Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

learning. Original PLTL workshops have six essential components26: (1) ThePLTL workshop is integral to the course; (2) faculty and peer leaders work together to prepareworkshops and train peer leaders; (3) peer leaders are well trained; (4) workshop materials arechallenging and at an appropriate level; (5) organizational arrangements promote learning; and(6) the department administration encourages innovative teaching. In the standard setting, a peerleader works with six to eight students during weekly workshop sessions. The peer leader meetswith the same students each week.Our approach to PLTL is modeled after a successful HP-funded project in the UTEP Departmentof Electrical and Computer Engineering (ECE) that targeted a gatekeeper course in the

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University; James A. Kaupp, Queen's University; Natalie Simper, Queen's University; Jill Scott, Queen's University, Kingston (Canada)

Tagged Divisions

Educational Research and Methods

) at Queen’s University, Kingston, On- tario, Canada in the Faculty of Engineering and Applied Science. Educational research interests include engineering education development, cultural change in higher education, higher-order thinking develop- ment and assessment, outcomes-based data-informed continuous improvement, educational data visual- ization & reporting and authentic performance-based assessment.Ms. Natalie Simper, Queen’s University Natalie Simper coordinates a Queen’s research project investigating the development and measurement of general learning outcomes. Natalie comes from an Australian Senior-Secondary/ Post-Secondary teaching background, with experience at the State-wide level in curriculum

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

interactions between student moti- vation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incor- porating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. Page 26.1617.1 c

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Hillary Hart, University of Texas-Austin; Christy Moore, University of Texas-Austin

Tagged Divisions

Educational Research and Methods

AC 2007-2291: DEVELOPING CURRICULUM ON RESEARCH ETHICS FORENGINEERS: GATHERING THE DATAHillary Hart, University of Texas-Austin Hillary Hart teaches graduate and undergraduate courses in Technical Communication at The University of Texas at Austin. An Associate Fellow of the Society for Technical Communication, she is the Academic Liaison officer for STC. She is a co-director of the PRiME project at the UT College of EngineeringChristy Moore, University of Texas-Austin Page 12.493.1© American Society for Engineering Education, 2007 Developing Curriculum on Research Ethics for Graduate Engineers

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Educational Research and Methods

Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.Dr. Chi-Ning Chang, University of Kansas Chi-Ning Chang (Ph.D., Texas AM University) is an Assistant Research Professor at the Life Span In- stitute at the University of Kansas. His research work centers on engineering graduate education, STEM motivation and diversity, and quantitative methods. He was a graduate researcher in several STEM ed- ucation projects funded by the NRT (National Science Foundation Research Traineeship) program and NSF-AGEP (Alliances for Graduate Education and the Professoriate) program.Dr. Audrey Boklage, University of Texas at Austin Audrey Boklage is research assistant and director of the curriculum

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

of California, Merced in 2018. As a postdoctoral researcher at Purdue University, School of Engineering Education Soheil is working on a multi-institutional project characterizing governance processes related to change in engineering education, and pursuing other research interests in epistemology and design, among other philosophical topics in engineering education. c American Society for Engineering Education, 2019 Work in Progress: What is the Impact of Engineering Education Research on University Administrators?BackgroundThis work is part of a multi-institutional project to understand how governance structures inengineering education impact educational reforms. Here

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Marie Kendall-Brown, University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2009-749: USING AN INTERACTIVE THEATER SKETCH TO IMPROVESTUDENTS’ PERCEPTIONS ABOUT AND ABILITY TO FUNCTION ONDIVERSE TEAMSCynthia Finelli, University of Michigan Dr. Cynthia Finelli, Ph.D., is Director of the Center for Research and Learning North and associate research scientist in the College of Engineering at the University of Michigan. She consults with administrators, faculty, staff, and graduate students, offers workshops and seminars on teaching and learning, and supports college-wide initiatives in engineering education. In addition, Dr. Finelli actively pursues research in engineering education and assists other faculty in their scholarly projects. She is PI on a multi

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xingya Xu, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

[24] to examineengineering students’ metacognitive skills within two informal learning environments.Research QuestionsThis current study explored specific metacognitive skills that engineering students demonstratedin their participation in two types of informal learning activities, engineering competitions and aservice-based learning project. We examined students’ discussions of their experiences toaddress our research question: What metacognitive skills do engineering students discuss abouttheir participation within the engineering competition or service-based learning project?MethodThis qualitative study took place in a large university, with a well-subscribed engineeringprogram, in the eastern section of the United States. Multiple types

