Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea Hong Choi, Purdue University

Tagged Divisions

Educational Research and Methods

group are discipline-centered3. Ascross-disciplinary exchanges increase, however, the whole community is enriched by thediversity perspectives from within the discipline as well as those from outside. Engineeringeducation research (EER) has recently reoriented itself to integrate an interdisciplinary emphasison how people learn in the domain of engineering through the transition from the reformparadigm which emphasized development of teaching methods and curriculum development; toa research paradigm which stresses systematic investigations with theoretical rigor andempirical evidence4. To this end, the community of engineering education research, as anemerging interdisciplinary area of study, encourages experts from outside of engineering (e.g

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Monica Cardella, Center for the Advancement of Scholarships on Engineering Education (CASEE); Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

mathematics is considered to be a fundamental element of engineering education, littleempirical research has been conducted to understand how engineering students actually usemathematics. This project takes a research- informed approach towards understanding the role ofmathematics in engineering design by combining two studies of engineering students’ use ofmathematical thinking: a study of engineering students’ use of mathematics during an industry-based senior design project and a study of engineering students’ use of mathematics during alaboratory based design problem.The capstone study used a combination of qualitative methodologies to investigate engineeringstudents’ use of mathematics during one of their first real- world design projects. For

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

to use engineeringin their classrooms. The results of this study show that STOMP does have a positive impact onteacher self-efficacy in teaching engineering design. In addition the more experience a teacherhas with STOMP seems to impact the engineering subject matter knowledge and engineeringdesign pedagogical content knowledge they applied in their interviews and classrooms.IntroductionConcern over performance and participation in STEM (science, technology, engineering, andmathematics) fields in the United States has lead to greater integration and adoption ofengineering in K-12 curricula. In December 2000, the Massachusetts Department of Educationadded engineering to its curriculum frameworks (as part of the Science &

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

stress and negatively correlated with elements of department inclusion.Low perceived inclusion or lack of belonging, has been an identified issue for engineeringstudents, particularly affecting their retention and success [11]–[13].Recent critiques to the engineering and engineering education research culture have highlightedthe need to question: “for whom are we making engineering hard?” (p. 259); arguing that therhetoric of meritocracy within a mentally and physically taxing engineering culture in whichonly the “fittest” succeed results in the exclusion of talent based on characteristics such as race,class, and disability [14]. Some elements of the engineering culture are now being exploredunder the concept of hidden curriculum, which are

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Laura Hahn, University of Illinois, Urbana-Champaign; Alan Hansen, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Learning entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.• Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.• Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.• Assessment fosters wider improvement when representatives from across the educational community are involved. Assessment is not a task for

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cristián Eduardo Vargas Ordóñez, Universidad de los Andes; Mariana Tafur-Arciniegas P.E., Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

compare with other countries, the conceptions and attitudes about chemicalengineering and chemical engineering technology contribute to making visible the differencesand similarities between these concepts related to the sociocultural and historical approach.Additionally, it is an opportunity to set up undergraduate curriculums and policies aboutengineering education taking into account the context in which they are developed.Background and PurposeThe biggest challenge that diverse educational institutions have in Colombia is to build curriculawhich include the experience, knowledge, beliefs, and attitudes of different actors. Highereducation institutions should not be outside to these characteristics because they allow moremeaningful learning [1

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Sarah Holsted, Broad-based Knowledge; Joshua Morrill, Morrill Solutions Research (MSR); Joseph G. Tront, Virginia Tech

Tagged Divisions

Educational Research and Methods

Paper ID #10754Conducting Virtual Focus Groups to Identify How Rewards Have Affectedthe Valuation of Technology in Engineering EducationDr. Flora P McMartin, Broad-based Knowledge, LLC Flora McMartin is the founder of Broad-based Knowledge, LLC (BbK), a consulting firm focused on as- sisting educators in higher education in their evaluation of the use and deployment of technology assisted teaching and learning. BbK specializes in building organizational and project level evaluation capacities and integrating evaluation into management activities. Current research projects focus on: innovations in technology, student

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cathy W. Hall, East Carolina University; Karen A. De Urquidi, East Carolina University; Paul J. Kauffmann P.E., East Carolina University; Karl Louis Wuensch, East Carolina University; William W. Swart, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University

Tagged Divisions

Educational Research and Methods

Page 23.875.1 Mechanical Engineering from Texas Tech and PhD in Engineering Mechanics from Virginia Tech. He has done work in student learning, academic program development, and the use of technology in the curriculum. He is a registered professional engineer in Virginia. c American Society for Engineering Education, 2013 Longitudinal Study of Engineering Majors: Retention and Academic SuccessAbstractThis paper presents the results of a longitudinal study assessing the role of math readiness andpersonality factors in retaining undergraduate students in an engineering program. Participantsare freshmen enrolled in an entry level engineering course who were asked

