Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

yearimplementation of the TDGs, group discussion focused on group leader planning and progress,the role of the group leaders, and successes with the group and concerns about the group. Forexample in September, the discussion focused on the nature of the meetings. One group leaderstated, “we plan to meet once a month.” Later in the semester, group leaders discussed the natureof their interactive teaching changes. One group leader, “I ask questions… on notecards… [thestudents] have a choice: to ask me a question or being asked a question. And they getmicrophones and I call like 30 cards a session. So, it is part of the whole lecture experience.” Inthe second semester, discussion focused on the progress of teaching development groupmembers toward making

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Eyerman, Fairhaven Research and Evaluation; Sarah Hug, University of Colorado, Boulder; Emily McLeod; Tania Tauer, Techbridge Girls

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

“First you draw out your plans, then you collect your supplies, then you build his body, then you code it on this. You can keep going around again if you have enough time, so you could maybe attach an arm here and make it move like this.” Mina (pseudonym), Middle School studentThese excerpts were captured in video-recorded interviews of elementary and middle schoolstudents who participated in girls’ engineering afterschool programs in Seattle and Washington,DC. Researchers used artifact elicitation interviews to assess girls’ understanding of the cyclicalnature of the engineering design process. In the first interview excerpt, Samara offered a succinctexplanation. She explained the engineering design process as a cycle, saying

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

something in a fashionthat makes sense to people. I’m not sure how to explain what I mean. Um. (pause)…”Relating critical thinking to engineering course conceptsAlthough students struggled with articulating their thoughts, students did tend to relate ideas ofcritical thinking to engineering concepts they deal with in the classroom. These engineeringcourse concepts include: applying a framework/plan; weighing, selecting, and testing options(selection and design); using background knowledge; and using problem solving. For instanceone student explained the critical thinking process in a design course as: There’s a coach but no one tells you what to do or how to solve the problem. You’re expected to understand the problem, come up with

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Timothy S. Van Arsdale, University of California, Riverside; Thomas Stahovich, University of California, Riverside

Tagged Divisions

Educational Research and Methods

spent onequations (EQU Effort) and the fraction of the work that was written out of order (Out-of-Order).Performance increased with effort on equations and decreased with out-of-order work. Ouranalysis suggests that the other eight temporal and spatial features still have value, but may becorrelated with these two features.In our continued work, we plan to improve our features and develop additional ones to bettercharacterize a solution history. For example, we anticipated that the complexity feature would bemore useful than it was. It is possible that this feature may confuse some forms of highlyorganized work with disorganized work. For example, when a student alternates betweendrawing free body diagrams and writing the associated equilibrium

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University, University Park; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata S. Engel, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Statistical Sciences (NISS) and Professor of Statistics at North Carolina State University. She is an Elected Fellow of the International Statistical Institute, also Elected Fellow of the American Statistical Association. She has served as Asso- ciate Editor for the Journal of the American Statistical Association, the Journal of Statistical Planning and Inference, and has been Vice-Chair of the Publication Board of the American Statistical Association. The areas of her technical expertise and current research include design of complex experiments, Bayesian inference, spatial statistics and topological foundations for statistical theory. She received her Ph.D. in Statistics in 1969 from Iowa State University. She can

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

. Thispaper will serve to suggest and provide support for another option in changing students’ view ofSTEM fields, through a week-long bioengineering commuter summer camp for high schoolstudents.Theoretical Perspective Borrowing from the field of child development, Bronfenbrenner’s Person-Process-Context-Time(PPCT) ecological theory was utilized as a foundation for assessment planning. PPCT ecologicaltheory posits that development results from “multidirectional and interactional processes,”occurring over time, between developing individuals and the context in which they learn, work,and live. Though Bronfenbrenner’s Person-Process-Context-Time (PPCT) model has been usedin child development research, it is rarely seen, if ever, seen in educational

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

MacGyver where the lead character would resolve each episode’spredicament by fashioning an escape plan out of found objects.2 Technology and sharing ofinformation via the Internet has greatly increased the ability for smaller communities with sharedinterests to coalesce and grow.The label “Maker” is a self-determined one assigned by affinity or involvement in a largerMaking community. Makers are do-it-yourself-minded individuals participating in informalcommunities (doing-it-with-others) that support and celebrate building and prototyping technicalproof-of-concept exploration and ad-hoc product development. A Maker is a modern-daytinkerer and hands-on doer and fashioner of stuff. The range of expertise could be large butnovices and experts alike

