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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Diversity

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Educational Research and Methods

, 1524601, and 1524607. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References1. K. Schneider, A. Bickel, and A Morrison-Shetlar, “Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates,” Journal of College Science Teaching, vol. 44, no. 3, pp. 37-43, 2015.2. K. Schneider and A. Bickel, “Undergraduate research apprenticeship model: graduate students matched with STEM first-year mentees,” Council on Undergraduate Research Quarterly, vol. 36, no. 1, pp. 25-31, 2015.3. J. Frechtling. “The 2002 user-friendly handbook for project evaluation,” National

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Carla B. Zoltowski, Purdue University, West Lafayette ; Justin L. Hess, Indiana University Purdue University, Indianapolis; Dayoung Kim, Purdue University, West Lafayette; Alison J. Kerr, University of Tulsa; Andrew O. Brightman, Purdue University, West Lafayette; Michael C. Loui, Purdue University, West Lafayette

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Educational Research and Methods

Individual Approach Our Team Approach Number of Interviewers One Four Number of Interviews 20-30 42 (plus four pilots) Number of Analysts One Seven Expertise of Analyst(s) Expert/Near Expert Novice to Expert Number of Critics Involved 1-3 All Critics’ Knowledge of Data Limited Comprehensive Interdisciplinary Expertise None (or minimal) Yes (broad)Research Quality in PhenomenographyWalther et al. [2] argued that quality should permeate all aspects of the research design. They de-veloped the Q3 framework to help

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mahmoud Khasawneh, Texas A&M International University; John C. Kilburn Jr., Texas A&M International University; Jared Romeo Dmello, Texas A&M International University; Daphne Elizabeth Sanchez, Texas A&M International University; Alicia Segovia, Texas A&M International University

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Diversity

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Educational Research and Methods

interest inSTEM careers and consequently, improve STEM major retention rates.AcknowledgmentThe authors would like to acknowledge that this research was and is supported by the NationalScience Foundation (NSF) Award No. HRD 1911375.References[1] Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R., … Dolan, E. L. (2017). Race and gender differences in undergraduate research mentoring structures and research outcomes. CBE Life Sciences Education, 16(2). https://doi.org/10.1187/cbe.16-07-0211[2] Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

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Educational Research and Methods

STEMstudents: A multi-institutional study’” Research in Higher Education, vol. 56, pp. 750–776,2015.[3] L. L. Espinosa, “Pipelines and pathways: Women of color in undergraduate STEM majorsand the college experiences that contribute to persistence.” Harvard Educational Review, vol. 81no. 2, 209–240, 2011.[4] R. Lattuca, P. T. Terenzini and J. F. Volkwein, “Engineering Change: A Study of the Impactof EC2000,” International Journal of Engineering Education, Vol. 20, No. 3, pp. 318-328, 2004.[5] W. Oakes, J. Duffy, T. Jacobius P. Linos, S. Lord, W.W. Schultz, and A. Smith. “Service-learning in engineering,” Frontiers in Education, vol. 6, pp. 6-9, Nov 2002.[6] C. V. Smith, and L. Cardaciotto, "Is active learning like broccoli? Student perceptions ofactive

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, The Leonhard Center; Sarah E. Zappe, Pennsylvania State University, University Park; Esther W. Gomez, Pennsylvania State University, University Park; Manish Kumar, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University, University Park

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Educational Research and Methods

Grant Nos. 1762436 and1762444. The contents, opinions, and recommendations expressed are those of the authors anddo not represent the views of the National Science Foundation.ReferencesAlexander, B. B., Foertsch, J., & Daffinrud, S. (1998). The spend a summer with a scientist program: An evaluation of program outcomes and the essential elements for success. Madison, WI: Citeseer.Chaplin, S. B., Manske, J. M., & Cruise, J. L. (1998). Introducing freshmen to investigative research--a course for biology majors at Minnesota’s University of St. Thomas: How" investigative labs" change the student from passive direction-follower to analytically critical thinker. Journal of College Science Teaching.Cleary, T. J. (2011). Emergence

