Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

proper support or scaffolding that can minimize students' frustrationwhile guiding them in developing the necessary skills to learn and solve the given problem. This paper describes a study which investigates the perception of third year students in aclass while learning in a difficult, mathematically intensive engineering course. Although thelecturer for the class had gone through a series of pedagogical training on active, cooperative andproblem-based learning, this is the first time the lecturer implemented CPBL. This study isactually part of a larger research on training and supporting academic staff in implementingCPBL.III. STUDY DESIGN This study was conducted in a three-credit course called "Process Control andDynamics

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Soo Jeoung Han, Texas A&M University; Michael Beyerlein, Texas A&M University; Jill Zarestky, Colorado State Univeristy; Lei Xie, Texas A&M University; Khalil M. Dirani, Texas A&M University; Rodney Boehm, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #18550Work in Progress: Micro-skills and Mini-habits in Engineering Student Teams:Facilitating a Confluence of Perspectives and TalentDr. Malini Natarajarathinam, Texas A&M University Dr. Malini Natarajarathinam is an Associate professor with Department of Engineering Technology and Industrial Distribution. She teaches classes on strategic relationships for industrial distribution and distri- bution logistics. She is interested in researching on the impact of high impact practices on the learning and engagement of students in Industrial Distribution and other STEM disciplines. She is also interested in

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Leslie Brunell, Stevens Institute of Technology; Gunnar Tamm, U.S. Military Academy; Ozer Arnas, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

classroom. Many students are definingsuccess as the act of submission of an assignment, while showing little concern for its content orpresentation. A learning tool is proposed with the immediate goal of meeting higher standards instudent assignments, while lasting goals are to foster a greater sense of ownership and pride inany work that is submitted.This paper presents the results of three independent research projects to explore the use of theprofessional practice of peer review in engineering courses. This methodology was originallyinstituted as a system of mandatory collaboration in two structural analysis courses offered at theUnited States Military Academy (USMA), through forced peer review of all individualhomework. Based on the assessments

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, Virginia Tech; Michael J. Prince, Bucknell University; Christopher Evan Nellis, Virginia Tech; Prateek Shekhar, Virginia Tech; Cindy Waters, North Carolina A&T State University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

. Handelsman J, Ebert-May D, Beichner R, et al. Scientific Teaching. Science. 2004;304(5670):521-522.13. American Society for Engineering Education (ASEE). Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Washington, DC: Author;2012.14. National Research Council. Discipline-Based Educational Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: National Academies Press;2012.15. President’s Council of Advisors on Science and Technology. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC2012.16. Hora MT

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

Tagged Divisions

Educational Research and Methods

the Development of Metacognition in Engineering Students in a Problem-Based Learning Program with a Think-Aloud ProtocolThis evidence-based practice paper focuses on how an engineering education program thatpromotes self-regulated learning impacts students’ problem-solving skills. Iron RangeEngineering (IRE) is an innovative, problem-based-learning (PBL) engineering program inVirginia, Minnesota. Throughout the curriculum of this program, students learn about and applymetacognitive skills necessary for self-regulating their learning. For the past several years, wehave been conducting research funded by the National Science Foundation1 to (1) identify themetacognitive skills inherent in self-regulated

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, University of Illinois, Urbana-Champaign; Natasha Aniceto Mamaril, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

studiesarticulate how to motivate engineering faculty to interact across engineering disciplines, letalone, with non-engineering faculty such as educational experts. Therefore, the research teamsought to understand, how can we develop a culture of collaboration among STEM facultyaround the issue of implementing teaching innovation including RBIS’s? The specific guidingresearch question for the current study is how do faculty in STEM describe their experienceparticipating in the Strategic Instructional Innovations Program (SIIP) – a program designed topromote and support the implementation of teaching innovation?This qualitative study employs an exploratory phenomenological approach, using semi-structured interviews with 12 STEM faculty across academic

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vetria Byrd Ph.D., Purdue University, West Lafayette; Kendall Roark, Purdue University, West Lafayette; Brent T. Ladd, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