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Andrew Whitehead, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Purdue University’s School of Engineering Education. His re- search interests includes diversity, equity, and inclusion and empathy within the engineering pedagogy.Dr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

and State University David B. Knight is an Associate Professor in the Department of Engineering Education and Special As- sistant to the Dean for Strategic Plan Implementation at Virginia Tech. He is also Director of Research of the Academy for Global Engineering at Virginia Tech and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, tends to leverage large-scale institutional, state, or national data sets, and considers the intersection between policy and organizational contexts. He has B.S., M.S., and M.U.E.P. degrees from the University of

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Rebecca Segal, Virginia Commonwealth University ; Alen Docef, Virginia Commonwealth University

Tagged Divisions

Educational Research and Methods

surveys of students and faculty, to gauge attitudes towards math will be used as a baseline and further deployed to track changes in attitudes.Faculty survey 2019: In order to assess faculty awareness of and sense of inclusion in thisproject, we plan on running regular surveys to gauge continued need for the topics identifiedfrom prior surveys (in this case, the one in 2017, with results shown in Error! Reference sourcenot found.Graph 2, or to identify new needs. In addition, this will operate as a climate survey togauge faculty satisfaction with the results.The 2019 faculty survey was sent out on 11/15/2019; the response rate was 45% (30 faculty)from a mix of disciplines. On this occasion, it was anonymous. Of the 29 respondents, 14 (48

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Caleb Sean Cunningham, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Elif Miskioglu, Bucknell University

Tagged Divisions

Educational Research and Methods

forcestudents to develop nonobvious solutions, which in this case was a boat. Furthermore, weare interested in testing different engineering disciplines and comparing their self-assessedand judged scores. This research effort continues, and we plan to elaborate by presentingfirst-year and senior-year students with more open-ended problems multiple timesthroughout a semester. Additionally, our panel of experts are still judging the students’solutions for creativity and validity. In the future, we may expand our judging panel toinclude engineers from industry as their perception of creativity may or may not bedifferent. The small sample size of judges may lead to variance in scoring, but we hope thatfuture studies include more judges to decrease possible

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Patrick Tebbe, Minnesota State University-Mankato; Stewart Ross, Minnesota State University-Mankato; Brian Weninger, Minnesota State University-Mankato; Sharon Kvamme, Minnesota State University-Mankato; Jess Boardman, Minnesota State University-Mankato

Tagged Divisions

Educational Research and Methods

Minnesota State.Sharon Kvamme, Minnesota State University-Mankato Sharon Kvamme is a graduating senior in the Mechanical Engineering program at Minnesota State University, Mankato. She is a McNair scholar and currently serves as President of the local SWE student chapter. Sharon plans to continue her education at the graduate level in the thermal-fluids area.Jess Boardman, Minnesota State University-Mankato Jess Boardman is a graduating senior in the Mechanical Engineering program at Minnesota State University, Mankato. He currently serves as the President of the local ASHRAE student chapter and plans to continue working at McNeilus Truck Manufacturing (MTM) following graduation

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Educational Research and Methods

interactions will ensue. Furthermore,faculty may also wish to diagnose whether their application of an active learning method isworking as planned. One way to assess active learning is to assess the depth of the studentinteractions. These interactions may be assessed by recording, transcribing, and analyzingstudent dialogues. Our question is: What important design features for active learning sessions can be identified by the use of brief analyses of student dialogue?This case study examines the student dialogues in four sequential active learning sessions. Ineach session, a student team was recorded and their conversation transcribed. The transcriptionwas reviewed and the observations were used to improve the design of the next session

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Holly Matusovich; Ruth Streveler, Purdue University; Heidi Loshbaugh, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

own image of a good engineer? • Okay, let’s imagine it’s a few years from now, and you’ve graduated with a degree in (student’s planned major). o What’s next for you? Or, if not planning on becoming an engineer, explore why they’ve made this decision. o What do you imagine yourself doing on a day-to-day basis? Or, if not planning on becoming an engineer: What do you imagine engineers do on a day-to-day basis? o What would you say it takes to be a good (insert student’s career choice)? o How are you at (insert characteristics student mentions)? o Are there things about yourself that you

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine; Lori Maxfield, College of St. Catherine

Tagged Divisions

Educational Research and Methods

designing a streamlined, manageable, and assessable curriculum that allows instructors Page 11.1316.3to honor their content expertise while serving a diverse student population. By separatingknowledge of a professional into four main curriculums or parallels, the PCM helps frame theinstructional strategies so instructors can select the most appropriate ones for the objectives. Byaligning the knowledge, skills, and dispositions of the engineering professional across four maincurriculums or parallels, PCM helps the instructor to identify and select essential curricularcomponents to design and plan a comprehensive curriculum.Section 2 grounds the