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

sure they go just above the knee. We don’t want short skirts; those aren’t business appropriate at all.As highlighted above, and in a presentation slide used by the TAs, students wereexplicitly encouraged to integrate an “attention getter” into their presentations; the class’sTA’s described these attention getters on their slide as a “fact, joke, or greeting.” Page 26.880.10Of the six groups, three chose to begin with a joke; of the remaining three groups, twobegan with a fact and one did not include any of the three possible attention getters.Because of the relative prevalence of humor, and because of humor’s role

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Dong San Choi, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Materials (GLAM) summer camp for high school girls at UIUC.Dong San Choi, University of Illinois, Urbana-Champaign Dong San Choi is a PhD Candidate in the Department of Electrical and Computer Engineering at Univer- sity of Illinois at Urbana-Champaign; choi88@illinois.edu.Dr. Geoffrey L. Herman, University of Illinois, Urbana-Champaign Dr. Geoffrey L. Herman is a teaching assistant professor with the Deprartment of Computer Science at the University of Illinois at Urbana-Champaign. He also has a courtesy appointment as a research assis- tant professor with the Department of Curriculum & Instruction. He earned his Ph.D. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign as a

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

Paper ID #21981All Games Are Not Created Equally: How Different Games Contribute toLearning Differently in EngineeringMr. John Ray Morelock, Virginia Tech John Morelock is a doctoral candidate at Virginia Tech and a recipient of the NSF Graduate Research Fellowship. His research interests include student motivation, game-based teaching and learning, and gamified classrooms.Dr. Holly M. Matusovich, Virginia Tech Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University

Tagged Divisions

Educational Research and Methods

integration than a materials scientist investigating electron transport intopological insulators. This claim that materials scientists and engineers integrate other disciplines– and that this is a core skill in this community – is the lynchpin of this paper and the launchingpoint for the upcoming sections.Integration-based AssessmentIf integrating diverse sciences to explore, explain, and engineer complex phenomena is a core skill– and really the core – of the discipline, then how do we prepare students for it? Consequently,how do we assess for this skill?At a high (read: curriculum) level, recognizing and teaching with the awareness of the diverseepistemologies at play in materials science and engineering can already be a major step in thisdirection

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University; Warren Waggenspack, Louisiana State University; Lillian B Bowles, Louisiana State University; Jennifer Farrell, Louisiana State University; David Bowles, Louisiana State University

Tagged Divisions

Educational Research and Methods

second method requires that students receivefeedback on formal assignments they have submitted. The student is then required to revise theassignment using this feedback and then resubmit for grading. While both of these methods are wellproven enhancements to the leaning process, they have historically been shunned by engineering faculty.At our university, a campus-wide program for integrating communication requirements into variouscurricula has had success in overcoming faculty and student resistance to these and other teachingmethods not typically found in the engineering disciplines. The Communication Across the Curriculum(CxC) Program uses workshops, Summer Faculty Institutes, discipline-specific communication studios,and an online searchable

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Eric Pappas, James Madison University

Tagged Divisions

Educational Research and Methods

Education, 2010 Special Session: Assessing Students’ Learning Outcomes during a Complex and Real-world Problem-based Service Learning (PBSL) Project in a Sophomore Engineering Design CourseAbstractAuthentic and real-world problem solving is an integral part of the engineering profession. Yet,current research indicates that engineering education is primarily focused on well-defined andwell-structured problems, which do not provide students the real-world relevance, context, norexperience in solving the types of problems required in the engineering profession. The additionof problem-based learning (PBL) methodologies to the engineering curriculum providesengineering programs the opportunity to introduce students to a variety

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Eric Hamilton, United States Air Force Academy; Mary Besterfield-Sacre, University of Pittsburgh; Barbara Olds, Colorado School of Mines; Nora Siewiorek, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

definitions orinterpretations, modeling emphasizes connected knowledge forms, adaptation of large ideasto new contexts, just-in-time learning, and complex reasoning in collaborativearrangements. An orientation around models and modeling is often referred to as a Models andModeling Perspective (MMP) (http://modelsandmodeling.net).Emphasis on modeling has a well-established history in the computer-supported collaborativelearning literature [9-12]. In science education, various curriculum projects [13] exemplify thistrend with the development of replacement modules across multiple areas of the high schoolcurriculum. Multiple new modeling oriented pedagogical frameworks have arisen from increasedattention towards enabling learners toexperience science

