Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Ravisha Mathur, San Jose State University; Andrew Hale Feinstein, San Jose State University

Tagged Divisions

Educational Research and Methods

, pacedimplementation of the pedagogy, and collaboration with colleagues across institutions.ReferencesAdair, J. K., Reyes, M. A., Anderson-Rowland, M. R., & Kouris, D. A. (2001). Workshops vs. tutoring: How ASU's minority engineering program is changing the way engineering students learn. Proceedings - Frontiers in Education Conference, 2.Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education, 99(3), 185-207.Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 2004(97), 5–23.Deslauriers, L., Schelew, E., and Wieman, C

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) Structure; and 7) Peer review [24].Active learning exercisesALEx or active learning activities (ALA) is an instructional method where pre-plannedactivities in class make the students put to use the content that they have just been taught. Manydifferent ALA and ALEx exist [23], [25], which are either informal or graded. The plainestversion of ALEx is regular multiple choice questions, which the students have to solve duringlectures but ALEx also comes as small written exercises, sketch drawings, group workactivities or the like. In class, the instructor presents the theory or case(s) and instruct thestudents how to answer the upcoming ALEx. Typically, the ALEx activities open for studentsubmissions only for a few minutes thus, when conducting graded

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ray Essick, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Emma Mercier, University of Illinois at Urbana Champaign

Tagged Divisions

Educational Research and Methods

-84. doi:10.1002/tl[12] Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933–940. doi:10.1016/j.tate.2009.10.034[13] Greiffenhagen, C. (2011). Making rounds: The routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning. doi:10.1007/s11412-011- 9134-8[14] Hall, S. R., Wait, I., Brodeu, D. B., Soderholm, D. H., & Nasu, N (2002). Adoption of active learning in a lecture-based engineering class. In Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference.[15] Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Gül Okudan, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

rubrics. Knowledge: Pts. Level Awarded Description Student does not have an understanding of the characteristic, e.g., does not A 0 mention any of the attributes related to the characteristic. Provides a good understanding of the characteristic or provides evidence/artifact(s) A 1 that suggest a good understanding of the characteristic. Provides evidence/artifact(s) and a good understanding of the characteristic but A 2 does not connect the two together. Articulates the understanding of the characteristic with the provided evidence/artifact(s). Student

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Arnold Neville Pears, Uppsala University; Judy Sheard, Monash University

Tagged Divisions

Educational Research and Methods

for relevant statistical constructs, are then presented and discussed. An analysis ofvariations in approach to teaching on the basis of a range of key variables are presented anddiscussed. Finally we provide conclusions and areas for future exploration.BackgroundThe approaches to teaching inventory (ATI) has been developed and refined over the lastdecade. It has its origins in phenomenographic studies of teachers’ attitudes to teachingand learning in the mid 1990’s. A description of the developmental history and statisticalanalysis of the instrument can be found elsewhere2, 3 .Prosser and Trigwell advance the view that there is a fundamental qualitative differencebetween a student-centric and teacher-centric view of the learning process3

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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 be contacted at sedransk@niss.orgRenata Engel, Pennsylvania State University Renata S. Engel is Associate Dean for Academic Programs and Professor of Engineering Design and Engineering Science & Mechanics. A member of the Penn State faculty since 1990, she served from 2000-2006 as the Executive Director of the Schreyer Institute for

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

s reported thatthey were Caucasian, 18 (9.5 %) students reported they had multiple ethnicities, 17 (8.9 %)reported that they were Hispanic American, five (2.6 %) reported being of other ethnicities,seven (3.7 %) reported being African American, six (3.2 %) reported being Asian American, andtwo (1.1 %) reported their ethnicity as Native American. The students had completed the sameschool instruction in math and science, and had no school instruction on electrical circuits priorto participating in this study. To determine the effect of different signaling methods, we manipulated the type of visualsignaling students received in their program (APA signaling, arrow signaling, or no visualsignaling). Dependent variables included