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University

Tagged Divisions

Educational Research and Methods

, including designing and starting up aresearch program and getting it funded, attracting and managing graduate students, finding andworking with appropriate faculty or industrial collaborators, planning courses and deliveringthem effectively, writing assignments and tests that are both rigorous and fair, dealing withclassroom management problems and cheating and students with a bewildering assortment ofacademic and personal problems, doing what it takes to learn about and integrate into the campusculture, and finding the time to do all that and still have a life. Figuring out how to do all these things is not trivial. Robert Boice studied the careerdevelopment of new faculty members and found that most of them take between four and fiveyears

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Nadia N. Kellam, Arizona State University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Donna M. Riley, Virginia Polytechnic Institute and State University; Diane T. Rover, Iowa State University; Noah Salzman, Boise State University; James D. Sweeney, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: built into the key program features were evaluation criteriathat efforts be “radically, suddenly, or completely new; producing fundamental, structuralchange; or going outside of or beyond existing norms and principles” [6]. With an innovativedepartment head or dean at the helm, change had to be rooted in engineering education research,a social science understanding of organizations, and a theoretical change framework that couldmove research to practice, with team composition reflecting this varied expertise. Facultydevelopment efforts, incorporation of professional practice, and a plan for scalability thatcountered anticipated obstacles had to be baked in to the original vision and project plan.With NSF investing relatively large amounts of

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Team and Initial organization description: Establishing a team with a diverse set of skills advice: • Bring a social scientist onto the team as early as possible • Create sub-teams, assign tasks, and define roles that play to team members’ strengths.Project Management and Maintaining Flexibility description: Defining a workflow and establishing deadlines for accountability, while also maintaining flexibility to deal with internal and external changes. advice: • Do not underestimate the time different elements of the project, like assessment, will take. • Have a plan and start early. • Respond

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

work versus engineering work amongengineering students soon to graduate, there may be fewer differentiators betweenstudents with engineering-focused plans and those with more unsettled plans. This meansthat there are many contingencies to investigate in terms of how students ultimately landin their first and subsequent jobs within the first few years of graduating. Providing somegranularity to the picture, Brunhaver’s study of recent engineering graduates indicatesthat while the majority of graduates were working in engineering-focused positions fouryears after graduation, about 20% of graduates were working in non-engineering focusedpositions.6 We note that although demographic factors did not seem to differentiatepathways at this stage, co

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

from three administrations of ATI-22. As mentionedbefore, ATI-22 was administered to all participants to the Teaching Workshop before itstarted (PRE). In the first administration, CFTP members were included. Then, there was asecond administration of the ATI-22 as a post-test (POST-1) at the end of the TeacherWorkshop, in which all participants (including CFTP members) took part. In this case,participants were asked to fill out the ATI-22 thinking about what they planned to do thefollowing semester. We wanted to see whether there was a change due to the workshop.There was a semester-long training program, only for CFTP members, which ended with theadministration of the ATI-22 as a post-test (POST-2). The following subsection of resultspresents

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, University of Queensland; Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

retrieved from secondary sources.2. Consultative: Engineers elicit relevant information from community members. A typical example of a consultative method is semi-structured interviews.23,25-273. Co-constructive: Engineers act as facilitators, working with community members to co- produce an artefact. A typical example of a co-constructive method is participatory mapping, in which community members draw a map of their community with facilitation provided by engineers (or other professionals).25,26The second dimension is organized around three broad design phases: 1) problem framingand planning, 2) information gathering, and 3) problem solving. Within each phase, themethods are organized in groups based on their specific function:1. Problem

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Goucher College; Katherine M. Ehlert, Clemson University

Tagged Divisions

Educational Research and Methods

linked to goal-setting, self-regulation,and success in engineering programs [2], [6], [10]–[13]. In this paper, domain-general(Connectedness, Value), domain-specific (Perceptions of the Future, Present on Future, Futureon Present), and context-specific constructs (Perceived Instrumentality) were considered. Ingeneral, Value, often termed valence, is the “anticipated subjective value”[14] (p. 567) of futuregoals for a person; thus students may place a higher value or hold one goal in higher regard thananother goal. The second domain-general FTP construct, Connectedness, is “general feeling ofconnectedness to and planfulness about the future” [15] (p. 116). Perceived Instrumentality (PI)[15]–[17] is a context-specific variation of connectedness