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Douglas Matson, Tufts University; Hernan Gallegos, Tufts University; Luisa Chiesa, Tufts University

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Diversity

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Educational Research and Methods

the design of learning assistant programs in engineeringdepartments but also for faculty professional development.  AcknowledgementsWe are grateful for the efforts of the learning assistants who participated in our pilot program,and we thank Jessica Swenson for her important contributions to the pedagogy seminar.References  1.   Knight, J. K., Wise, S. B., Rentsch, J., & Furtak, E. M. (2015). Cues matter: learning assistants influence introductory biology student interactions during clicker-question discussions. CBE—Life Sciences Education, 14(4), ar41.2.   Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoff Potvin, Clemson University; Zahra Hazari, Florida International University; Leidy Klotz, Clemson University; Allison Godwin, Clemson University; Robynne M. Lock, Department of Engineering and Science Education, Clemson University; Jennifer Dawn Cribbs, Western Kentucky University; Nicole Barclay, Clemson University

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Educational Research and Methods

identity, and physics career choice: A gender study. Journal of Research in Science Teaching;2010, 47, 978–1003.[15] Cribbs, J., Hazari, Z., Sadler, P. M., & Sonnert, G. Development of an explanatory framework for mathematicsidentity. In Proceedings of Psychology of Mathematics Education – North American (PME-NA) ChapterConference; 2012.[16] Potvin, G., Beattie, C., & Paige, C. Building a valid and reliable assessment of physics identity . In NationalAssociation for Research in Science Teaching Annual Conference; 2012.[17] Lent, R. W., Brown., S. D., & Hackett, G. Toward a unifying social cognitive theory of career and academicinterest, choice, and performance. Journal of Vocational Behavior; 1994, 45, 79 – 122.[18] Lent, R. W., Brown

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Xaver Neumeyer, Northwestern University; Ann McKenna, Northwestern University

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Educational Research and Methods

/IDP?2. What were the main sources of conflict Indentifies the sources of conflict perceivedyou experienced in your team? by the students as well as their frequency.3. Pick one or two conflict(s) that you Establishes a more detailed description ofexperienced from the list above and explain students’ perception of conflict as well ashow they affected your team its impact on their team performance.4. How did the team manage those Investigates the strategies that studentsconflicts? used to deal with team conflicts.5. Did you think that any of the conflicts Evaluates students’ understanding ofyou experienced were productive and help productive conflict.your team perform better

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette

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Educational Research and Methods

Page 25.475.6 existing systemIn addition to individual quality scores, we calculated an overall innovation score, which was thefifth root of the product of each category score. This method retained the 1-5 scale and rewardedconsistent ideas (e.g. an idea that scored all 3’s is more innovative than an idea that scored two1’s and two 5’s). Once scoring was complete, we calculated the mean (out of five) and standarddeviation in each category and for overall innovativeness.ResultsStudents identified 26 unique solutions to the design problem. Among these, automatic lighting,energy-efficient lighting, and renewable energy devices (including solar panels, piezo-electricflooring, windmills, and river turbines) were the most

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

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Educational Research and Methods

integrated curriculum in chemical engineering. Advances in Engineering Education, 2011. 2(4): p. 1-22.4. Everett, L.J., P.K. Imbrie, and J. Morgan, Integrated curricula: Purpose and design. Journal of Engineering Education, 2000. 89(2): p. 167-175.5. Cornwell, P.J. and J.M. Fine. Integrating mechanics throughout the sophomore year. in Proceeding of the 1999 ASEE Annual Conference 1999: American Society for Engineering Education.6. Posner, G.J., et al., Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 1982. 66(2): p. 211-227.7. Vosniadou, S., A. Baltas, and X. Vamvakoussi, Reframing the conceptual change approach in learning and instruction. Reframing the

