Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

students. Innovations in Education and Teaching International, 46(3), 253-264. DOI: 10.1080/1470329090306886214. Kajfez, R. L. and McNair, L. D. 2014. Graduate Student Identity: A Balancing Act Between Roles. In Proceedings of the 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education. 16 pp. Indianapolis, IN. June 15-18. https://peer.asee.org/2054215. Sowell, R. 2008. Ph.D. Completion and attrition: Analysis of baseline demographic data. The NSF Workshop: A fresh look at Ph.D. education. http://www.phdcompletion.org/resources/CGSNSF2008_Sowell.pdf16. Stallone, M. 2004. Factors associated with student attrition and retention in an educational leadership doctoral program. Journal of College Teaching and

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blanca Miller, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Heather Perkins, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Undergraduate Programs since 2011. Her research focuses on the intersection of science and engineering identity in post-secondary and graduate level programs.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Assistant Professor of Engineering Education at University of Nevada, Reno. His re- search focuses on the interactions between engineering cultures, student motivation, and their learning experiences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem solving processes, and cultural fit. His education includes a B.S. in Biomedical Engineering from Rose-Hulman Institute of Technology, a M.S. in Bioengineering and Ph.D. in Engineer- ing and

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Educational Research and Methods

and ConclusionsThe results of these two studies provide strong validity evidence for the use of these items tomeasure the role identity constructs of recognition, interest, and performance/competence forearly post-secondary engineering students. I have described the systematic development of itemsfrom prior research, literature, theory, and qualitative pilot studies. This work highlights theiterative nature of instrument development and the importance of balancing a variety ofpsychometric measures in determining which items accurately measure underlying latentconstructs of identity. The pilot study allowed me to explore the structure of the data as impliedby student responses. Once the structure was determined, a larger study provided

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Regis University

Tagged Divisions

Educational Research and Methods

a student enrolls into an institution perceivedas having a particular identity, s/he must engage with that identity and ultimately choose whetherto accept or reject it as personally relevant and desirable or tolerable. Engineering students,particularly at a STEM-intensive institution, must engage with the broader cultural perceptionthat engineers are geeks; at MT, students often refer to themselves and their peers as “engi-nerds,” so closely is the identity of an engineer tied to being geeky or nerdy. APS data indicatethat this process of identification is emergent; first-year students react differently than second-year students to the connection between geeks and engineers. The shift among MT students is todistance themselves from being

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University in 2008. While in the School of Engineering Education, he works as a Graduate Research Assistant in the X-Roads Research Group and has an interest in cross-disciplinary practice and engineering identity development.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. Her research is concentrated in three interconnecting areas: cross-disciplinary thinking, acting, and be- ing; design cognition and learning; and theories of change in linking engineering education research and practice. Page 23.89.1

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Samantha Brunhaver, Stanford University; Russell Korte, University of Illinois, Urbana-Champaign; Micah Lande, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

AC 2010-118: SUPPORTS AND BARRIERS THAT RECENT ENGINEERINGGRADUATES EXPERIENCE IN THE WORKPLACESamantha Brunhaver, Stanford University Samantha Brunhaver is a second year graduate student at Stanford University. She is currently working on her Masters in Mechanical Engineering. Her research interests include engineering education and design for manufacturing. She earned a BS in Mechanical Engineering at Northeastern University in 2008.Russell Korte, University of Illinois, Urbana-Champaign Russell Korte is an Assistant Professor of Human Resource Education at the University of Illinois at Urbana-Champaign. He is currently a Fellow with the iFoundry project in the College of Engineering at

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

diversity, equity, and inclusion in engineering, engineering design theory and practice; conceptual change and understanding; and school- to-work transitions for new engineers. His current work explores a range of engineering education design contexts, including the role of power in brainstorming activities, epistemological and conceptual develop- ment of undergraduate learning assistants, as well as the experiences of recent engineering graduates as they navigate new organizational cultures. American c Society for Engineering Education, 2021 Exploring Student Responses to Utility Value Interventions in Engineering Statics

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

graduate students who have identities that areseemingly “at odds” with each other may tend to consider departing from their graduateprograms. Kajfez’ past work [31], [32] explored competing identities in teaching assistants asthey balanced their roles in graduate school. Similarly, in our recent work [33], we found thatstudents who are considering departing from graduate school often feel like they havesacrificed an identity that is core to them through their time in graduate school, and until theycan reconcile or bring together those identities, they tend to strongly consider departure fromgraduate school, no matter how academically gifted. Participants in this study showed adistinctive lack of conflict between their core identity and their

