Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12382Reflecting on reflection: How educators experience the opportunity to talkabout supporting student reflectionDr. Jennifer A Turns, University of WashingtonDr. Brook Sattler, University of Washington Dr. Sattler is a Research Scientist for the Center for Engineering Learning & Teaching (CELT) and a Multi-Campus Coordinator for the Consortium to Promote Reflection in Engineering Education (CPREE) at the University of Washington. Her research interests include understanding and promoting self-authoring engineers.Dr. Lauren D. Thomas, University of WashingtonDr. Cynthia J. Atman, University of Washington

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Interviewparticipants were selected using a cross-case matching methodology based on their globalpreparedness measure scores (i.e., high vs low scorers). Twenty-five undergraduate engineeringstudents enrolled at the three collaborating universities were interviewed. Interview data wereholistically reviewed with an a priori coding schema based on the research objectives and thenre-coded according to the final coding schema by multiple research team members for inter-raterreliability purposes, and arbitrated where necessary.Differences in students’ reflections emerged based on the depth of their engagement with theculture and community in the host country in which they had participated in an internationalexperience. The results from this study broaden the

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

applied, transformative, purposive knowledge and growth.51, 52Because professionalization is also an important goal in engineering education, our listculminates with several goals that build from affective, ethical, and cognitive foundations to themore specific abilities we expect of graduating engineering students. Each student and program instructor will be able to 1. recognize in context, discuss, and demonstrate attitudes, behaviors and personal reflection about their rights and responsibilities to themselves, others, society, and the natural world 2. recognize in context, discuss, and demonstrate attitudes, behaviors and personal reflection about their habits and growth, as well as others’, and the implications of

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12492Exploring Ethical Validation as a Key Consideration in Interpretive ResearchQualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, proposing a conceptualmodel of the factors that influence global competency levels, and also identifies the baselinelevels of global competency for benchmarking. The resulting conceptual model and globalcompetency measures will be useful toward larger scale inquiries to evaluate how participationin study abroad programs, international experiences, culturally-relevant curricula, and otherrelated activities can contribute to changes in students’ ability to work in diverse environments.The Miville-Guzman Universality-Diversity Scale short form (MGUDS-S) measures the“universe-diverse orientation” construct, which “reflects an attitude of awareness of both thesimilarities and differences that exist among people”2. Higher MGUDS-S scores have

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

practical and intellectually appropriateresearch design?In this paper, we consider one such idea: The prevailing stigma of research conducted on smallpopulations in research on equity. Whatever its source or however explicit (or not) its ideologicalorigins, disregard of the “small n” population as non-meaningful reproduces a marginalization ofstudents. It also casts particular human experiences as aberrant by virtue of statistical rarity. Butmost profoundly, researchers’ definition of small or large “ns” reiterates the value or necessityfor established categories (say, racial demarcations, or binaries of ability and disability), whilewe instead believe that critical reflection on categories is necessary for any address of power andprivilege. Our

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. These embedded forms are not made up of “individual acts of meanness by members of[the dominant group],” but by institutional history9.In her distinguished lecture, McIntosh addressed White privilege and the surrounding myths thatpeople can unknowingly propagate. She began by speaking of her upbringing in a “normal”family and of her father working as an engineer at Bell Labs. As circumstance in her life gaveher reason to pause and reflect, she realized that as a White woman, she was allowed to considerherself normal, as she was part of what society considers normal. She referred to her seminalwork, White Privilege: Unpacking the Invisible Knapsack, in which she discussed earnedstrengths and unearned powers9. These unearned powers accrue into

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, Ohio State University; John T. Demel, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

honorsstudents. Preliminary analysis show a student population with normal distributions on the active-reflective, sensing-intuitive, and sequential-global Felder Learning Styles scales and anextremely skewed visual-verbal distribution favoring visual learners with less than 5% of thetotal population self-rated as moderate to strong verbal learners. We report on a comparison ofthe Felder Learning Styles scales, assignment preparation time, and course performance. Theseresults provide insights into significant predictors of student success based on learning style andcurriculum type. The ultimate goal is to provide appropriate preparatory course materials to

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

complementary, and both are necessary if engineers are to helpsolve the most serious problems our societies face [3-4]. This call for engineering education toposition itself so students can meet modern challenges was laid out by the leaders of the NationalAcademy of Engineering (NAE) in their influential reports, The Engineer of 2020 [5-6]. There isnow a need to reflect on how engineering education has positively changed in the decade sincethose reports, and to consider what still needs to be tackled.Our research aligns with one of the key recommendations of The Engineer of 2020: to developengineers whose communication skills will allow them to become successful professionals and,who, in turn, will drive technological and social change. Specifically

