Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Kelly Guerin, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

betaking the course. In general, since this knowledge did not come from specific users, insightsapplied to the entire group of students, or the potential variation in the group. Their focus wasinsights in two areas: student preparedness for learning and factors that could affect interest andmotivation. The team sought a general understanding such that they could plan content andactivities that were appropriate and engaging for the entire class.This technique may have stemmed from deep knowledge of prior students that has grown into acomposite image over time, and the assumption that future students will fit into this composite.For example, the instructor’s insights came from having taught the same class several times inthe past. However, since

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Brian Self, California Polytechnic State University; Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; John Christ; Eric Hamilton, Pepperdine University; Barbara Olds, Colorado School of Mines; Heidi Diefes-Dux

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Educational Research and Methods

circuits Concepts Targeted: logic design skills with digital circuitsWind Energy: A company is considering investing in a wind energy farm in one of several re-gions. The team must pick the most economical location, considering long term demand for elec-tricity using price and cost estimates. In addition, the team must consider locating the farm off-shore versus on land; and, if offshore – whether it should be close in, or further out so as to notblock the view of those with shoreline homes. Issues of technical feasibility should also be ad-dressed. Concepts targeted: long term planning, forecasting, and economic analysis. Ethical Issues: The consideration of both the potential benefits and harm caused by the wind energy including, if

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

48 7.3 I do not plan to get a bachelor’s degree 2 0.3 Other 121 18.3ResultsAn important decision in exploratory factor analysis is specifying how many factors to extract. Indetermining the number of factors, we use parallel analysis and Velicer’s minimum averagepartial (MAP) test. Although these tests are less common than other popular methods todetermine the number of factors, such as the Kaiser’s eigenvalue > 1 rule [25], research showsthat the eigenvalue > 1 rule almost always overestimates the number of factors to extract [26].The methods we use in this study are

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Projects: Students’ Perceptions of Time and TasksIntroductionTeam-based design projects are common in foundational engineering courses for many reasons.From a professional development perspective, team-based design projects offer studentsscaffolded apprenticeship with opportunities to engage in collaborative planning and work akinto that of the workforce. From a pedagogical perspective, they require students to think criticallyabout a wide range of engineering concepts and to complete a variety of practical tasks related tolearning objectives. Despite potential benefits, there are some formidable challenges—theoretical and methodological—to understanding how team-based projects shape individuals’ideas about

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Charles Henderson, Western Michigan University; Jean Layne, Texas A&M University; Andrea Beach, Western Michigan University; Noah Finkelstein, University of Colorado; R. Sam Larson, Kaiser Permanente Colorado

Tagged Divisions

Educational Research and Methods

initiative?), (2) barriers to change (what will makeit hard for you to reach your goals?), (3) foci for change (what parts of the system will you seekto change?), and (4) strategies for change (what is the big picture of how you plan to bring aboutthe change?). Page 13.906.2GoalsGoals for change convey expectations for desired conditions at the conclusion of a changeinitiative. Change agents should start with their goals for change, since clearly articulated,compelling, widely supported goals for change will facilitate explicit decision-making processes.For example, some engineering departments across the country are facing the challenge to reducethe

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Steven Joseph Abramsky, Iowa State University

Tagged Divisions

Educational Research and Methods

. Meetingslasted 1–2 hours and featured discussion of the course to be redesigned, negotiation of coursecontent, planning assessments and pedagogy, and collaborative decision-making and artifactbuilding. While not every team member participated in each meeting, at least three teammembers participated in all meetings. We focused on meetings during the month preceding andthe month and a half after the beginning of the semester due the heavier focus on planning anddesign of the course (later meetings tended to discuss logistics of implementation and feedbackon planned activities). In total, we analyzed 15 meeting transcripts from 17.6 hours of audio, plusdetailed notes from an additional 6 meetings that were not audio-recorded. Interviews,reflections, design

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students), then integrate that advice into an action plan. • Students in a difficult circumstance are not always good at integrating and acting on advice. The UGO staff discovered that students often did not follow up with ODOS (which was always part of our advice), or if they did, subsequent follow-up with the UGO or ODOS was lacking. Students struggled to manage and act on the on-going conversations across the UGO and ODOS offices, especially when they are in a Page 26.1049.4 compromised state due to their circumstances. • ODOS was not near the engineering precinct. The ODOS offices are centrally located on