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

theyparticipated in any professional development for teaching, and in particular on the use of active learning.This quantitative data were analyzed using descriptive statistics. Percentages, measures of centraltendency, such as the mean, median and mode were examined as well as demographic distributions.Qualitative data included semi-structured interviews with participants, and aimed to delve further intohow engineering instructors learned about various active learning strategies, why they decided toimplement them in their course(s), what kinds of support they received as well as any challenges theyhad, and how they overcome those challenges. This qualitative data was analyzed following a recursiveand spiral pattern to code for recurring themes and

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner, Campbell University; Michele Miller, Campbell University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

paperreviews the findings from the subset of longitudinal data to add to the literature related to thisinstrument and to gather feedback related to future directions for this project.BackgroundThe Campbell University’s School of Engineering is able to offer students need-basedscholarships through an NSF S-STEM grant. As part of this program, students are expected totake part in a variety of professional development activities including faculty and peermentoring, industry tours, tutoring, and internship preparation assistance. This institution islocated in a rural area with many first-generation college students in the engineering studentpopulation. The institution also accepts many students into the engineering program who mayneed an additional

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

intervening with the groups’work to improve the quality of students’ interactions in collaborative problem solvingengineering classrooms.References[1] J. Roschelle and S. Teasley, "The construction of shared knowledge in collaborative problem solving", in Computer Supported Collaborative Learning, 1995, pp. 69-96.[2] B. Barron, “When Smart Groups Fail,” Journal of the Learning Sciences, vol. 12, no. 3, pp. 307–359, 2003.[3] C. Kaendler, M. Wiedmann, N. Rummel, and H. Spada, "Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review", Educational Psychology Review, vol. 27, no. 3, pp. 505-536, 2014. Available: 10.1007/s10648-014-9288-9.[4] R

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana-Champaign; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Anthony Salvatore Margotta, University of Illinois at Urbana-Champaign; Elizabeth Renee Livingston; Mariana Silva, University of Illinois at Urbana-Champaign; Taylor Tucker, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

different age groups and disciplines to facilitatecollaborative problem solving activities.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No. 1628976. Anyopinions, findings, conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. References[1] J. Roschelle and S. Teasley, "The construction of shared knowledge in collaborative problem solving", in Computer Supported Collaborative Learning, 1995, pp. 69-96.[2] R. Gillies, A. Ashman and J. Terwel, The Teacher's Role in Implementing Cooperative Learning in the Classroom. Boston, MA

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

from the beginning: The definitive history of racist ideas in America. New York: Nation Books, 2016.[3] A. L. Pawley, J. A. Meija, and R. A. Revelo, “Translating Theory on Color-blind Racism to an Engineering Education Context: Illustrations from the Field of Engineering Education,” presented at the ASEE Annual Conference, Salt Lake City, UT, 2018.[4] Data USA, “Engineering | Data USA,” 2019. [Online]. Available: https://datausa.io/profile/cip/engineering#employment. [Accessed: 13-Dec-2019].[5] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the Engineering Workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, Jan. 2005, doi: 10.1002/j.2168-9830.2005.tb00830.x.[6] A. E. Slaton, Race, Rigor, and Selectivity in U. S

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Barukh Ben Rohde, University of Florida; Elliot P. Douglas, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, 13(1), 75-84.[9] Reges, S. (2003). Using undergraduates as teaching assistants at a state university. ACM SIGCSE Bulletin, 35(1),103-107.[10] Becker, M. K., & Neuwirth, J. M. (2002). Teaching strategy to maximize clinical experience with beginningnursing students. Journal of Nursing Education, 41(2), 89-91.[11] Herrman, J. W., & Waterhouse, J. K. (2010). Benefits of using undergraduate teaching assistants throughout abaccalaureate nursing curriculum. Journal of Nursing Education, 49(2), 72-77.[12] Born, D. G., & Herbert, E. W. (1971). A further study of personalized instruction for students in largeuniversity classes. The Journal of Experimental Education, 40(1), 6-11.[13] Fremouw, W. J., Millard, W. J., & Donahoe, J. W