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

Tagged Divisions

Educational Research and Methods

Bringardner is an Assistant Professor in the General Engineering Department and Civil Engineer- ing Department at NYU Tandon School of Engineering. He teaches the First-Year Engineering Program course Introduction to Engineering and Design. He is also the Director of Vertically Integrated Projects at NYU. His Vertically Integrated Projects course is on Smart Cities Technology with a focus on trans- portation. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based curriculum, first-year engineering, and transportation. He is ac- tive in the American Society for Engineering Education and is the Webmaster for the ASEE First-Year Programs Division and

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Razi Nalim P.E., Indiana University Purdue University, Indianapolis; Manikanda K Rajagopal, Indiana University - Purdue University Indianapolis; Robert J Helfenbein, Indiana University-IUPUI, School of Education

Tagged Divisions

Educational Research and Methods

the Journal of Curriculum Theorizing and President of the Foundation for Curriculum Theory. Page 23.591.1 c American Society for Engineering Education, 2013 Faculty and Student Perceptions of Project-Enhanced Learning in Early Engineering Education: Barriers, Benefits, and Breakthroughs  AbstractThe application of problem-based learning (PBL) to undergraduate engineering education hasemerged as an area of research interest over the past few decades. A related form of activelearning is project-enhanced learning (PEL), intended to support integrative

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

student learning.Dr. Ron Gray, Northern Arizona University Ron Gray, Ph.D. is an assistant professor of science education in the Center for Science Teaching and Learning at Northern Arizona University. He graduated from Oregon State University with a doctorate in science education. His work largely focuses on providing secondary science teachers the tools to design and implement learning experiences for their students that are effective and authentic to the discipline. Much of this work has been centered on model-based inquiry and the integration of scientific practices in a supportive and structured way. He has been funded by NSF and other agencies to conduct research on preservice teacher education, undergraduate

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Katie Sullivan, University of Utah; April Kedrowicz, University of Utah

Tagged Divisions

Educational Research and Methods

train studentsin “technical communication” have prioritized writing over speaking. Second, most approachesto communication skill development include an emphasis on either integrating writing and Page 11.625.2speaking into an introductory and/or capstone engineering course or offering a TechnicalCommunication course specifically for engineering students. Third, research in this area oftenhighlights previous attempts to incorporate or develop writing assignments using a writing-in-the-disciplines approach while relying on industry representatives and/or alumni to providediscipline-specific, genre-based knowledge. While these approaches to

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

Finding #2: Instructors in the study believe STSE is relevant to the engineering curriculum,although there is variance in the different components of STSE and beliefs vs. practices.When instructors were asked “who is responsible for STSE in the engineering curriculum?”, themajority agreed that instructors of a course in technology and society studies (93.9%), instructorsof a course in engineering ethics (95.7%) and instructors of engineering design courses (88.7%)were responsible. However, interestingly, when asked about instructors of courses in whichcontent is primarily mathematics, science or engineering science, 49.1% agreed that theinstructors were responsible for STSE (for example, “This should be an integrated part of theentire curriculum

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

development, and applications of statistical signal processing.Dr. Michael R. Gustafson II, Duke University Dr. Michael R. Gustafson II is an Associate Professor of the Practice of Electrical and Computer Engi- neering at Duke University. He received a B.S.E. in 1993 from Duke University, majoring in Electrical Engineering and Mechanical Engineering and Materials Science. He continued on at Duke to earn his M.S. and Ph.D. in Mechanical Engineering and Materials Science. His primary focus is on undergraduate curriculum and laboratory development, and he is responsible for the first-year Computational Methods in Engineering course required for all engineering students at Duke University.Dr. Joseph C. Nadeau P.E., Duke

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Brian P. Self, California Polytechnic State University; Larry J. Shuman, University of Pittsburgh; John Anthony Christ, U.S. Air Force Academy; Ronald L. Miller, Colorado School of Mines; Tamara J. Moore, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

transport science.Prof. Tamara J. Moore, University of Minnesota, Twin Cities Tamara J. Moore is the Co-director of the University of Minnesota’s STEM Education Center and an Assistant Professor of mathematics and engineering education in the Department of Curriculum and In- struction. Her research is centered on the integration of STEM concepts in K-12 and higher education mathematics and engineering classrooms. Her research agenda focuses on models and modeling as a curricular approach and working with educators to shift their expectations and instructional practice to facilitate effective STEM integration

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University

Tagged Divisions

Educational Research and Methods

implementedcurriculum and the learned curriculum6. Each of these phases is a part of the research and designprocess for curriculum as it is created and used in classrooms. In a similar vein, Kelly examinesthe use of design-based research in education by describing an example of research-basedsoftware development in mathematics education and points to ways engineering educationresearch could adopt design research methodologies5 for iteratively creating and testinginnovative teaching methods.  Design has been used in engineering education primarily from the point of view of developingstudents’ abilities as designers and considering their use of design processes in learning to beengineers 7 or from the perspective of design professionals8. We use “design research