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

. Screencasts can be created by instructors or by students, and they can be used in a variety of ways. In this interactive session, we will share successful examples and discuss best practices for creating and using screencasts in and out of your classroom. It's time for action: Creating a plan to engage students in active learning is sometimes challenging. Generating an active learning In this workshop, participants will learn about a variety of active learning plan techniques and then formulate a plan for implementing active learning in their own course or for an advanced practice teaching

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Page 26.331.16EngineeringGraduation Baseline 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017Rate 5-year averageSix Year 44% 44% 45% 47% 50% 54%MethodologyAn evaluation plan utilizing both quantitative and qualitative data was implemented usinginternal evaluation tasks focused on data collection via surveys. The quantitative data wasanalyzed utilizing descriptive statistics while the qualitative questions were analyzed usingcoding and themes. The following evaluation questions were addressed: (1) How have projectactivities impacted retention and performance of engineering undergraduate students? (2) Howhave the project’s mentoring activities impacted the mentors

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

the third week of the fall semester at the end of aclass meeting of an upper level required technical communications class (ECOM) at a westernpublic land-grant institution. Surveys were administered over the span of a week and responseswere collected in class after participants finished the paper survey. The population consisted ofengineering majors who have taken at least two years of engineering courses. The class isdependent on a four year plan and has prerequisites that restrict students from taking the courseuntil their third year of engineering. A total of 202 survey responses (96% response rate) wereturned in from the participants. A 96% response rate was obtained for this survey administrationdue in part to the instructor’s mandatory

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

doctoral programs, could beaccentuated for students enrolled in a novel program and entering a field that is small andfragmented. ENE 595A faculty desired to establish a network of support for its students, wherestudents would know and support one another, develop strong relationships with engineeringeducation faculty, and be introduced to the national and international engineering educationcommunity.INTRO Course ImplementationThe course was offered in a three-hour block (with a break after 90 minutes) once per week.Typically two to three content areas or activities were planned for each class, with the faculty (allof whom attended each class) taking turns leading the discussion or learning activities. Asdepicted in Figure 1 and presented in

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

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

authors plan to test the feasibility of integrating data visualization ethics andteam science components into the design of the data visualization activity worksheet.Data Visualization Activity WorksheetsThe design process is a non-trivial process which requires more than one week to master. In theinterest of introducing a complex process in a short period of time, a series of data visualizationactivity worksheets were used to facilitate the process. The data visualization worksheetapproach has been used in many platforms for teaching the design process for data visualization[4] - [5]. The goal of these methods are to develop data visualization systems. It was beyond thescope and unrealistic to expect a visualization system as a deliverable for

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Tuba Pinar Yildirim, University of Pittsburgh; Joel Townsend, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

The project was completed as part of a course. Two teams of four people each worked through semester.Product Realization Capstone Working in multidisciplinary design teams from engineering Project and business, students take a product from concept to business plan. In doing this, they address issues of market analysis, design, manufacturing design, and production planning. Two teams of five people worked on the project for a semester.Two student teams per project were taped. The tapes were then experimentally observed withtwo sets of raters observing

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Kelli Higley, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Jonna Kulikowich, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

. Page 12.586.2Since Polya’s seminal work in mathematics,2 the utility of learning and using a sequence of stepsduring problem-solving has been widely accepted. Although several specific models exist, ageneric 4-step model captures most: (1) Represent the Problem, (2) Goal Setting and Planning,(3) Execute the Plan, and (4) Evaluate the Solution. In the first step, problem representation, thestudent must read the problem statement and discern the objective. There are instructionalinterventions for engineering education that are grounded in this theoretical model of problem-solving. For example, Gray et al.3 developed a systematic approach to solving Statics andDynamics problems. In this intervention, it is recommended that students be taught the

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

John Jackman, Iowa State University; Sarah Ryan, Iowa State University; Craig Ogilvie, Iowa State University; Dale Niederhauser, Iowa State University