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

implement the SSDS and illustrate the findings when usingthis survey pre- and post- course with students who participated in WPSI across threeuniversities during the Fall of 2014. Results from these components are triangulated withstudents’ end-of-semester written reflections and participating instructors’ course experiences.This qualitative component allowed us to consider how WPSI might be improved in future Page 26.508.3iterations, as well as broader implications of the SSDS and WPSI for engineering educationcourses and curriculum.For anonymity, throughout this paper we will refer to course offerings as Course 1, 2, and 3. Thisframing puts the

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Agent award, the 2006 Hewlett-Packard Harriett B. Rigas Award, and the 2007 University of Washington David B. Thorud Leadership Award. She is a Fellow of the IEEE.Dr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scores of each of the five constructs (e.g., CONTENT, QUES,etc.) each reside near the midpoint of the scale, to avoid construct measures that are not overlyskewed. The second parameter, validity, takes many forms, but they each indicate, in differentways, the degree to which the instrument accurately measured the intended underlying construct.Content validity for this survey is exhibited by showing that this instrument reflects all of thedimensions of interest described by the FPMID, including: independent content engagement(CONTENT), independent questioning (QUES), positive feelings (FEEL), use of feedback(FEED), and perseverance (PERSEVERE). As a way to establish construct validity, we examinethe degree to which all items on the FIDES

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

educationalpractice that we have come to call left-of-center (LOC) grading: exams with class means below50 percent. Curious about this trend, we modified our interview protocol to systematically askstudents to comment on the pros and cons of this practice. Over 60% of the women and 15% ofthe men we interviewed emphatically saw the negatives as outweighing the positives. This trendwas particularly common among minority women, over three-quarters of whom described the Page 26.1190.2practice as highly discouraging. The quotations below reflect some of their viewpoints. We'll have like a 30 percent average [on exams]….When you take the exam, it makes

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

ofthe course, gender, and the instructor’s personal encouragement of the students to engage insocial activism. Philosophy and religion courses were the most commonly cited types of HSScourses mentioned by students, with religion courses being almost entirely from students at thefive religiously affiliated schools.Other course types that were seen in student responses included senior design (10% of seniors)and first-year introductory and engineering projects courses (10% of total, 22% of first-years).Very few students referenced math or natural science courses as having been influential to theirviews of social responsibility (2%). A small percentage of students also responded that all oftheir courses had been influential (2%).Reflecting on the

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

context of the performance criteria. objectives and the sustainability outcomes as curriculum. university’s core themes related to improvability and Outcomes are (i.e., strategic and learning endurance are not The program may be contextualized in the goals). necessarily considered. developing performance curriculum and reflect the

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instructor reflection students Entry Data Implementation & Assessment Cycle Redesign Faculty the Course participants Collect Student Midterm Assessment Faculty,staff, and Midterm and instructor reflection

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

support in higher education is significant, studies of therelationship between faculty support and engagement are notably absent from the highereducation literature, particularly in engineering education research. This work seeks to addressthis gap, in part, by studying the relationship between faculty support (both formal and informal)and behavioral and emotional engagement, because the latter constructs reflect the motivationalstate of the student and motivation is an important predictor of present as well as future behavior.MethodsThis research is part of a larger five-year, multiple institution research study that examinesconnection, community, and engagement in STEM education. In this larger study (describedelsewhere14), patterns of

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scale.However, there are a number of sub-components within each factor. For example, sub-components of Level of Academic Challenge are higher-order learning, reflective and integrativelearning, learning strategies, and quantitative reasoning. Overall, the NSSE measures a wholehost of students’ experiences. However, the primary focus of PosSES is on students’ engagementin out-of-class activities. One other difference between the two instruments is that the NSSE isadministered to first-year students and senior-year students, while PosSES can be administeredto first-year through senior-year students. PosSES includes all of these high impact activitiesalong with others we identified through reviews of the literature, web searches, and a Q-studyusing focus

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Education, 2015 Development and Pilot Test of the Rate and Accumulation Concept InventoryAbstractMany of the rate of change and accumulation processes that we commonly encounter reflect thebehaviors of complex systems. Solving complex system problems within engineering requiresthe ability to interpret the meaning of a function that is modeling a dynamic situation. Thisability is essential for engineers. Thus, knowing how students think and learn about rate andaccumulation processes in complex systems can help educators better prepare students for theirengineering careers.Engineering students often have various robust misconceptions that can persist throughout theireducation and may hinder their

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

documents. To address the quality of the data, I took notesduring the interview, which were incorporated into the data analysis, and reflected on the qualityof the data after the interview by answering post-interview reflection questions29 such as: “Howdid the interviewee react to the questions?” and “How was the rapport?” After I developed adraft of the findings in the form of themes, I conducted member checks via a phone call with Page 26.629.5twelve of the participants. During this phone call, I asked the participants for their feedback andcomments on the themes. All of the twelve participants agreed with the themes. Prior to this project