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

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

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Educational Research and Methods

intothe results in an attempt to correlate performance with other data. Currently, our team isanalyzing data associated with students’ behavior during the intervention including theexplanations that were generated and the time spent studying the solutions provided. Thisanalysis should reveal aspects of the intervention that had the greatest effects and guiderefinements of the current intervention. Page 14.712.14AcknowledgmentsThis material is based upon work supported by the National Science Foundation under GrantEEC- 0550707. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University ; Rebecca A. Atadero, Colorado State University; Christina Paguyo, Colorado State University; Jeremy Clinton Schwartz, West Virginia University

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Diversity

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Educational Research and Methods

success, where a team cannot experience overall success unless each individualmember on the team experiences success. We expand upon this concept by making explicit therelationship between facilitating individual success and valuing each team member, where astudent can experience more success when s/he is valued. Arguably, creating opportunities forstudents to engage in robust teamwork can be facilitated when educators increase students’awareness about the benefits of valuing all team members, a construct that is often implied butnot explicitly discussed in teamwork literature.Creating an environment free of discrimination and bias is the second construct we address in theInclusive Behaviors scale. According to Cooper (2009), teams function

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods

focus here on the factors that influence the pedagogical choices faculty make. In particular, there is value in structuring an instructional innovation such that instructors identify the need in their own classrooms and potential mechanisms to address that need. Within this structure, instructors retain autonomy in deciding which evidence-based practice(s) will address a need in their courses without requiring infeasible levels of change. In this paper, we consider a study in which instructors participated in ongoing faculty development through which they selected and implemented an evidence-based teaching innovation in their classrooms. We focus on the factors that influence the pedagogical choices faculty make when they are given an array of

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

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Educational Research and Methods

Acknowledgements: This material is based upon work supported through a grant fromthe T. Denny Sanford School of Social and Family Dynamics and in part by the NationalScience Foundation (NSF) and the Department of Energy (DOE) under NSF CA No.EEC-1041895. Any opinions, findings and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect those of ASU, TheSanford School, NSF or DOE.References[1] Geisinger, B., & Raman, D. (2013). Why they leave: Understanding student attrition from engineering majors. International Journal of Engineering Education, 29(4), 914-925.[2] Nelson, K. G., Husman, J., Brem, S. K., Honsberg, C., & Bowden, S. (2011). Optimizing educational approaches

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Clemson University; Zahra Hazari, Florida International University

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Educational Research and Methods

to affect thelarger world, or what we have termed global agency. The global agency factor is a significantnegative predictor for science students (p<0.001) but is non-significant for engineering students.Table 5: Regression on choice of engineering (N=2501, Adjusted R2=0.295). Factor Estimate Std. Error Beta Coefficient Significance§ Gender (0-male; 1-female) -0.703 0.052 -0.237 *** Father's Education -0.076 0.025 -0.0641 ** Mother's Education -0.004 0.027 -0.0033 n/s Math Identity 0.152

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods

, 2007.[2] M. C. Yang, “Observations on concept generation and sketching in engineering design,” Res. Eng. Des., vol. 20, no. 1, pp. 1–11, Mar. 2009.[3] M. Tovey, S. Porter, and R. Newman, “Sketching, concept development and automotive design,” Des. Stud., vol. 24, no. 2, pp. 135–153, Mar. 2003.[4] A. Johri and V. K. Lohani, “Framework for improving engineering representational literacy by using pen-based computing,” Int. J. Eng. Educ., vol. 27, no. 5, p. 958, 2011.[5] J. Ravishankar, J. Epps, F. Ladouceur, R. Eaton, and E. Ambikairajah, “Using iPads/Tablets as a Teaching Tool: Strategies for an Electrical Engineering Classroom,” presented at the International Conference of Teaching, Assessment and Learning, Wellington, New

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

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Educational Research and Methods

land in an“unrelated” occupation. Moreover, these data do not give a sense of how many suchgraduates may have been eyeing different (engineering and non-engineering) possibilitiesfrom the get-go.Sheppard et al.’s work on career decision-making among prospective engineeringgraduates suggests that in fact the majority of students are unsure and/or consideringoptions that span engineering and non-engineering work on the “eve” of graduation.4,5About one-third of students were exclusively focused on engineering options, and a muchsmaller fraction of students were exclusively focused on non-engineering work and/orgraduate study options. And while there may be reliable set of characteristics that predictthe likelihood of targeting non-engineering