Tagged Divisions

Educational Research and Methods

asynchronous discussions. It was found that the majorityof messages were related to resolving or solving the problem as compared to problemformulation.6 This may indicate that students tend to move to the solution process prematurely.A similar phenomenon was observed by Kelsey, who found that discussions about problemsfocused primarily on finding the solution as opposed to problem formulation.7 Volkemaobserved that problem formulation occurs early in planning and design activities (core activitiesin engineering).8 He suggested that factors contributing to poor problem solving performanceinclude problem complexity, expertise, problem solving environment, and processes used by the

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

John Gardner, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University; Amy Moll, Boise State University

Tagged Divisions

Educational Research and Methods

, which has many other priorities. For example, the future ofone of our centerpiece efforts, supplemental instruction in math, is on hold. The extensiveassessment yielded evidence of success on the part of the participating students, student surveysindicated this was their favored method of supplemental support (as opposed to the traditionaltutoring center, going to the professor's office hours, and other methods) and that it boosted theirconfidence in math. Yet this SI program is expensive (at least $50,000 a year to support Pre-calculus through Calculus II). Still, the tutorial services director is an advocate of this programand the associate vice president for undergraduate studies has already funded training for SIdirectors and plans to move

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

atthe end of the semester. Students enrolled for the equivalent of an independent study or researchand design thesis course. Informational meetings were held before travel to prepare students forthe visit to South Africa. Students were also expected to review and procure material andequipment required for projects.A schedule was formulated for the visit that provided students time to work on their projects incollaboration with South African students and faculty, and time to embark on planned travelexcursions to different parts of the KwaZulu-Natal province to experience African cultures andenvironment. On arrival in South Africa the planned schedule was followed fairly closely and atthe end of the visit student teams presented their work to

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

Tagged Divisions

Educational Research and Methods

problem-solving processes: (1) represent the problem, (2)goal setting and planning, (3) execute the plan, and (4) evaluate the solution. In the first step,problem representation, the student must read the problem statement and discern the objective.There are instructional interventions for engineering education that are grounded in thistheoretical model of problem-solving. For example, Gray et al.9 developed a systematicapproach to solving Statics and Dynamics problems. Their intervention recommends thatstudents be taught the sequence of: Road Map (Planning), Modeling (Representation), GoverningEquations (Representation), Computation (Execution), and Discussion and Verification(Evaluation). Don Woods completed some of the most thorough work that

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

. Design Applies to initial solution concepts as well as to the final design. Step Feasibility Assessing and passing judgment on a possible or planned solution to the problem. Determineworkability, does it meet constraints, criteria, etc.? Evaluation Comparing and contrasting two (or more) solutions to the problem on a particular dimension (or set of dimensions) such as strength or cost. Decision Selecting one idea or solution to the problem (or parts of the problem) from

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Zachary Pirtle, Human Exploration and Operations Mission Directorate, NASA Headquarters

Tagged Divisions

Educational Research and Methods

present a thorough overview of the technical plans for the project to an IndependentReview Team, which used a mixed set of technical expertise to assess the project 2. This CDRdiffered somewhat from traditional CDRs because some subsystems were known to still needadditional work, which is a consequence of the development timing and schedule constraints.Additionally, CubeSats for exploration beyond Earth orbit are relatively new within NASAhistory, and this particular project was targeting flight on a launch vehicle that is still indevelopment. The goal of the BioSentinel project is to measure the effects of radiation on DNA in deepspace in preparation for sending humans to Mars (NASA, n.d.). It will carry speciallydesigned strains of

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Paper ID #27399Engineering Graduate Students’ Salient Identities as Predictors of PerceivedTask DifficultyMr. Derrick James Satterfield, University of Nevada, Reno Derrick Satterfield is a Ph.D. student in Engineering Education and Chemical Engineering at the Uni- versity of Nevada, Reno. He graduated from the University of Nevada, Reno in May 2017, and plans to pursue a career in academia in the future. His research interests are in graduate student attrition rates within academia, engineering identity development and the factors that influence decision making on persistence.Ms. Marissa A. Tsugawa, University of Nevada

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russ Pimmel, University of Alabama (Emeritus)