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

homes. While assuming that these two populations are similar is not without its limitations, the immersion of the lead author in both cultural environments and reflective conversations between the authors on a weekly basis allows us to make this assumption with confidence. Reasons as to why this assumption would not be valid (e.g., background demographics, institutional cultures, and other similar factors) are not explored and are grounds for future work. Exploratory instrument development seeks to determine how qualitative results generalize quantitatively.Participants Qualitative interviews of engineering students (n=9) were collected from a southeastern land-grant institution. Interviews focused on students’ perceptions of the future

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the studentswith the higher incoming confidence, regardless of tasks completed). Page 26.1328.14AcknowledgmentsWe are grateful for support provided by the National Science Foundation under EEC-0953698.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.2. Vogt C. Change: Motivational Factors for Women in Engineering: Self-Efficacy and Academic Self- Confidence.; 2005.3. Vogt CM

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and organizational contexts. We aim to further explore how,through their participation in the routine practices of the undergraduate curriculum,students make themselves, and are made by others, into engineers. The specific focushere is on how a particular “ideology of engineering”2 is reflected in the discourse ofparticipants in presentations for a first year projects course. In particular, this paperdetails how engineering discourses serve to depoliticize complex social issues, and toreframe them as technical issues that can be resolved through design and refinement ofinnovative technologies. A second and related goal is to contribute to recentmethodological discussions in engineering education3, and specifically to introduce

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

studies among sections of a course.2 Page 26.795.3The final top level of the classification scheme is pictured in Figure 1 which shows the eightmain outcomes (or categories) where each of the more specific outcomes are cataloged. Thecomplete classification scheme in a table format can be found in Appendix A. Figure 1: Top Level of the Classification Scheme1Application 1: Application of the Scheme among Multiple Course SectionsTwo Midwest universities have extensively utilized the classification scheme to reflect uponcurrent practices and determine gaps in content.2 A self-study exercise was performed by oneMidwestern

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrystal A. S. Smith, University of South Florida; Hesborn Wao, University of South Florida; Julie P Martin, Clemson University; George T. MacDonald, University of South Florida; Reginald S Lee, University of South Florida; Gladis Kersaint, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, members of a culture are asked to list as many items or beliefs that they can recall aboutone or more dimensions of a cultural model identified by the researcher, usually from previousstudies and the literature. For example, a researcher can ask participants to list their beliefs about“how the teacher-student relationship should function,” a dimension within the cultural model ofeducation success. Free listing assumes that individuals 1) with extensive knowledge providemore responses than those with less knowledge, 2) list most familiar and meaningful responsesfirst, and 3) provide responses that reflect their local cultural knowledge. 3 Ultimately, free listingmeasures the strongest beliefs shared by participants about this dimension.Currently

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, hispassion for the arts led him to launch a business where he could combine his engineeringknowledge and skills with music. Unlike Alejandro, he did not see a disconnect with engineeringand the work that he is doing; rather, he wishes that his formal engineering education could havebeen extended to include developing interpersonal skills and business skills to enable people toleverage their ideas and pursue their goals. According to Cane, his future will include continuingto make the things he is making, to expand his business to other products, and to get involvedwith teaching again. Cane’s pathway reflects one that was driven by early childhood experiencesand a pursuit to use his engineering education to implement his art.Stephen’s pathway is

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rongrong Yu, Virginia Tech; Denise Rutledge Simmons PE, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

CAREER grant #EE-1351156. Any opinions, findings,conclusions, or recommendations expressed in this poster are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 26.1450.14References1. National Academy of Engineering. (2004). The engineer of 2020: visions of engineering in the new century. Washington, DC: National Academies Press.2. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.3. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, which was comprised of thetheory’s transformational items as well as contingent reward items was named developing. Thisname articulates the notion that all items relate to leadership in a positive and constructive sense.Factor 2, comprised of both laissez faire and passive management by exception was namedpassive-avoidant/laissez faire, consistent with previous analyses of the MLQ (e.g.12). All of theitems of management by exception-active (MEA) loaded on Factor 3. Correspondingly, the factorwas renamed active management by exception (MEA) to reflect the fact that this factor maintainedthe same dimensions as the original MLQ sub-component. Table 6 shows the reliabilities of theresulting scales. The resulting three scales showed adequate

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Holly M Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M Matusovich, Virginia TechDr. Sheri Sheppard P.E., Stanford University Page 26.371.1 c American Society for Engineering Education, 2015 Comparing Disparate Outcome Measures for Better Understanding of Engineering GraduatesAbstractDespite a strong emphasis on increasing post-graduation engineering retention, few researchstudies have examined what it actually means to stay in or leave engineering work. This studyaddresses this limitation using a