23, 2018.[19] B. T. Ladd, “Best Practices Guide for Formation of Interdisciplinary Science Teams,” 2019.[20] J. Beyer, H. Strobelt, M. Oppermann, L. Deslauriers, and H. Pfister, “Teaching visualization for large and diverse classes on campus and online,” in Pedagogy of Data Visualization Workshop at IEEE VIS 2016. Baltimore, MD, USA, Oct 23, 2016 – Oct 28, 2016.[21] A. Bangor, P.T. Kortum, and J. T. Miller. (2008). An empirical evaluation of the system usability scale. Intl. Journal of Human–Computer Interaction, 24(6), 574-594.[22] J. A. Krosnick. (2018) Questionnaire Design. In: Vannette D., Krosnick J. (eds) The Palgrave Handbook of Survey Research. Palgrave Macmillan, Cham.

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

(PPP) engineering study, the results of which are in the report Educating Engineers: Designing for the Future of the Field. In addition, she is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design-related classes at Stanford University, she conducts research on weld and solder-connect fatigue and impact failures, fracture mechanics, and applied finite element analysis. In 2003 Dr. Sheppard was named co-principal investigator on a National Science Foundation (NSF) grant to form the Center for the Advancement of Engineering Education (CAEE), along with faculty at the University of Washington, Colorado School of Mines, and Howard University.Ozgur Eris

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

was arranged to take place in South Africa for the firsttime in the summer of 2004, and was offered again in 2006 and 2008. Approximately the sameformat for the three visits was employed. The procedure followed in the program was first of allto set up a collaboration with the School of Bioresources Engineering and EnvironmentalHydrology (BEEH) at the University of KwaZulu-Natal (UKZN) in South Africa to facilitatestudent interaction via teamwork on mutually selected capstone design projects. Bothundergraduate and graduate students were recruited from the Department of Agricultural andBiological Engineering at a large, public mid-western research-extensive university during thefall semester prior to the summer visit.Early in the spring

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the analysis of this project’s data, to be described below, we have drawnheavily on the “epistemic frame elements” introduced by the Epistemic Games research group(epistemicgames.org). This group develops then researches games designed to help school-agedchildren learn to “think like a professional,” developing games for engineering, urban planning,and journalism. The epistemic frame helps researchers think through what “thinking like aprofessional” actually means in the context of people’s speech and actions. Shaffer andcolleagues19 argue (p. 4): The epistemic frame hypothesis suggests that any community of practice has a culture [...] and that culture has a grammar, a structure composed of: • Skills: the things that people within 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

. Unlike the prevailing curricular model inengineering education—in which introductory courses teach basic science and mathematics,prior to the intense disciplinary specialization and professionalism of upper-level courses—thescholarship on sustainability education25, 26, 27, 28 points to the need for “learning for sustainabledevelopment [to be] embedded in the whole curriculum, not as a separate subject.”29 Authentic,transformative impact is only possible when the concerns of sustainability transcend theperiphery of a curriculum to pervade student skill development.The HERE (Home for Environmentally Responsible Engineering) program, a first-yearliving-learning community at Rose-Hulman Institute of Technology, was designed to introducestudents

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

an Assistant Professor of Engineering Education and is the Co-Director of As- sessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. Dr. Cardella earned a B.Sc. in Mathematics from the University of Puget Sound and an M.S. and Ph.D. in Industrial Engineering at the University of Washington. At the University of Washington she worked with the Center for Engineering Learning and Teaching (CELT) and the LIFE Center (Learning in Informal and Formal Environments). She was a CASEE Postdoctoral Engineering Education Researcher at the Center for Design Research at Stanford before beginning her appointment at Purdue. Her research interests include: learning in

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

for oneblock or neighborhood is not directly replicable at another. Sustainable housing is tied with manyother wicked problems such as issues of poverty, equitable education, resource conservation, andclimate change. As a result, any response to this wicked problem will impact the others. Withinthe participating WPSI courses, student teams were tasked to develop viable responses to thiswicked problem through staged design reviews, while being exposed to its overall complexityand interconnectedness of sustainable housing with other wicked problems.Our MotivationWPSI is organized through Engineers for a Sustainable World (ESW). As an organization, ourvision is for a world of environmental, social, and economic prosperity created and sustained

