Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle; Elizabeth Burpee; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

Paper ID #7645STEM Students outside the Classroom: The Role of the Institution in Defin-ing Extracurricular ActivityDr. Denise Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Technology in 1989 and 1995, respectively. She also holds an M.Ed. from the University of Washington (2008) and has worked in industry (Applied Materials). She is currently a faculty member with the Electrical Engineering De- partment, University of Washington, Seattle, and she was

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Stephanie Ann Claussen, Colorado School of Mines; Renee Falconer, Colorado School of Mines; Allison G. Caster, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

. Spiegel also served as Director of Research & Development for a multimedia development company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to pro- mote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT). His extensive background in

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, The College of New Jersey; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Erin J. McCave, University of Houston; Courtney S. Smith, Virginia Tech

Tagged Divisions

Educational Research and Methods

include epistemic cognition in the context of problem solving, researcher identity, and pre-service K-12 teacher preparation.Dr. Cheryl A. Bodnar, Rowan University Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Chemical Engineering at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learning techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She obtained her certification as a Training and Development Professional (CTDP

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Science Department at Forman Christian College (A Chartered University) at Pakistan for eight years and was recognized for outstanding teaching with the year 2013 teaching award. Saira was also the recipient of ”President of Pakistan Merit and Talent Scholarship” for her undergraduate studies.Dr. Muhsin Menekse, Purdue University, West Lafayette Muhsin Menekse is an assistant professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse’s primary research focus is on students’ learning of complex tasks and concepts in STEM domains. Specifically, he investigates how classroom activities and learning environments affect

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

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Diversity

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Educational Research and Methods

Paper ID #25276Using Topological Data Analysis in Social Science Research: Unpacking De-cisions and Opportunities for a New MethodDr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Cristina Pomales-Garcia, University of Michigan; Yili Liu, University of Michigan; Virginia Soto, University of Michigan

Tagged Divisions

Educational Research and Methods

research and activities, CASEE has definedspecific and measurable outcomes to challenge itself and the engineering community to achieveits goal of excellence in engineering education by defining excellence of engineering educationin terms of its effectiveness, engagement and efficiency.Along with institutional goals as standards of excellence, research in engineering educationshows that an integral part of the process is providing the undergraduates with opportunities todevelop individual characteristics that will positively impact the students’ future career.Rugarcia et al.2 state that an integral part of the engineer profile is the development of three maincomponents: knowledge, skills, and attitudes that dictate the goals toward which students

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

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Educational Research and Methods

-Light and John Ittelson are the authors of Documenting Learning with ePortfolios: A Guide for College Instructors (2011).Dr. Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT) Ken Yasuhara was a research team member for the Center for the Advancement of Engineering Educa- tion’s Academic Pathways Study (CAEE APS) and is currently a research scientist at the University of Washington’s Center for Engineering Learning & Teaching (CELT). His research and teaching interests include engineering design, major choice, and professional portfolios. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer science and engineering at the University of Wash

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ji Hyun Yu, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

valuesof engineering), the ways engineers see themselves, and the ways they perceive their roles asengineers. Further testing of the instrument in engineering student population is needed todevelop the final version of instrument.IntroductionAs a discipline evolves and matures from a rough, ambiguous territory toward an arena ofsystematic, reasoned inquiry, central intellectual issues come into focus. The discipline ofengineering education now faces such a time, as scholars, researchers, and practitioners aredevoting attention to creating categories for engineering education practices and engineeringeducation research, articulating methods and processes1. The Research Agenda for EngineeringEducation suggests that the area of engineering

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Michelle H. Bardini, California Polytechnic State University, San Luis Obispo; Noah Robert Krigel, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, California Polytechnic State University, San Luis Obispo; Coleen Carrigan, California Polytechnic State University, San Luis Obispo

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Diversity

Tagged Divisions

Educational Research and Methods

“contextually based; that is, students must understand contextual nuances and makereferences and analyses accordingly”(p.10)33. They also encourage students to challenge theirown assumptions and to be open to the wide variety of perspectives and solutions that may be  presented by their fellow classmates33. In engineering classrooms, case studies can help developstudents’ critical thinking skills by requiring students to integrate technical, ethical, and societalknowledge to address the problems presented in the case study36.Case studies as Cultural ProbesThe Articulating a Succinct Description method draws upon Cultural Probes, an idea firstemployed by Gaver and his colleagues as an experimental approach to design research thatcaptures insight into