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University; Russell Korte, George Washington University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

context. Most field studies have abroadly ethnographic goal, namely to adequately and thickly describe the specific qualities ofpractices, to understand and represent the meaning of those practices for people who participatein them, and to understand unique and locally situated forms of work culture and socialorganization. In the context of engineering practices, field studies have largely been conducted inthe workplace using observations and interviews. These include studies across both disciplinesand time, beginning with pioneering works such as Barnes’ comparative, observational study oftechnical groups in industry [5], and Youngman et al.’s in-depth, multi-modal analysis ofengineering job roles and work activities [6]. The 1980s and 1990s saw

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of career preparation.SignificanceURM students will increase their self of belonging to STEM professions and begin to see acareer/workforce pathway. Empowerments such as these have shown to increase studentretention within a major and have positive self-efficacy impacts [31], [32]. Based on the shiftingtrends in STEM student demographics (Error! Reference source not found.), changes in STEMeducation and specifically, engineering education, will be required to ensure the retention ofunderrepresented minorities and women in these fields. Based on the results of this three-yearstudy, best-practices will be identified and presented to allow for implementation at otheruniversities.References[1] S. Garcia-Otero and E. O. Sheybani, "Retaining

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

and improved identification with the mechanical engineeringprofession. These findings suggest that capstone educators consider multidisciplinary projectseven when facilitating traditionally single-discipline disciplinary capstone courses.AcknowledgementsWe are grateful to the members of the horse lung functioning project team for their time andeffort in this study.References[1] F. Bornasal, S. Brown, N. Perova-Mello, and K. Beddoes, “Conceptual Growth in Engineering Practice,” Journal of Engineering Education, vol. 107, no. 2, pp. 318–348, 2018, doi: 10.1002/jee.20196.[2] K. J. B. Anderson, S. S. Courter, T. McGlamery, T. M. Nathans-Kelly, and C. G. Nicometo, “Understanding engineering work and identity: a cross-case analysis of

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

National Science Foundation for their support through a Graduate ResearchFellowship (DGE-1333468). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] C. E. Foor, S. E. Walden, and D. A. Trytten, ““I wish that I belonged more in this whole engineering group:" Achieving individual diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007.[2] J. M. Smith and J. C. Lucena, “‘How do I show them I’m more than a person who can lift heavy things?’ the funds of knowledge of low income, first generation engineering students,” J. Women Minor. Sci. Eng., vol. 22, no. 3, pp. 199–221, 2016.[3

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

innovation in engineering education necessitates research on ways of thinking. Wesought to gain this understanding based on four specific ways of thinking including futures,values, systems, and strategic thinking. The study builds on the existing body of knowledgeregarding these ways of thinking, while initiating a first step toward an ‘EER ways of thinking’model. We believe the resulting model could serve as an organizing and motivating structure toframe decisions throughout all engineering education endeavors.ReferencesBrown, T. A. (2015). Confirmatory factor analysis for applied research, 2nd edition. New York, NY: Guilford PublicationsCrawford, A. V., Green, S. B., Levy, R., Lo, W. J., Scott, L., Svetina, D., & Thompson, M. S. (2010

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Susan Maller, Purdue University; Tao Hong, Purdue University; William Oakes, Purdue University; Carla Zoltowski, Purdue University; Paul McDermott, University of Pennsylvania

Tagged Divisions

Educational Research and Methods

derive homogeneous subtypes of individual EPICSstudents, based upon their scores across measures of eight program outcomes.Specifically, the present study includes: (1) examination of how EPICS students weregrouped in terms of their evaluation on the professional skills and objectives defined byABET EC2000 Criterion 3, and analysis of the characteristics on specific profile pattern(s)found; (2) investigation of possible explanatory (e.g., demographic background variables)reasons of the way they were grouped. For instance, mean scores of the two gendergroups were compared to see if significant difference existed between male and female intypal prevalence. Additionally, future research direction was also discussed