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Behzad Beigpourian, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Educational Planning, Developing Research Report, and Understanding School Culture. Mr. Beigpourian currently works in the CATME project, which is NSF funding project, on optimizing teamwork skills and assessing the quality of Peer Evaluations.Dr. Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering) Matthew W. Ohland is Associate Head and Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Paul Hummel, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Joseph Callenes, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Electrical Engineering department at California Polytechnic State Uni- versity. He has a BS in Engineering with a Computer concentration from LeTourneau University and a PhD in Engineering with an emphasis on Microelectronics from Louisiana Tech University. His current activities focus on project based learning and online student assessment.Dr. Bridget Benson, California Polytechnic State University, San Luis Obispo Bridget Benson received a Bachelor’s degree in Computer Engineering at California Polytechnic State University San Luis Obipso in 2005, a Master’s degree in Electrical and Computer Engineering at the University of California Santa Barbara in 2007 and a PhD degree in the Computer Science and Engi- neering at

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric L. Wang, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Page 24.66.1 c American Society for Engineering Education, 2014 A Method for Adjusting Group-Based GradesAbstractGrades for assignments completed as an individual are a reflection of a student’s actual work,whereas the grade for a group assignment is easily confounded by the effects of their teammates(positively and negatively). Assigning grades to individuals for a group project is importantbecause instructors want to assign grades that reflect effort as well as content. Since all studentsin a group typically receive the same grade for a group assignment, group grades have theundesirable effect of obscuring a student’s true performance. Thus, it is desirable to develop amethod which could be

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Lisa Lattuca, Pennsylvania State University; David Knight, The Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, multidisciplinaryapproaches involve “the simple act of juxtaposing several disciplines” and make “no systematicattempt at integration or combination” (p. 9). In other words, multidisciplinarity concatenatesdisciplinary knowledge (Klein, 1996)14, or presents it in “serial fashion” (Richards, 1996)15, butdoes not synthesize or integrate the various elements of disciplinary knowledge into a cohesivewhole. Those working in a multidisciplinary manner are presumed to behave as disciplinaryexperts, representing their discipline to others but not seeking to alter it in any way as a result oftheir interactions with experts from other disciplines.Because the individual contributions of two or more disciplines can be discerned in theseresearch and teaching projects

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

professor of Civil and Environmental Engineering with additional affiliations with the Jonathan M. Tisch College of Citizenship and Public Service and the Center for Engineering Education and Outreach at Tufts University. Dr. Swan has also served as chair of Tufts CEE depart- ment (2002-2007) and as an officer in the Environmental Engineering division of ASEE (2001-2005). Dr. Swan’s current interests lie in the areas of waste reuse, and service-based educational efforts in the engineering curriculum. Synergies of these efforts progressed to research on engineering education and training utilizing project-based learning and service-based pedagogies specifically their potential impacts on student learning and how these

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Lanci, Colorado Mesa University; Louis Nadelson, Colorado Mesa University; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Katherine L. Youmans, Utah State University; Adam Lenz, Oregon State University

Tagged Divisions

Educational Research and Methods

she teaches introductory design, materials science, and manufacturing-focused courses. Sarah’s research interests include aspects of project-based learning and enhancing 21st century skills in undergraduate engineering students.Dr. Louis Nadelson, Colorado Mesa University Louis S. Nadelson has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher pro- fessional development, program evaluation, multidisciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Nuclear Science and Engineering. Each individual research project is overseenby a faculty member within their lab, often with direct mentorship from a graduate student orpost-doctoral fellow. Several communication deliverables - a proposal, a conference poster, ajournal article and an oral presentation - are required throughout the year, based on eachstudent’s research.We have two principal challenges. First, our students’ numerous and varied engineeringdisciplines each possess their own underlying and often tacit reasoning patterns, habits of mind,and foundational assumptions2, see also 3-6 - all of which must be taken into account as studentscommunicate their research. Second, the tacit quality of these assumptions and mental processescreates

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Larissa Pchenitchnaia, Texas A&M University; Debra Fowler, Texas A&M University; Nancy Simpson, Texas A&M University