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

we focus on in this study is skills required for an engineering student to be innovative,what we call innovative design. We describe innovative design as the act of generating novelconcepts, processes, or designs. Innovative design is closely linked to creativity,6 using andimplementing creative ideas to develop something tangible, real, or meaningful in a societalcontext. This type of innovation may be described as incremental, leading to small changes, orradical, leading to a complete rethinking of existing practices and designs, or generating entirelynew concepts altogether.7Innovative design may be broken up into constituent components by identifying what skills ortraits are necessary for being innovative. For example, Eris (2004

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Fethiye Ozis, Northern Arizona University

Tagged Divisions

Educational Research and Methods

tocommission the development of a seminar to help prepare these new faculty for a heavy teachingload. The seminar was intended to meet the following criteria: 1) be of short duration, 2) bebased on methods supported by research, focusing on 'best practices in engineering education',and 3) be suitable for new faculty, graduate assistants and part-time faculty.The authors (holding both engineering and education degrees) received an internal grant andcollaborated with instructional designers from the university's E-learning center to develop andfacilitate the training. The purpose of this seminar is to promote the best practices, to guidefaculty and teaching assistants new to teaching in the engineering fields, to advance theirconfidence and satisfaction

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Amy Banzaert, Massachusetts Institute of Technology; John Duffy, University of Massachusetts-Lowell; David Wallace, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

aremany factors that may contribute to this limited use of S-L in core engineering classes, includinglimited faculty and curriculum time, lack of knowledge of the pedagogy and its best practices,and challenges finding appropriate projects for specialized engineering topics. Capstone andelective classes typically have a broader focus that provides more flexibility for S-L.What is unique about this effort described in this paper is the integration of S-L into requiredcourses in the core curriculum, so that every student is exposed to the practice, either as arequired or as an optional aspect of the core class. Further, this study offers initial, inter-institutional research into benefits of S-L for engineering students specifically, a field of

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

element for a system such as ours because they meet the design requirement thatthe system should need minimal additional training. Satisfying the “minimal additional training”requirement means that the engineering education teaching and research community could applythe this kind of system off the shelf in their own work to identify important trends and answerrelevant questions in their own contexts.In educational data, NLP techniques have been used to study a variety of topics. Crossley et al.,[12], [13] used a series of rule-based approaches to study students’ sentiments and their mathidentities in an intelligent tutoring system. Crossley et al [14] also used an NLP approach tostudy differences in students writing styles as a function of their

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

Tagged Divisions

Educational Research and Methods

and current projects include designing and teaching undergraduate and graduate-level coursework intended to help teachers develop effective science teaching practices and culturally relevant pedagogy for their classrooms, mentoring pre-service science teachers, working with in-service science teachers to develop and implement integrated STEM curricula, leading STEM integration professional development for in- service science teachers, working with administration and teachers to develop STEM programming in their schools, and developing a K-12 STEM observation protocol that can be used in a variety of educa- tional contexts through an online platform.Jeanna R. Wieselmann, University of Minnesota Jeanna R

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah S. Stohlmann, University of Minnesota; Tamara J. Moore, University of Minnesota, Twin Cities; Young Rae Kim, University of Minnesota, Twin Cities; Mi Sun Park, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota

Tagged Divisions

Educational Research and Methods

important to ensure an adequate amount of STEM graduates. Mathematics and scienceclasses that do not focus on applications can lead to decreased motivation and interest forstudents.Model-Eliciting Activities (MEAs) are being used increasingly in K-16 level classes for studentsto focus on applications of math and science in an engineering structure. MEAs are engineeringbased, interdisciplinary problems set in a realistic context with a client. MEAs allow students towork through a form of the engineering design process that is the hallmark of understandingengineering.2 To be used effectively and to maximize the impact that they have on students, toolsthat can be used for instruction and assessment with MEAs are needed. Cognitive Task Analysis(CTA) is

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Larry Burton, North Carolina A&T University (Tech); Robert Cobb Jr., North Carolina A&T State University; Ibraheem A. Kateeb, North Carolina A&T State University; Li-Shiang Tsay, North Carolina A & T State University; Cameron Seay, North Carolina A&T State University; Tony E. Graham I, Department of Built Environment; Chafic Bousaba, NC A&T SU, CST Dept.