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Robert Leicht, Pennsylvania State University; John Messner, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Hyeon Woo Lee, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Computer Integrated Construction Research Program at Penn State. He teaches courses in construction engineering and management; Building Information Modeling; and virtual prototyping. He recently led a project to construct the Immersive Construction (ICon) Lab, an affordable, 3 screen immersive display system for design and construction visualization, and is developing an interactive virtual construction simulation application for engineering education. He can be reached at jim101@psu.edu.Thomas Litzinger, Pennsylvania State University Tom Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State, where he has

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Nancy Evans, Indiana University

Tagged Divisions

Educational Research and Methods

learningenvironment [8]. Presently, to design a successful flipped classroom, educators include variousfactors such as a pre-recorded video lecture with pre-class activity, a follow-up quiz on the pre-class work, an in-class activity, and an in-class group activity. Studies [1, 15] show that thefollowing factors have significant impact on the success of a flipped classroom model: 1) out-of-class and in-class elements must be carefully integrated for students to understand the model andbe motivated to prepare for class; 2) shorter, rather than longer videos; and 3) pre-class activitiesmust be coupled with quizzes or follow-up tasks to assess the student's understanding. A successfulflipped classroom design requires significant effort and time on the part of

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

makerclub. There is growing interest in project-based learning (PBL), makerspaces and other relativelyopen-ended learning environments that afford many entry points and pathways into and throughengineering. Though often focused on engineering design and digital fabrication, these spacesoften support a range of activities and technologies, from laser cutting and 3D printing, toelectronics and e-textiles, to carpentry, sewing, painting and digital media, and so have thepotential to attract students who may not have yet identified an interest in engineering.Unlike more traditional curriculum, open-ended makerspaces elicit many sticking points andmoments of uncertainty which can serve as rich contexts for conceptual development anddisciplinary practice

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

AC 2008-827: A QUALITATIVE STUDY OF THE EARLY WORK EXPERIENCESOF RECENT GRADUATES IN ENGINEERING.Russell Korte, The University of Texas-Tyler Russell F. Korte, Ph.D., is an assistant professor of human resource development at the University of Texas at Tyler. Dr. Korte is co-researcher on a National Science Foundation (NSF) grant with the Center for the Advancement of Engineering Education (CAEE). His research interests include higher education, workplace learning, organizational socialization, performance improvement, and engineering education.Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is the Carnegie Foundation for the Advancement of Teaching Consulting

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

learning curriculum: From an activity theory perspective. International Journal of Engineering Education, 29(1). 5. Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supporting innovative teaching. JRC Technical Note, 52374. 6. Bowden, J. A., & Green, P. (2005). Doing developmental phenomenography. Melbourne, Australia: RMIT Press. 7. Marton, F., & Booth, S. A. (1997). Learning and awareness. Psychology Press. 8. Zoltowski, C. B., Oakes, W. C., & Cardella, M. E. (2012). Students' Ways of Experiencing Human‐Centered Design. Journal of Engineering Education,101(1), 28-59. 9. Mann, L

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering matters. This joint interest hasled to a significant, but still small number of courses being developed and offered across thecountry. The American Society for Engineering Education, through the work of Tobias,maintains an archive of some of these courses [4]. In short, although the university structure isconducive for cross-disciplinary experiences in the curriculum, such experiences are notcommon.In 2019, a team of faculty at West Virginia University received a grant from the NationalScience Foundation to initiate a cross-disciplinary learning initiative to expose engineeringstudents to key concepts and skills in the social sciences and to provide an orientation toengineering principles and practices to social science students. After