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Educational Research and Methods

focuswithin the engineering education community. Prior research has centered around graduatestudent engineering identity (Choe & Borrego, 2019; Miller, Tsugawa-Nieves, Chestnut, Cass, &Kirn, 2017; Perkins et al., 2020; Satterfield et al., 2019), writing concepts and processes ofengineering graduate students (Berdanier & Zerbe, 2018a, 2018b), and engineering graduatestudent attrition (Berdanier, Whitehair, Kirn, & Satterfield, 2020; Whitehair & Berdanier, 2018).Berdanier et al. (2020) created a model for graduate student attrition, called the GrAD model,based on Reddit posts of engineering doctoral students who were considering or had left theirgraduate programs. Additional research examines the experiences of engineering

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Lucas Passmore, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Stephen Turns, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

these lines showstatistically significant changes. Given of the magnitude of the estimated mean standard error,ten students who scored 9 or 10 on the pretest could not achieve statistically significant increaseson the posttest. Twenty-four of the 45 students who could achieve statistically significantincreases did so on the posttest. Only three students showed a statistically significant decrease inscore, two decreased by 2, and one by 4. Twenty students had changes of 1 or -1, which are notstatistically significant, and the balance had identical scores on the pre and posttest.Figures 4 and 5 are cross-plots of pre and posttest results for the number of correct and incorrectjustifications chosen. A positive outcome would be that the number of

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Reed Stevens, University of Washington; Daniel Amos, University of Washington; Andrew Jocuns, University of Washington; Lari Garrison, University of Washington

Tagged Divisions

Educational Research and Methods

ethnographers from the United States to do ethnographic research in the People’s Republic of China. He has taught at five Chinese universities, and directed the Chinese Studies program at Clark Atlanta University. His graduate degrees are from UCLA (Anthropology, 1983) and the University of Chicago (Social Science-Psychology, 1974). He is currently an Acting Instructor in the Department of Educational Psychology at the University of Washington.Andrew Jocuns, University of Washington Andrew Jocuns holds a PhD in Linguistics from Georgetown University. His research interests in include: classroom discourse and interaction; narrative analysis; mediated discourse; and pragmatics. He is currently

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; John J. Case, U.S. Military Academy; John Andrew Kearby, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

-sheet of paperNote: Directions at the bottom of the handout state: Draw a creative sketch that helps you remember a key pointfrom today’s lesson; no copying my in-class examples! Minimal words & equations in the sketch; the writtendescription should explain the sketch (to help me interpret your creativity)This study was conducted at the U.S. Military Academy, a small, public, undergraduate-onlyfour-year college in the northeast United States. The department in which it took place offers twoABET-accredited engineering programs and graduates around 130 students between the twoprograms each year.A between-subjects quasi-experimental setup was used, meaning students were not randomlyassigned, and each student only completed the napkin sketch

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

between students’ self-rating and their GPA (r= .8, n = 152, p < .0001) suggesting that their self-report scores are fairly reliable. Thecorrelation between students’ academic performance, their past migration within engineering,and their intention to graduate with an engineering degree was also tested and was found to besignificant (Table 2).Previous migration outside engineering was found to have a strong negative correlation with Page 22.689.5entering college as an engineering major suggesting that while some students enter engineeringafter starting in a major other than engineering, but it is rare for a student to start in engineering

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Jordana Hoegh, Purdue University; Alice Pawley, Purdue University

Tagged Divisions

Educational Research and Methods

research assistant. She works on the ADVANCE-grant exploring engineering in the contexts of gender, work-family balance, and career trajectories. Prior to this, she taught Introductory Sociology at Purdue University. She was also a research assistant in Purdue’s Sociology Department where she worked on a longitudinal study of mothers who returned to college as non-traditional students. Through her dissertation research, Jordana hopes to understand the role of motherhood on the career paths of women engineers with doctoral degrees. She is interested in the ways women negotiate their identities as engineers and mothers when making career decisions. Her research interests

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Clemson University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

identify as cisgender. These students may have a deeper understanding of diverse genderidentities and may act as allies in an engineering context. A better understanding of thesestudents provides insight into the types of students entering engineering that can help support andpromote diversity. We used quantitative methods to analyze survey data from first-yearengineering students relating to constructs of attitudes, personality, and engineering identity. Theinvestigation revealed significant differences between students who identified themselves ascisgender and students who are presumed to be cisgender but do not explicitly identifythemselves as such. Cis-identifying students were found to have stronger STEM-relatedidentities and possess