Tagged Divisions

Educational Research and Methods

Paper ID #7090 Recognition, several North Carolina Sustainable Building Design Competition Awards, Environmental Design + Construction Sustainable Design Award, American Society for Quality Competition Award, and a Faculty of the Year Award. He has developed undergraduate architectural curriculum and Masters of Architecture programs. He has also developed undergraduate curriculum in construction management using BIM technology. Currently he is working on developing GIS and BIM certification programs at the graduate level.Dr. Chafic BouSaba, NC A&T SU, CST Dept. Page 23.908.2 c

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Lynette Osborne, National Academy of Engineering; Ruth Streveler, Purdue University; Karl Smith, University of Minnesota; Ronald Miller, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

. Paretti, M. Alley, J. Lo, J. Terpenny, T. Walker, H. Aref, S. Magliaro, and M. Sanders, "Designing and Implementing Graduate Programs in Engineering Education," Proceedings, 2004 American Society for Engineering Education Annual Conference.[3] Streveler, R. A., K. Smith, and R. Miller, "Rigorous Research in Engineering Education: Developing A Community of Practice," Proceedings, 2005 American Society for Engineering Education Annual Conference.[4] Shulman, L. S., " If Not Now, When? The Timeliness of Scholarship of the Education of Engineers," Journal of Engineering Education, Vol. 94, No. 1, 2005, pp. 11-12.[5] Gabriele, G., "Advancing Engineering Education in a Flattened

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University

Tagged Divisions

Educational Research and Methods

on findings from other institutions (NCAT, 2017). Based onsuccessful course redesign initiatives carried out with its partner institutions focused onleveraging technological solutions to improve student outcomes, NCAT specifies the elementsfor a successful course redesign, including promoting active learning, increasing interactionamong students, and building in ongoing assessment and prompt feedback (NCAT, 2017). All ofthese best pedagogical practices provide greater opportunities for the practice and feedbackneeded to improve a student’s chances of success in a challenging course. However, we alsosought to intentionally address the affective factors that can impact student performance.Therefore, Temple’s model stresses the power of

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Iowa State University; Renee Fleming; Benjamin Ahn, Iowa State University; Andrea E. Surovek, South Dakota School of Mines and Technology; Bora Cetin, Iowa State University; Paige Taylor

Tagged Divisions

Educational Research and Methods

significant number of interviews from a diverse set ofprofessionals, students and faculty of how to better teach ill-structured problem solving to improvestudents’ preparedness for the engineering industry upon graduation. References[1] National Academy of Engineering, U.S., The engineer of 2020: visions of engineering in the new century. Washington, DC: National Academies Press, 2004.[2] D. H. Jonassen, “Toward a design theory of problem solving,” Educational Technology Research and Development, vol. 48(4), pp. 63-85, 2000.[3] S. Toy, “Online ill-structured problem-solving strategies and their influence on problem- solving performance,” Ph.D. dissertation, Dept. Education, Iowa State Univ., Ames

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

institutions. Because interdisciplinary skills are sought by the engineering workforce, thefederal government, and members of industry, these results will be of interest to faculty andadministrators in engineering programs who seek to produce innovative, broad-thinking students.As graduates are asked to solve problems that transcend the boundaries of social, economic,political, environmental, and other realms, research such as this is a first step in furtheringknowledge of how to best prepare students for the world in which they will live and work.References1 Klein, J. T. (2010).Creating Interdisciplinary Campus Cultures: A Model for Strength and Sustainability. San Francisco: Jossey-Bass.2 US Department of Education (2006). A test