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Faye Linda Wachs, California State Polytechnic University, Pomona; Juliana Lynn Fuqua, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona; Michael Pavel Ramirez, California State Polytechnic University, Pomona; Laura Queiroz DaSilva, California State Polytechnic University, Pomona ; Nguyen Nguyen; Cheyenne Romero, California State Polytechnic University, Pomona

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Educational Research and Methods

be earned. A Team Battle is an activelearning exercise designed by the instructor that involves group problem solving and has beenused successfully by the instructor in the past for a different flipped course [2]. In this course, theinstructor split the class randomly into teams of four, provided each team with two problemsrelated to the week's topic, then had students work in pairs to solve the problems. When a teambelieved they solved both problems correctly, one representative wrote the team name on thewhiteboard and the instructor checked their answers. If one or both answers are wrong, the teamwas given a three-minute timeout in which they could continue to work on the incorrectproblem(s) but could not write their team name on the board

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park

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Educational Research and Methods

as compared to first-year students. The lower expectation of seniorstudents suggest that engineering instructors should consider ways to engage upper level studentsin creative behaviors. Future research includes a longitudinal study to examine how creative self-concept changes in progression through the engineering curriculum.Introduction The concept of creativity has been an important research topic since the 1950’s and1960’s.1 Educators and scholars with diverse domains of expertise have studied creativity, theskills associated with creativity, and techniques to increase creativity in their respective fields.2-6However, even in the field of psychology, where the most research pertaining to the topic hasbeen produced, researchers

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

, underrepresented minoritiescomprised 33.2 % of the U.S. college age population, 26.2 % of undergraduate enrollment, and17.7 % of those earning science and engineering (S&E) bachelor’s degrees. In graduate school,underrepresented minorities comprise 17.7 percent of overall enrollment but are awarded just14.6 % of S&E master’s and 5.4 % of S&E doctorate degrees, with a progressive loss ofrepresentation as one proceeds up the academic ladder [5].Researchers offer many explanations for the persistent achievement gaps while recognizing thatthere are many interrelated factors. They agree that family and community differences, schoolcontext, low expectations, and lack of exposure to role models, information about careeropportunities, and advanced

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin; Robert Matthew DeMonbrun, University of Michigan; Charles Henderson, Western Michigan University ; Michael J. Prince, Bucknell University; Cindy Waters, North Carolina A&T State University

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Educational Research and Methods

. National Science Foundation through grant numbers 1347417,1347482, 1347580, 1347718, and 1500309. The opinions are those of the authors and do notnecessarily represent the National Science Foundation. The authors would like to thank theinstructors and students who agreed to be part of the pilot study, as well as project advisoryboard members.References 1. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. 2. Finelli, C. J., Richardson, K. M., & Daly, S. R. (2013). Factors that influence faculty

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shane Paul Lorona, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

to tell where an output originated withoutcontext; fortunately, the utterance “I had a thought” communicates clearly the idea originatedwith S1. Considering S2’s response in line two it is evident that there is some confusion on theusefulness of differentials, making the discussion inherently valuable. S1: I had a thought. Are we going to have differential temperature within the differential length? S2: I’m not sure…why we need a derivative this way? This [current equation] seems accurate, because… S1: If you have a differential length are you concerned with the temperature within that…at that length? Because this temperature is dependent on the length, right? So, I guess it’ll be just dT/dl…but then… S3

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods

* Pacific Islander Test Anxiety 0.013 0.005 0.008 ** Engineering GPA Female or Gender Non- 0.007 0.003 0.036 * Binary Native Hawaiian or Other 0.055 0.029 0.057 n/s Pacific Islander Mathematics GPA 0.149 0.049 0.002 ** Test Anxiety 0.010 0.004 0.017 * Mathematics GPA Female or Gender Non- 0.047 0.016 0.004 ** Binary Native Hawaiian or Other 0.368 0.142 0.009 ** Pacific Islander Test Anxiety 0.065 0.016