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica Watkins, Tufts University; Aaron W. Johnson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

two cases from our own teaching. We investigate the natureof the multiple, often competing goals that engineering instructors need to balance. We thenconsider possible moves we could make in response to these assessments, connecting to work onresponsive teaching in math and science. One case takes place with fourth graders in anelementary classroom, the other with university students in a graduate-level teacher educationprogram. We conclude by advocating for increased attention to and study of the in-the-momenttensions and decisions engineering instructors face, even in well-designed tasks and learningenvironments.Disciplinary substance in engineering designWhile formative assessment has not been an explicit focus in engineering education

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

engineering into secondary science and math classrooms. Dr. Benson teaches introductory undergraduate engineering, biomechanics, and graduate engineering education courses. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. degrees in Bio- engineering from Clemson University. Page 24.507.1 c American Society for Engineering Education, 2014 Engineering Students Perceptions of the Future: Implications for Student PerformanceAbstractThis work seeks to understand how engineering students’ long-term motivations influence theirpresent

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Maria-Isabel Carnasciali, University of New Haven; Viktoria Zelenak, University of New Haven; Michael J. Hollis, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

stronger sense of identity with the engineeringprofession compared to younger classmates.Adult students can experience high levels of stress and inter-role conflict stemming from theirresponsibilities in work, personal, and academic domains. Kohler Giancola, Grawitch, &Borchert explored the interactions between stressors, inter-role conflict, coping behaviors,appraisal styles, life satisfaction, and general well-being by surveying a sample of 159 adultstudents at Saint Louis University’s School for Professional Studies.9 Students reported thehighest levels of stressors related to work (as opposed to academic or personal stressors), whichis believed to be related to the limited control the students have over work demands. Studentsreported the

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

argument, and he made plans and tookaction to close the gap.Goal setting and monitoring in the portfolio studio also enabled students to look across theirgoals and determine if they complemented one another. Jessica had a chance to consider herpersonal and professional goals and saw a potential conflict. Rather than change her goals, sheworked on her self-confidence, which she felt was a critical component in the achievement ofthose goals. It remains to be seen how Jessica will find a balance between her personal andprofessional goals and/or remake those goals to suit her needs better.Many students have goals that are lofty but lacking in detail. Goal setting and monitoring in theportfolio studio enabled Nolan to clarify his goals and plan

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Ms. Leah Paborsky, University of Michigan Leah is a graduate from the University of Michigan with a B.S.E. in Mechanical Engineering and minor in Space Sciences and Engineering. She served as an undergraduate research assistant in the Daly Design and Engineering Education Research Group focusing on engineers’ beliefs about social aspects of engineering work. She is currently pursuing a M.S. in Aerospace Engineering Sciences at University of Colorado- Boulder.Dr. Sara L. Hoffman, University of Michigan Sara Hoffman

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

that only 27% of U.S. college undergraduatesmet all of these “criteria,” and that truly traditional college students were becoming the“exception rather than the rule” [1].Who are nontraditional undergraduates?Several scholars have theorized the differences between traditional and other, so-called“nontraditional,” undergraduates. In fact, the term “nontraditional undergraduate” has proveddifficult to define clearly due to the multi-faceted ways in which contemporary students differ.Early theorists critically questioned the notion of the traditional/nontraditional binary andsuggested that being nontraditional a) intersects with other gender, racial, ethnic, andsocioeconomic identities and, therefore, cannot be defined solely by membership within

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

-regulation4,6. Furthermore, there is aninherent connection between the self, motivational theories, and personal fulfillment. Ryan8identified the role of the self in intrinsic motivation, emphasizing that “the more fully one adoptsa social value or prescription, the more it is identified with the self, and the more it is performedor acted on with a sense of autonomy and personal commitment” (p. 216).Through this work, we propose a pedagogical approach that would add value to students’learning experiences through reflective self-discovery, as well as offer a research opportunity toinvestigate students’ sense of self and inform teaching practice. Our pedagogical approach andresearch method consists of a two-part series of workshops designed as a

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University, North Central; George Stefanek, Purdue University, North Central