Tagged Divisions

Educational Research and Methods

AC 2007-270: SYSTEMS THINKING AND INTEGRATIVE LEARNINGOUTCOMESJeffrey Froyd, Texas A&M University Jeff Froyd is a Research Professor in the Center for Teaching Excellence and Director of Academic Development and the Director of Academic Development in the Texas Engineering Experiment Station. He served as Project Director for the Foundation Coalition, an NSF Engineering Education Coalition and helped create the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology. His current interests are learning and faculty development.Larissa Pchenitchnaia, Texas A&M University Larissa Pchenitchnaia is a Curriculum Renewal

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

1. Before beginning an analysis on the bottle position, review what is known about aerodynamic drag on the bottle. The aerodynamic drag equation found in introductory fluid mechanics texts for flow (2-D) around a circular cylinder is: (4) where: CD is the coefficient of drag AP is the projected area ρ is the fluid density V0 is the free stream velocity This equation has been widely applied to flows perpendicular to the axis of cylindrical objects (pipes, tubes, wires, etc.). The coefficient of drag is found from empirical charts based upon the Reynolds number for a circular cross section: , (5) where: D is diameter, and μ is

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Educational Research and Methods

to engage with. Improving undergraduateengineering education requires a better understanding of the ways in which studentsexperience ill-structured problems in the form of engineering design. With specialattention to the experiences of first-year engineering students, prior exploratory workidentified two critical thresholds that distinguished students’ ways of experiencing designas less or more comprehensive: accepting ambiguity and recognizing the value ofmultiple perspectives.The goal of current (work-in-progress) research is to develop and pilot a self-reportinstrument to assess students’ relation to these two thresholds at the completion of an ill-structured design project within the context of undergraduate engineering education

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

.,goals), and of strategies to achieve those goals, respectively. These three types of metacognitiveknowledge influence students’ approaches to academic work.Tasks, which refers to “problems” in our research project, can be defined in terms of threeinterrelated characteristics: task purpose, task structure, and task components (Figure 1). Metacognitive knowledge about task purpose refers to students’ perception about the underlying reasons for solving the problem; Metacognitive knowledge about task structure

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tom Elliott Spector, Oklahoma State University; Stan Carroll, Oklahoma State University; John J. Phillips, Oklahoma State University

Tagged Divisions

Educational Research and Methods

. • Stories must be devised that have significant design implications.And it is developed in 3 steps (Figure 1): • A conversation with the user types (or their surrogates) concerning the story • A note card-sized written description—the story • Criteria for confirmation or success. (Jeffries, 2001)For a comprehensive studio course—the project to house a local theatre company—themethodology of user stories was combined with an algorithm written in Grasshopper andvisualized in Rhino to test design solutions for seating arrangements in the thrust theatre box.First, students were tasked to interview theatre staff and patrons to develop their user stories.While each story itself is qualitative, the success criteria should be written in such a

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lara Cristina Perez-Felkner, Florida State University; Chelsea D. Shore, Florida State University; Tarik J. Dickens, Florida A&M University; Mingchia Dawn Yang, Florida A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

do any good, [but] because this has been damaging to my psych.” -Samuel (pseudonym; as cited in McGee & Robinson, 2020, p. 4) Despite projected growth in engineering jobs, corresponding degrees earned amongBlack women have remained strikingly and persistently low, even as compared to their malepeers. Although most research on women in engineering focuses on predominantly whiteinstitutions, recent research suggests women of color might have more success in HistoricallyBlack Colleges and Universities (HBCUs) [7, 8]. This manuscript develops an evidence base forengineering resilience among students of color pursuing undergraduate research in materials,undergoing intensive mentorship and training

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

Educational Experiences with Ways of Knowing Engineering (AWAKEN): How People Learn” project. She is Professor Emeritus in the Department of Engineering Professional Development and Wendt Commons: Teaching and Learning Services. Her area of research is engineering education including assessment of student learning. She taught technical communication courses to undergraduate engineering students and currently consults with faculty and teaching assistants. She earned her Ph.D. in educational administration at UW-Madison.Mitchell J. Nathan, University of Wisconsin-Madison Mitchell J. Nathan, BSEE, PhD, is professor of Educational Psychology, with affiliate appointments in Curriculum & Instruction and Psychology at the