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Krista Donaldson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

of the engineeringdisciplines by addressing the motivational factors that are specific to each group.AcknowledgementsThe Academic Pathways Study (APS) is supported by the National Science Foundation underGrant No. ESI-0227558 which funds the Center for the Advancement of Engineering Education(CAEE). CAEE is a collaboration of five partner universities. We would like to thank MicahLande and George Toye for all of their support from helping to develop the research question toencouraging us to think more deeply. One of the authors (SP) received support from the NSFGraduate Research Fellowship and the Stanford Graduate Fellowship.References1. S. Sheppard, Atman, C., Stevens, R., Fleming, F., Streveler, R., Adams, R., & Barker, T. (2004

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Leopold, Missouri University of Science and Technology; Daniel Tauritz, Missouri University of Science and Technology

Tagged Divisions

Educational Research and Methods

atMissouri University of Science and Technology. The principal conclusion is that it is imperativeto the success of this type of program to provide a mechanism for frequently collecting feedbackin order to prioritize and schedule activities to best meet the needs of participants.IntroductionThe National Science Foundation (NSF)-funded project “A Program to Facilitate ScholasticAchievement in Computer Science, Engineering, and Mathematics” at Missouri University ofScience and Technology (Missouri S&T) ran from August 15, 2004 through July 31, 2009. Thegoals of this program were to address: (1) the decline in the number of students pursuing degreesin mathematics, computer science, and engineering, and (2) the minimal rate of low-incomestudents

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

=conference_papers&space=12974679 7203605791716676178&type=application%2Fpdf&charset=Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.Johri, A., & Olds, B. M. (2011). Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences. Journal of Engineering Education, 100: 151-185. doi:10.1002/j.2168-9830.2011.tb00007.xJohri, A., Olds, B. M., & O'Connor, K. (2014). Situative Frameworks for Engineering Learning Research. In A. Johri & B. M. Olds (Eds.), Cambridge Handbook of Engineering Education Research (pp. 47-66). NY: Cambridge University Press.Kusano, S., &

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Angelica Carrion, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

given survey was paper and pencil format. The end of course survey consisted oftwo parts: Likert scale items and three open-ended questions. The Likert scale items askedstudents “to what extent do you agree that each of the following topics improved your ability toeffectively interact with your partner(s) in the problem-solving studio?” Eleven topics oninterpersonal skills were given including i.e. constructive feedback, selective attention, effectivelistening. Each topic was given with a 6 point Likert scale ranging from 0 – I don’t recall thistopic, 1 – disagree strongly, to 6 – agree strongly. Student mean scores ranged from 0 – 6. Eachtopic was scored for overall mean therefore, if a student answered zero on the Likert scale thezero was

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samantha Lee Russell, Grand Canyon University; Maria Zafonte, Grand Canyon University

Tagged Divisions

Educational Research and Methods

, 2012.[2] National Academy of Engineering, “Educating the engineer of 2020: Adapting engineering education to the new century.” Washington, DC: The National Academies Press, 2005. Available: https://doi.org/10.17226/11338.[3] M. Besterfield-Sacre, M. Moreno, L. J. Shuman, and C. J., “Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study.” Journal of engineering Education, vol. 90, no. 4, pp. 477-489, 2001.[4] S. Kumar and J. K. Hsiao, “Engineers learn ‘soft skills the hard way’: Planting a seed of leadership in engineering classes.” Leadership and Management in Engineering, vol. 7, no. 1, pp. 18-23, 2007.[5] D. C. Davis, S. W. Beyerlein, and I. T. Davis