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Ashlyn Munson; Barbara Moskal, Colorado School of Mines; Stephen Cooper, Saint Joseph's University; Wanda Dann, Ithaca College

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Educational Research and Methods

selected, the outcomesmay have been different.AcknowledgementsThis research is supported by the National Science Foundation (NSF-DUE-0302542) and is partof the on-going efforts of the Center for Assessment of Science, Technology, Engineering andMathematics at the Colorado School of Mines (see http://www.mines.edu/research/ca-stem/). Page 13.1238.13References1. Cooper, S., Dann, W., & Moskal, B. Java-Based Animation in Building viRtual Worlds for Object-orientedprogramming in Community colleges. NSF-DUE-0302542.2. Walker, Leslie., “Recognize Me?”, The Washington Post Online, accessed 2006,http://www.washingtonpost.com/wp-dyn/content/article/2006

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Mahesh Baral, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

model follows. Page 13.219.5 3As also mentioned above, a basic DEA model allows the introduction of multiple inputs and multipleoutputs and obtains an “efficiency score” of each DMU with the conventional output/input ratioanalysis. Defining basic efficiency as the ratio of weighted sum of outputs to the weighted sum ofinputs, the relative efficiency score of a test DMU p can be obtained by solving the following DEAratio model (CCR) proposed by Charnes, et al.1: s ∑v k =1

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University; Girish Rao, SPRINT

Tagged Divisions

Educational Research and Methods

3 3 5 5 5 Statement External Search 10 6 6 9 10 4 6 8 10 S S S S Benchmarking 10 8 8 10 10 8 9 7 8 Dissection 10 8 8 9 9 2 9 8 9 Concept Generation 10 5 9 5 9 4 9 8 10 T T Concept Selection

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Russ Pimmel, University of Alabama; Roger K. Seals, Louisiana State University; Stephanie M. Beard, Louisiana State University

Tagged Divisions

Educational Research and Methods

% Hispanic or Latino 6% Ethnicity Not Hispanic or Latino 94% American Indian or Alaskan Native 0% Asian 25% Race Black or African American 6% Native Hawaiian of Other Pacific Islander 0% White 69% U. S. Citizen 72% Residence

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Denise Grant; Julie Trenor

Tagged Divisions

Educational Research and Methods

engaged with your major? Describe that moment/point/period. Did you seek guidance from a family member? If yes, describe how you went about seeking that guidance and what guidance your family member provided. What did you do as a result of the guidance provided? What was the result? Page 15.1310.11   References 1 Pears, A.N., Fincher, S., Adams, R. and Daniels, M. (2008). Stepping stones: Capacity building in engineering education. Proceedings from 38th Annual: Frontiers in Education Conference, 2008

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Margret Hjalmarson, George Mason University; Judith Zawojewski, Illinois Institute of Technology; Barbara Olds, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Heidi Diefes-Dux, Purdue University; Richard Lesh, Indiana University

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Educational Research and Methods

mathematics in engineering education contexts. She also works in mathematics teacher professional development and design research related to students’ learning of mathematics.Judith Zawojewski, Illinois Institute of Technology Judith S. Zawojewski is an Associate Professor in the Department of Mathematics and Science Education at Illinois Institute of Technology in Chicago, IL. She received her B.S. in mathematics and education at Northwestern University, and her Masters and Ph. D. degrees in mathematics education at National-Louis University and Northwestern University respectively. She works Page

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University

Tagged Divisions

Educational Research and Methods

Textile Technology. Page 22.1656.1 c American Society for Engineering Education, 2011  Utilization of a Think-Aloud Protocol to Cognitively Validate a Survey Instrument Identifying Social Capital Resources of Engineering UndergraduatesAbstractThe use of verbal report (e.g. “think-aloud”) techniques in developing a survey instrument can becritical to establishing an instrument’s cognitive validity, which helps ensure that participantsinterpret and respond to survey items in the manner intended by the survey designer(s). Theprimary advantage of utilizing a