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

Taiwan in 2002 and her Masters in I/O Psychology at the University of North Carolina at Charlotte in 2005. Her research interests include measurement and evaluation issues, individual differences, leadership, cross-cultural studies, work motivation, and the application of technology on human resources management. Page 15.302.1© American Society for Engineering Education, 2010 Computational thinking: What should our students know and be able to do?AbstractA NSF funded project on our campus has two overarching goals: (1) to create a computationalthinking thread in engineering

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Barbara Brizuela, Tufts University

Tagged Divisions

Educational Research and Methods

teachers as they taught a LEGO-roboticsengineering curriculum for the first time. The teachers each participated in the same two-weeksummer professional development workshop developed and led by the first author of this paper.The teachers were interviewed and their classes were observed over the course of the study. It isimportant to note the teachers each taught the curriculum in an afterschool setting. One cannotdirectly relate findings from an afterschool program to those of in-classroom settings, which isproblematic for this study. However, this research study focused on teacher knowledge and theafterschool setting still required the teacher to present new ideas to students and then work withthem as they designed their final projects. Thus

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Penny Kinnear, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

. Her research focuses on methods to improve the teaching and learning of team effectiveness in engineering design courses.Dr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research projects include a longitudinal study on professional identity development of Chemical Engineering

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

information in order to reachvalid conclusions” 1 and is similar to the Accreditation Board for Engineering and Technology(ABET) criteria b. Likewise, problem analysis is defined by the CEAB as the “ability to useappropriate knowledge and skills to identify, formulate, analyze, and solve complex engineeringproblems in order to reach substantiated conclusions”1 and is similar to ABET criteria e. Theresearch team sought to answer the following questions: 1. What are the specific skills/behaviours/attitudes that are important for assessing investigation? 2. What are the specific skills/behaviours/attitudes that are important for assessing problem analysis?This study is part of a larger research project which seeks to develop non-discipline

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

facilitate more widespread cross-disciplinary research collaboration among faculty?The study focuses on National Science Foundation-funded faculty at Carnegie doctoralinstitutions as a sample with a high level of credibility, representative of a wide distribution ofdisciplines and institutions. The participants represent physical and mathematical sciences,engineering, social sciences and some humanities.II. MethodA. SampleSurvey participants were selected from among primary investigators listed in the public awardsdatabase on the National Science Foundation’s web site (www.nsf.gov/awardsearch) under oneparticular directorate (unnamed to protect confidentiality) that funds a variety of projects inSTEM education settings. All PIs currently funded

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

particular area [8], such as project man-agement [9], marketing [10], big data[11], and so on. Using text mining to analyze the job postingsto develop the job profiles used for recruitment has been effective and efficient [12]. It can alsohelp to identify merging potential occupations [13] and to improve the quality of job matching [14].Text mining is one of the major tasks of NLP [15], which has been a topic of interest in variouseducational research including e-learning [16], gamification in education [17], higher education[18, 19], STEM education [20–22] and more. Prior studies have exemplified how applying NLPto job postings can generate job market trends that offered additional educational considerationfor CS education [23]. By utilizing

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Russell Korte, The University of Texas-Tyler; Sheri Sheppard, Stanford University; William Jordan, CRL-Stanford University

Tagged Divisions

Educational Research and Methods

interviews asked participants to recall a project or problem assigned tothem in which they had to use their technical expertise to resolve. Each participant was asked fortwo projects or problems and to describe for each how they became aware of this assignment,who assigned it to them, what kind of background information they received, how they definedthe problem, and how they resolved the problem. Participants were also asked how theireducation in school related to this assignment and to their work in general. Finally, participantswere asked how their education could have been improved to give them a better preparation forthe workplace.The analysis of the text (data) followed qualitative analysis procedures recommended by Milesand Huberman45 and

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Trevor Harding, California Polytechnic State University; Lynne Slivovsky, California Polytechnic State University; Nina Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

AC 2010-878: SPECIAL SESSION: ASSESSING MORALITY, IDENTITY, ANDMOTIVATION IN A FIRST-YEAR MATERIALS ENGINEERING SERVICELEARNING COURSETrevor Harding, California Polytechnic State University Trevor Harding, Ph.D., is Professor and Chair of Materials Engineering at California Polytechnic State University, where he teaches courses in engineering design from a materials perspective. His research is focused on the educational outcomes associated with service learning and project-based learning with a particular focus on ethics education. He is also PI on several projects investigating the degradation of biomedical materials in physiological environments. Dr. Harding serves as Associate Editor of the