Science Department at Forman Christian College (A Chartered University) at Pakistan for eight years and was recognized for outstanding teaching with the year 2013 teaching award. Saira was also the recipient of the ”President of Pakistan Merit and Talent Scholarship” for her undergraduate studies.Dr. Muhsin Menekse, Purdue University-Main Campus, West Lafayette (College of Engineering) Muhsin Menekse is an Assistant Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum and Instruction. Dr. Menekse’s primary research focus is on exploring K-16 students’ engagement and learning of engineering and science con- cepts by creating innovative

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stefan Kleinke, Embry-Riddle Aeronautical University; Brian Sanders, Embry-Riddle Aeronautical University; Mark Douglas Miller, Embry-Riddle Aeronautical University

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Educational Research and Methods

manipulation and hands-on examination, such as labpractice and experimentation, so far, have been difficult to replicate in the online learningenvironment (OLE) [15]-[17]. Additionally, a new generation of ‘digitally native’ students maydemand more interactivity and involvement [18]-[22] than what online education has providedthus far.To foster greater student engagement while also accounting for individual learner differences andaddressing some of the challenges of the distributed learning environment, a variety ofapproaches have been suggested, ranging from collaborative environments [9],[23],[24] overproblem-, project-, situation-, or inquiry-based learning [25]-[27] to gamifications [6],[28]-[32]1The term self-engagement was introduced by [42] to

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

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Diversity

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Educational Research and Methods

students. In 2018 and 2019, she collaborated with Dr. Kavitha Chandra to utilize participatory action research (PAR) as an evaluation approach for the Research, Academics, and Mentoring Pathways (RAMP) summer program for first-year female engineering students.Prof. Kavitha Chandra, University of Massachusetts, Lowell Kavitha Chandra is the Associate Dean for Undergraduate Programs and Professor of Electrical and Com- puter Engineering in the Francis College of Engineering at the University of Massachusetts Lowell. She directs the Research, Academics and Mentoring Pathways (RAMP) to Success program that aims to estab- lish successful pathways to graduate school and interdisciplinary careers for new undergraduate students