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University-Great Valley; Pamela Vercellone-Smith, Penn State Great Valley; Sally Sue Richmond, Penn State Great Valley

Tagged Divisions

Educational Research and Methods

preference of anyparticular person.Thus, there is no best style in general; every style (level, motive, perception of opportunity) willhave advantages and disadvantages relative to the problem at hand. This more balancedperspective certainly has implications in engineering, both in terms of educating future engineersand within engineering practice, as other researchers have discussed3,4,5,14,17,20. As Lopez-Mesaand Thompson note, for example20: “The problem-solving approach taken by a strong Innovatoris quite different to that taken by a strong Adaptor. It is not that one is better than another, butrather that the appropriate style be used to obtain the appropriate solution.” Once we understandthat style is independent from level and that all styles

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Laura Melissa Cruz Castro, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

-Oudshoorn, “mice: multivariate imputation by chained equations in R,” Journal of Statistical Software, vol. 45, no. 3, pp. 1-67, 2011.[22] A. B. Costello, and J. Osborne, “Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis,” Practical Assessment, Research & Evaluation, vol. 10, no. 7, pp. 1–9, 2005.[23] American Education Research Association, American Psychological Association, National Council on Measurement in Education, Standards for Educational and Psychological Testing, Washington, DC: American Education Research Association, 2014.[24] D. A. Cook and R. Hatala, “Validation of educational assessments: a primer for simulation and beyond

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2008-2814: ASSESSMENT OF A BLENDED PRODUCT LIFECYCLEMANAGEMENT COURSE UTILIZING ONLINE AND FACE-TO-FACEDELIVERY MECHANISMSDaniel Wittenborn, Purdue University Daniel Wittenborn is doctoral student in the College of Technology at Purdue University. He received a B.S. in Industrial Technology from Southeast Missouri State University and an M.S. in Computer Graphics Technology from Purdue University. While at Purdue, he has received the Outstanding Graduate Student Teaching Award and Schroff Award. He was also named a recipient of the Bilsland Dissertation Fellowship in 2007. Currently, his research interests include engineering education related to computer-aided design, manufacturing, and

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

mechanism forstudents to think about and describe concepts learned in the classroom differently than for otherrequirements. The scope of this paper includes the generation, implementation, and analysis ofthe napkin sketch activity in three civil engineering courses across eight different class sectionsin the spring and fall of 2019 at the U.S. Military Academy, a small, public, undergraduate-onlyfour-year college in the northeast United States. The motivation for the study stems fromevidence-based practices of re-representation from educational psychology, minute papers fromeducational research, the growing shift to computer-aided design and away from hand drawing,and recent research suggesting our engineering programs may be degrading student

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Crisca Bierwert, University of Michigan; Lindsay Shuller, University of Michigan

Tagged Divisions

Educational Research and Methods

. Her current research interests include the effect of instructional technology on student learning and performance, effective teaching strategies for new graduate student instructors, and the impact of GSI mentoring programs on the mentors and mentees.Joanna Mirecki Millunchick, University of Michigan Joanna Millunchick is Associate Professor of Materials Science and Engineering, and is affiliated with the Applied Physics Program and the Michigan Center for Theoretical Physics at the University of Michigan. Prior to joining UM in 1997, Millunchick was a Postdoctoral Fellow at Sandia National Laboratories. She received her B.S. in Physics from DePaul University in 1990, and her Ph.D. in

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

recognition through interaction and negotiation the meanings with their teammembers, with the angle of the communities of practice theory. Findings could inspire theimprovement of students’ teamwork and learning experience, optimizing PBL curriculum design andincorporating effective learning activities for students’ engineering identity development.MethodThis is a pilot study to optimize the methodology and research design for a continuous exploration ofstudents’ engineering development through teamwork in PBL. Methodologically, a qualitativemethod is used in this study. Teamwork observation was conducted for an initial understanding ofstudents’ teamwork experiences. Main source of qualitative data in this study was collected throughsemi-structured