Tagged Divisions

Educational Research and Methods

typical communities of practice, one approachhas been to enable the community to engage using the internet, or virtually. Aside from thecrucial aspect of online communities meeting in a virtual setting to develop their practice throughcollaboration without the limitations of travel cost (time and money),10 they have other keyfeatures not indicative of face-to-face or co-located communities. They are typically designedtop-down, members do not typically know each other, leadership is chosen or recruited,communication is generally through the use of computers, development of the community takestime, and they require technological support for effective community.14 These communities,therefore, require a fair amount of planning and organizing. Finding

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Princeton University; Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University

Tagged Divisions

Educational Research and Methods

inunderstanding how engineering helps people address real world issues. Figure 2 provides asummary of responses to the questions related to student affect.Class impact on your attitudes 3. As a result of your work in this class, what GAINS DID no gains a little gain moderate gain good gain great gain not applicable YOU MAKE in the following? 3.1 Enthusiasm for the subject 3.2 Interest in discussing the subject area with friends or family 3.3 Interest in taking or planning to take additional classes in this subject 3.4 Confidence that you understand the material 3.5 Willingness to seek help from others (teacher, peers, TA) when working on academic problems 3.6 Possess an aesthetic and technical appreciation for bridges, towers, shells, and other

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Kennesaw State University; Gregory L. Wiles P.E., Kennesaw State University; Thomas Reid Ball, Kennesaw State University

Tagged Divisions

Educational Research and Methods

face 17.Challenges include an increased workload for faculty, at least initially, cultural and technicalbarriers, working in dual environments, and the need for student self-discipline 16.Further StudyThis is a study in progress. There are several avenues of further study planned. First, we intendto dig still deeper to find causes for the differences we have found. One way to do this is to lookat results by course and delivery type to see if any courses are contributing disproportionally tothe differences we see. We also plan to look at end of course student evaluations. One problemthat we have encountered here is that a different instrument was used for online evaluations. Wewill create a cross walk and match questions in the survey where we

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Educational Research and Methods

responsibilities without reducing the teaching load and quality ofinstruction. For example, George stated that he needed some efficiency in undergraduateteaching because he had heavy research and administrative duties, and hybrid learning was agood solution to balance all the work he had. Instructors also mentioned how hybrid format created flexibilities in students’ schedule.According to John, knowing that there would be fewer contact hours; students can plan theirpersonal life accordingly which is especially helpful for non-traditional students, students whohave part-time jobs or students who commute. This advantage was also highlighted by studentsin a previous research study conducted by the authors13. Self-paced learning is defined in

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

plausible.Maxwell4 makes recommendations for ways in which researchers can protect against thesevalidity threats, and several of those are particularly useful for observational data. The first isplanning for intensive, long-term involvement with the research study10. Little interpretation canbe made from one or two cases, but several observations made over and over again with similarpopulations can lead to trends and potential theories. Second, researchers should plan to collect“rich” data to get a full picture of what is happening in the observations11. Observers may verywell be effective at capturing all that is happening during an observation, but observationsbacked up with audio or video recordings allow researchers to go back and reexamine what

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin, Platteville; Christina Curras, University of Wisconsin, Platteville

Tagged Divisions

Educational Research and Methods

. Many of the university’s STEMdegree programs, including seven engineering programs, computer science, and chemistry, arehoused within the College of Engineering, Mathematics and Science (EMS), which has anenrollment of approximately 2,700 students.In 2013, with a desire to improve retention and persistence of students in the college, aninterdisciplinary team of faculty and staff obtained a National Science Foundation STEM TalentExpansion Program grant. The primary purpose of the grant is to increase undergraduate studentengagement and to plan, market, and advance programs that support recruitment and retentionefforts in STEM with special efforts toward women and underrepresented student populations.As part of achieving this purpose, a study

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gayle Lesmond, University of Toronto; Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

hypothesis 1D. Develop a research plan 2. Collect information 2A. Gather existing background information on the topic from literature and other relevant sources 2B. Synthesize existing information 2C. Perform a critical review of a research paper or article 3. Define a research methodology 3A. Identify protocols, strategies or methods for investigation 3B. Select and combine appropriate research methodologies 3C. Construct and describe a research methodology 3D. Identify necessary resources to carry out the methodology 3E. Identify assumptions of the research methodology 3F. State the limitations of the research methodology 4. Follow a research methodology