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

problems in engineering, from quantitative tocognitive reasoning (i.e., step-by-step, engineering design, rule- and similarity-based).Solving analytical problems in engineering may require the use of the widely accepted processdeveloped by Polya [31]that consists of the following steps: (1) Represent the Problem, (2) GoalSetting and Planning, (3) Execute the Plan, and (4) Evaluate the Solution. In the first step, thestudent reads the problem statement and identifies the objective. This step depends of thestudents’ ability to determine the structure of the problem and identify the concepts and formulasnecessary to solve it. During the second step, students must develop a path to reach the solution.The Execution step is where the student carries out

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

going on, but like it’s not that I don’t really care about where it’s going or why it’s useful, it’s that like my mind – like two months ago I didn’t even know any of the words existed that I’m like, that I wrote my poster with so it’s just like I suppose if I was working on it longer then I would be able to like start to care about that, but it’s like my brain won’t hold any more information right now.” Walter, interview 3, explaining how critical thinking is involved in planning an experiment: “You’ve got to think about how exactly you’re going to test, test like each individual variable. And that’s kind of where the critical thinking comes in. You kind of, you’ve got to have a

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

practitioner, engaged administrator in engineering education).During the two day workshop, the participants discussed at large the initial thoughts of thewriting teams; and then separated into smaller groups, led by a consultant expert in each of thethree areas, to think further about the ideas presented in light of the larger group discussion.Issues discussed during the early session were then posited into potential research plans tofurther thinking around the issue. By the end of the workshop, participants had broad-spectrumagreement on the issues and considerations for how research on these issues may be conducted.Further, the writing teams had armed feedback for their position papers that will inform theengineering education community and its

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine McGough, Clemson University; Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

undergraduate engineering programs.Acknowledgement: The authors wish to acknowledge researcher, Justine Chasmar, and theNational Science Foundation for their support of this research (EEC-105590).References1. Atman CJ, Sheppard SD, Turns J, et al. Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. Final Rep Cent Adv Eng Educ. 2010.2. A Report from the Committee on STEM Education National Science and Technology Council. Federal Science, Technology, Engineering, and Mathematics (STEM) Education: 5-Year Strategic Plan. 2013.3. Yoder BL. Engineering by the Numbers. ASEE. 2014:11–47.4. Kirn A, Faber C, Benson L. Engineering Student Metacognition

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Rowan University; Jenefer Husman, University of Oregon; Katherine C. Cheng, Arizona State University; Judith M. Harackiewicz, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

were notmotivated. Different theories in motivation offer different insight into how and why students are successfulin their engineering pursuits. This research considers three different theories; future timeperspective, interest, and belongingness. Future time perspective generally offers explanationsfor choices students make as they plan for their futures. Two facets of future time perspectiveinclude (1) how engineering students see the present task as instrumental for their future asengineers – perceived instrumentality, and (2) how engineering students connect the presentactivities with their future engineering goals – career connectedness [11]. Students that see theinstrumentality of the present task for the futures, and better see the

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

design teams and professional engineering societies, has been shown topromote engineering identity development, graduate school intentions, and plans to pursueengineering careers after graduation.In this work we posit that it is not simply differences in SES that separate highly involved,successful students in engineering from their less involved, less successful counterparts. Insteadwe postulate that such differences inform students’ socialization into engineering and, as a result,their patterns of co-curricular participation. Weidman defines socialization as “the process bywhich individuals acquire the knowledge, skills, and dispositions that make them more or lesseffective members of their society” [5]. In this study, we hypothesize that an

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Angeles Dominguez, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Juan Felipe Calderón, Universidad Andres Bello, Chile

Tagged Divisions

Educational Research and Methods

drawing a concept map, making notes on what is understood, asking questions, comparing and contrasting cases, designing plans, making hypotheses and causal relations, and generating predictions.3. Active instruction: For the instrument, active instruction is assessed in individual activities in which the students are engaged during or outside the class, such as making presentations, asking or answering questions during class, reviewing content before class, and solving problems on their own.4. Passive instruction: As the name suggests, this involves activities in which students passively receive information from the instructor, such as when the instructor a) directly gives most of the information for a homework assignment, b) gives

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

2003. She has been a research associate in the Laboratory for Responsible Manufacturing (LRM) at Northeastern University since September 1999. She has also been employed as an Assistant Professor by Yildiz Technical University till February 2006. Dr. Kongar is currently an Assistant Professor at Bridgeport University and a Part-Time Researcher in the Center for Industrial Ecology at Yale University. Her research interests include the areas of supply chain management, logistics, environmentally conscious manufacturing, product recovery, disassembly systems, production planning and scheduling and multiple criteria decision making. She has co-authored several technical