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

design and implementation ofcollaborative ill-structured tasks using a research-based framework that outlines the necessaryelements of such tasks: an introduction to the problem that provides context, a description of theproblem itself, the specific task(s) students are expected to achieve as a group, supplementarymaterial that provides information useful for solving the task, and scaffolding tools that studentscan use to develop plans, draw diagrams, and generate solutions [6]. This paper presents amethod to evaluate the design of ill-structured tasks in relation to the interaction processes thatstudents used in their groups. The paper showcases the use of our method by evaluating thedesign of one ill-structured task, and provides suggestions

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, “A formal approach to handling conflicts in multiattribute group decision making,” J. Mech. Des., vol. 128, no. 4, pp. 678–688, 2006.[4] M. T. H. Chi and M. Menekse, “Dialogue patterns that promote learning,” in Socializing Intelligence through Talk and Dialogue, L. B. Resnick, C. Asterhan, and S. N. Clarke, Eds. Washington DC: AERA, 2015, pp. 263–274.[5] S. Purzer, “The Relationship Between Team Discourse, Self-Efficacy, and Individual Achievement: A Sequential Mixed-Methods Study,” J. Eng. Educ., vol. 100, no. 4, pp. 655–679, 2011.[6] D. Kuhn, “Thinking together and alone,” Educ. Res., p. 0013189X15569530, 2015.[7] A. Ram, “A theory of questions and question asking,” J. Learn. Sci., vol. 1, no. 3–4

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Angelika N Zissimopoulos, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

technology (3rd ed.). Reston, VA: International Technology Education Association. (Original work published 2000)3. Raney, C., & Jacoby, R. (2010, Winter). Decisions by design: Stop deciding, start designing. Rotman Magazine, 34-39.4. ABET Engineering Accreditation Commission. (2013). Criteria for accrediting engineering programs. Baltimore: Accreditation Board for Engineering and Technology (ABET). Retrieved from: http://www.abet.org/eac-criteria-2014-2015/5. Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738-797.6. National Academy of Engineering. (2005). Educating the engineer of 2020: Adapting engineering education to the

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; James F. Ryan III, Rensselaer Polytechnic Institute

Tagged Divisions

Educational Research and Methods

subsetsdescribed in the Data and Design section. The results are presented in Table 3. Last Group  MI  Full Cohort  Only Engineers  Engineering  Whole Space  I(T;S)  0.111103 0.083926 0.087116   I(G;S)  0.031648 0.031923 0.031516 Did Not  Graduate  I(T;S)  0.14089 0.113506 0.102177   I(G;S)  0.031166 0.035844 0.035115 Graduated  I(T;S)  0.028349 0.03692

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Laura Hirshfield, University of Michigan; Amanda Siebert-Evenstone, University of Wisconsin - Madison; Golnaz Arastoopour Irgens, University of Wisconsin - Madison; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

compare different feedback structures, both visually(as a network and projected point) and through summary statistics that reflect theweighted structure of connections. The remainder of this section outlines the method ofENA. The details of how ENA was used to analyze the coaching sessions are provided inthe Results and Discussion section.To begin our ENA of co-occurrences of discourse elements (Table 1’s codes), we firstsubdivided the utterances of discourse into groups of utterances. These groups are calledstanza windows. The utterances within a window are assumed to be topically related. Inthis study, we examined conversations between students and coaches where students andcoaches are responding to each other’s previous discourse. As a result

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

court case related to a report written by the student apprentice on the degradation and in servicefailure of a manufactured material. The overarching question to answer for the court and jurywas why the material degraded and eventually failed. The written report and expert testimonyprovided was based on evidentiary analytical data which supported the apprentice’sconclusion(s) in this PBL scenario.Identified background: Students were to search the scientific literature to find a publishedprocedure suitable for the analysis of the desired components of the sample(s). Students wererequired to be able to accomplish the procedure with four (4) of the instruments that wereavailable in the instrumental analysis laboratory. Students needed at least two