Tagged Divisions

Educational Research and Methods

. This increases the exchange of ideas between students and improves their collaborative skills. Students that have questions will benefit from the fact that they are being taught the correct approach to solve the problem. There is also the added benefit that the students are learning from a peer, which may encourage the students to question each other more freely. Fellow students that are currently in the process of undergoing the same learning curve might be able to understand each other's perspective and questions better. Additionally, teaching a fellow student within the group helps to crystallize the understanding of the subject matter for the student that is teaching the material because the act of teaching is considered to

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Brook Sattler, University of Washington

Tagged Divisions

Educational Research and Methods

significant body of information that characterizes the students who engage in engineeringprograms and their approaches to learning engineering content and skills. Some themes in thisgrowing body of literature include a documentation of students’ conceptions and misconceptionsin specific content areas, an emphasis on additional dimensions of engineering knowing such asintellectual development and identity development, an emphasis on factors that support learningsuch as self-efficacy, and an emphasis on incoming characteristics of students. Often thesestudies include data comparing students across campuses, over time, and with practitioners.Articles in the recent special issue of the Journal of Engineering Education serve to showcasethis growing body

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

” [4, p. 218].Thus, belonging to the engineering community of practice compels students to acquire the culturalnorms, values, and behaviors appropriate for this community. Such norms may encompassstudents’ knowing what it takes to act like, be recognized as, and establish a sense of belonging asa competent member of the community [5], [6].A sense of belonging and identity are inextricably intertwined, reciprocally support and informeach other. Hazari et al. [7] found that for women physicists in their senior year (i.e., fourth-yearor greater), a sense of belonging supported their identification as a physics person. In comparison,a study by Verdín et al. [8] found that identifying as an engineer supported sense of belonging inboth the

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

purpose of this section is to provide a criticalperspective on how this decision affects the overall alignment between the research objectivesand the IPA methodology.As previously discussed in this paper, IPA is a powerful tool for unpacking individual livedexperience of some phenomenon​27​. This experiential reality need not only be accessed throughconducting interviews, as noted above. Focus groups, diaries, and other techniques have beenused to collect IPA data​28,29​, but any technique must be carried out with the central question ofwhether or not the tool elicits the desired social reality, in this case, individual livedexperience of graduate student identity. As put by Walther and colleagues​2​, data collectionoccurs with the underlying

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

—orbelieves, as we do—that all of the EOP competencies are important for students toexperience by the time they graduate, it behooves us to think about how to deliver thesecompetencies across a curriculum.The engineering curriculum in which this study occurred is designed to provide at least onePjBL class each semester. We envision a delivery of different subsets of the EOP frameworkcompetencies across the project-spine to ensure meaningful engagement is achieved for allcompetencies. This approach allows for at least two synergistic pedagogical and researchopportunities: 1) emphasizing a different subset of EOP competencies in different PjBLcourses allows students to see the interdependencies between those competencies in moredepth; and 2) spreading

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Erin J. McCave, University of Houston

Tagged Divisions

Educational Research and Methods

in the Cullen College of Engineering at the University of Houston. She joined the University of Houston after completing a postdoctoral/lecturer position split between the General Engineering program and the Engineering & Science Education Department and a Ph.D. in Bioengineering from Clemson University. Erin’s research interests include preparing students for their sophomore year, minority student engineering identity development, and providing mentoring relationships to help foster student growth and success. c American Society for Engineering Education, 2018 Developing a Critical Incident-Centered Transition Theory Framework to Explore Engineering Education Research Faculty

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole P. Pitterson, Purdue University, West Lafayette; Juan David Ortega, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

benefits of self-selected photos inphoto elicitation studies as expressed by Hatten, Forin and Adams 9 are:  photos acts as metaphors thus providing participants with the ability to articulate abstract concepts,  photos act as a bridge between identity and conceptual understanding,  photos build connections between how participants view themselves and what they do,  photos reduce the power dynamic between researcher and participants, and  photo elicitation provides the opportunity to observe progression in participants’ ability to articulate identity.Palmer’s movement approach to changeChange literature often times discusses

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

papers turned in per sectionwas also recorded. Since the number of assignments turned in varied between sections andwithin each section as the semester progressed, the number of assignments graded per hour wascalculated each week. The average across the entire semester for the TA assigned to EX1 wasapproximately 16.0 problems per hour, and the TA assigned to EX2 averaged approximately Page 25.1450.1224.6 problems per hour. This corresponds to a semester average of approximately 3.75 minutesper problem and 2.44 minutes per problem for each respective TA.Both of the TAs were students enrolled in a technical engineering graduate program housedwithin