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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University

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prompts educators to modify their courses in ways thatincrease the engagement of their students with the suggested benefit being increased learninggains, retention, and greater academic success [1]. Yet, even within the research community it isacknowledged that engagement is multi-faceted and difficult to define [2]. Educators are thereforeleft to make their own judgements on what their classrooms will look and feel like if their studentsare engaged. Research has shown that it is cognitive engagement (over behavioral or emotionalengagement) that is indicative of higher-order processing [3]. It therefore becomes important thateducators are able to assess the cognitive engagement of their students in straightforward andmeaningful ways.Chi and Wylie

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University

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c American Society for Engineering Education, 2019 WIP: Pilot Study of an Engineering Education Focused Problem-Solving Inventory using Civil Engineering Undergraduate StudentsAbstractThis work in progress (WIP) paper describes the development of a new engineering modified -problem solving inventory (EM-PSI). The EM-PSI is a student’s self-assessment of theirproblem solving and critical thinking abilities broken down into three sub-categories, 1) problemsolving confidence, 2) approach-avoidance style, and 3) personal control. The EM-PSI is aninnovative tool that is eventually intended be used as an evaluation metric, together withtraditional metrics such as GPA and test scores, to

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Denver; Jean Hertzberg, University of Colorado, Boulder

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model.BackgroundThis experiment grew out of studies of fluid mechanics courses and a fluids elective course,called Flow Visualization [1]–[4]. Students expressed greater fascination and higher engagementin the Flow Visualization course, which required that they create, capture, and describe fluidflows. This process appeared to both enhance their visual expertise in fluids and encouragedeeper conceptual understanding of key concepts. In an effort to substantiate this apparentenhancement in visual expertise, we sought collaborators in cognitive psychology, a move beingencouraged in engineering education research [5], [6].Overview of Experimental DesignTo explore this connection between conceptual understanding and visual expertise, wecollaborated with cognitive

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elvia Castro, Tecnologico de Monterrey (ITESM); Iliana López MS, Tecnologico de Monterrey; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile

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Sciences at Tecnologico de Monterrey as an educa- tion expert. Iliana has a Bachelor degree in Communication and a Master’s degree in Education. She was at the School of Education as an instructor in learning assessment and counselor of competency-based educational programs. Her research interests are the use of technology in learning and the impact of using innovative learning environments.Prof. Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile Genaro Zavala is a Full Professor and Director of Undergraduate Studies of the School of Engineering and Sciences at Tecnologico de Monterrey. Professor Zavala is National Researcher Level 1 of the National System of Researchers of Mexico and

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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 Projects (VIP)  program, 5 workshops took place during the fall 2018 and 3 during spring 2019 semesters.  Faculty and staff with expertise in various professional skills have been brought in to lead  students through these workshops.  The students were surveyed during the spring semester to  evaluate each workshop.       https://docs.google.com/document/d/1wK9dmVg0DSMEzIB6OeRFtssf71SygUYR8r4jhppT948/edit 1/84/28/2019 ASEE - S2S - Final - Google Docs INTRODUCTION    This work in progress

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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process is oftenalmost entirely guided by informal reasoning [1]. Informal reasoning is the process used whenencountering troublesome scenarios with no “true” solution, such as those found in engineeringdesign prompts and social or ethical dilemmas. A study conducted by Sadler and Zeidler [2]identifies three specific approaches to informal reasoning, defined as emotive, rationalistic, andintuitive. Emotive reasoning applies empathy towards others and relates to the feelings of thoseimpacted in a given scenario. A rationalistic approach takes a more logical stance that weighs theconsequences of actions, and often employs arguments based in factual evidence gathered fromobserved details. Finally, an intuitive approach is based on the initial

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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howalumni may connect with engineering even when employed in non-engineering positions. Wediscuss the descriptive and predictive power of the survey in understanding the career landscapefor engineering graduates and key factors that may influence their decisions.IntroductionIn engineering and beyond, career choices and pathways are of vital importance. In addition toproviding wages, career choices are a form of self-expression and can foster identitydevelopment [1]. Awareness of careers develops at a young age, often focused around whatchildren want to do when they grow up [2]. Entire fields of vocational, organizational, andindustrial psychology are dedicated to understanding experiences preparing for and being in theworkplace. Given the

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

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’ MotivationThis work in progress paper describes our initial efforts in examining how receiving ascholarship influences engineering students’ motivation. A student’s persistence and success inengineering depends on multiple academic, institutional, and personal factors. That said,engineering students, like all students, cannot persist to graduation if they cannot pay their tuitionand living expenses. As such, financial need and socioeconomic status are significant factors indetermining the likelihood of a student graduating from an engineering program [1]. Moreover,average student loan debt is increasing nationally [2], [3], and engineering students are oftenrequired to pay premium tuition, creating a substantial obstacle for low-income students [4].Low

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alejandro Gutierrez, University of California, Merced; Christopher A. Butler, University of California, Merced; Abbas Ghassemi, University of California, Merced

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ENGINEERING STUDENTSIntroductionCapstone design courses are often discussed [1, 2, 3] as a robust option to address the mismatchbetween academic and professional work. These courses, traditionally geared towards seniors andcentered around industry-sponsored projects, give students opportunities to apply their technicalskills in broad, open-ended, and multidisciplinary contexts immediately relevant to their workforceparticipation. In recent years, additional courses aimed at freshman and sophomores, such ascornerstone design [4, 5, 6], have been added to engineering curricula in order to introduceprofessional topics earlier on in their academic careers.However, while capstone and cornerstone design courses have been implemented across thecountry, new

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Assad Iqbal, Utah State University

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Engineering Problem Solving: A Preliminary Study 1. IntroductionEngineering students are trained to be effective problem solvers. Specifically, engineeringstudents are expected to become skillful at synthesizing and applying information across multipleknowledge domains to generate optimal solutions to problems of varying levels of difficulty.Unfortunately, many engineering students graduate with discernible gaps in their problemsolving skills. Research has attributed these gaps, in part, to specific cognitive processingchallenges that students face during problem solving activities [1]-[10]. For example, Hadwin [4]and Lawanto et al. [6] [7] found that students exhibited incomplete or inaccurate taskunderstanding during problem

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Caroline Bolton, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Elif Miskioglu, Bucknell University

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that aims toidentify whether engineering identity and academic motivation are correlated to the extent thatone may predict the other. Engineers face challenges which can result in both failure andtriumph. Studying the source of an individual’s motivation in conjunction with how theyperceive themselves as an engineer may provide long-term insight into ways in which one canpositively enhance the other. Previous work suggests that establishing a strong sense of identityin the workplace can result in greater career motivation [1]. We hypothesize that a stronger senseof engineering identity correlates with stronger academic motivation, and that ultimately onemay be used to measure the other with acceptable validity and reliability. This connection

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Sarah Appelhans, University at Albany ; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University

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governance refers to the diffuse processinvolving negotiation of institutional priorities, accreditation standards, and the content of blue-ribbon panel reports that often occurs out of the public eye. The goal of the larger researchproject is to develop a better understanding of the complex, interdependent structure ofeducational governance in engineering education. Unlike Europe where the Bologna Process [1]sets common standards for higher education, engineering in the US has a complex ecosystemconsisting of many entities—some looking to support broad policy goals and others focused onnarrow disciplinary interests—that together create the structural conditions that shape changes inengineering education. The project as a whole looks broadly at