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Educational Research and Methods

Paper ID #8669Engineering Practice in the Academic Plan: External Influences, Faculty, andtheir Teaching RolesMr. Michael Geoffrey Brown, University of Michigan Michael is a second year doctoral student at the University of Michigan in Higher Education. His research interests focus on organizational communication and curriculum planning in post-secondary education.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the Department of Engineering Education and affiliate faculty with the Higher Education Program at Virginia Tech. His research focuses on student learning

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Christine Co, Oklahoma State University; Bear Turner, Oklahoma State University

Tagged Divisions

Educational Research and Methods

inwhich students design, build, and test a complex project. These programs are increasinglyindustry sponsored 1, and expose students to many of the real constraints engineers face.Capstone courses are the primary mechanism used by many universities for integratingcommunication, and teamwork skills and social, economic, and ethical issues into theengineering curriculum 2. The capstone concept has been extended by other schools such as theDesign4Practice program at Northern Arizona University and the projects program at WorcesterPolytechnic Institute 3-5 in which dedicated design courses are integrated into all four years of theundergraduate curriculum. Improvements in student performance following capstone programshave been observed in several

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Steven A. Freeman, Iowa State University; Mack Shelley, Iowa State University

Tagged Divisions

Educational Research and Methods

Engineering EducationThe different roles assumed by faculty members reflect the type of curriculum used in theengineering classrooms. Some instructors enjoy the authoritarian stance and provide students thetraditional education 38. In the traditional education format students are told what they areexpected to know and concepts are presented deductively 10,16. Other instructors become toolaissez-faire and become a silent member of the classroom or mainly an observer—whereinstruction primarily allows students to grow and learn on their own with little or no extrinsichelp 25.The role of the instructor in the classroom for course development in engineering educationcannot be divorced from the understanding of theories of learning and the effectiveness of

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Mel Sabella, Chicago State University; Stephanie Barr, Chicago State University

Tagged Divisions

Educational Research and Methods

AC 2008-84: IMPLEMENTING RESEARCH–BASED INSTRUCTIONALMATERIALS TO PROMOTE COHERENCE IN PHYSICS KNOWLEDGE FORTHE URBAN STEM STUDENT.Mel Sabella, Chicago State University Mel S. Sabella is an Associate Professor of Physics at Chicago State University (CSU). His interests focus on improving STEM education for underrepresented students. Sabella is the director of an NSF – CCLI project that integrates research-based instructional material in the introductory urban physics classroom. He is also director of the Physics Van Inservice Institute, part of a project supported by the Illinois Board of Higher Education. Sabella earned his PhD. in Physics Education Research from the University of Maryland

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Ashley Ater Kranov, Center for Teaching, Learning & Technology; Robert Olsen, Washington State University; Carl Hauser, Washington State University; Laura Girardeau, Washington State University

Tagged Divisions

Educational Research and Methods

AC 2008-2384: A DIRECT METHOD FOR TEACHING AND ASSESSINGPROFESSIONAL SKILLS IN ENGINEERING PROGRAMSAshley Ater Kranov, Center for Teaching, Learning & Technology Dr. Ashley Ater Kranov is Assistant Director of the Center for Teaching, Learning & Technology at Washington State University. She specializes in program assessment and has extensive experience in the assessment of engineering education. She has co-authored a number of journal articles and conference proceedings on engineering education, including Integrating Problem-Solving Skills Across an Engineering Curriculum: A Web Resource, 32nd ASEE/IEEE Frontiers in Education Conference Proceedings, 2002.Carl Hauser, Washington State

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University

Tagged Divisions

Educational Research and Methods

ability, socio-economicfactors and less-effective course delivery methods6-16. Engineering courses require continuousdevelopment of strong mathematical skills throughout the curriculum. Moreover, learning of complexengineering concepts at higher level classes requires minimum pre-requisite knowledge, and the lack ofwhich can lead to attention problems, aversion to the course and finally to an overall poor performance.These issues are partly addressed by curriculum rules on mandatory pre-requisite courses. However, amajor fraction of students still enrolls in higher-level courses with a minimum grade and performance inthese pre-requisite courses. With deficient or subpar foundations, they may face more difficulties andeventually drop out or change

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

research concerning the effects of flexible learning spaces and formative assessment techniques.Dr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Associate Professor of Electrical Engineering and Computer Science, Associate Professor of Education, and Director and Graduate Chair for Engineering Education Research Programs at University of Michigan (U-M). Dr. Finelli is a fellow in the American Society of Engineering Education, a Deputy Editor of the Journal for Engineering Education, an Associate Editor of the IEEE Transactions on Education, and past chair of the Educational Research and Methods Division of ASEE. She founded the Center for Research on Learning and Teaching in Engineering at U-M in