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Putting theory into practice, she teaches a service-learning course at UCSC wherein interdisciplinary teams of students work in an layered apprenticeship model with community mentors to design and implement sustainable solutions to water, energy, waste, transportation and social challenges using ”green technology”. Dr. Ball has worked as a research fellow with two NSF Centers for Learning and Teaching and most recently on several NSF projects that focus the integration of engineering and social science to support the advancement of experiential learning for sustainability in higher education.Linnea Kristina Beckett, University of California - Santa Cruz Linnea Beckett is a PhD Candidate in Education at the University of

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

Engineers (ASHRAE).Stewart Ross, Minnesota State University-Mankato Stewart Ross is the founding Director for the Center for Excellence in Teaching and Learning at Minnesota State University. He holds a Master’s Degree and Ph.D. in Music Education from Northwestern University. He is an active presenter at colleges round the country on “Integrated Course Design.” He was Director of Bands at the university for 21 years prior to his appointment in the Center.Brian Weninger, Minnesota State University-Mankato Brian Weninger is a graduating senior in the Mechanical Engineering program at Minnesota State University, Mankato. Following graduation he is pursuing a Master of Science degree at

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Dan Budny, University of Pittsburgh; Alaine Allen, University of Pittsburgh; Jessica Quarcoo, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

themes range from teamworkto sports to exploring Pittsburgh [11].The Transition ProcessMentoring is often thought to be a lot like coaching. In fact, many mentors do find that their roleas mentor takes on the task of coaching the students through the various difficult transitions from Page 12.1605.3high school to college. Making transitions is an integral part of life. It is important that allparticipants in the student’s life, including, parents, faculty and university staff, understand thatduring the transition from high school to college, students often experience a sense of loss forwhat has changed in their life or despair over relationships

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

rebecca devasher, Rose-Hulman Institute of Technology; Patrick Ferro, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley; David Mutchler, Rose-Hulman Institute of Technology; shannon sexton, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

AC 2007-1683: DEVELOPMENT OF A MULTI-LEVEL ASSESSMENT FOR ACROSS-DISCIPLINARY PROJECT EVALUATING THE SYMBIOSIS OF TABLETPC'S AND COLLABORATION-FACILITATING SOFTWARE IN THECLASSROOMrebecca devasher, Rose-Hulman Institute of Technology Rebecca B. DeVasher received her B.S. in Chemistry from the University of Alabama in Tuscaloosa, AL (the main campus) in 2000, and her Ph.D. from the same university in 2004 under the guidance of Kevin Shaughnessy. Rebecca was an instructor at the University of Alabama while she was working on her Ph.D. Upon completion of her doctoral degree, she accepted a visiting faculty position at Rose-Hulman Institute of Technology for the academic year 2004-2005. In March

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

, Teaching, and Agency. Her background as a graphic designer inspired her interest in the design of learning environments. Her research focuses on the affordances of educational technology in formal and informal spaces and how researchers use the design process to facilitate and scaffold interdisciplinary work.Dr. Emma Mercier, University of Illinios Emma Mercier is an associate professor in Curriculum and Instruction at the University of Illinois Urbana- Champaign. Her work focuses on collaborative learning in classrooms, and in particular, the use of technology for teachers and students during collaborative learning. Most recently Mercier’s projects have focused on collaborative learning in required undergraduate

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

George E. Hassoun, Notre Dame University - Louaize, Lebanon

Tagged Divisions

Educational Research and Methods

University of New South Wales - Sydney, with the Satellite Navigation and Positioning Group, Department of Geomatic Engineering. In 1998, he joined the Avionics Group of the Air Operations Division DSTO – South Australia, as a Research Scientist. Since 2001, he has been an Assistant Professor with the Electrical, Computer and Communication Engi- neering Department at Notre Dame University – Louaize, Lebanon. His research interests include control, avionics, navigation and guidance, optimization and estimation theories, in addition to aerospace applica- tions. He is presently interested in the application of signals and systems theory to engineering education. Dr. Hassoun is a current member of the American Society for

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Caitlin H. Wasilewski, Seattle Pacific University

Tagged Divisions

Educational Research and Methods

Paper ID #10360Public vs. Private, Large vs. Small: Significant Differences in Student Affec-tive ExperienceDr. Denise Wilson, University of Washington Denise Wilson received the B.S. degree in mechanical engineering from Stanford University, Stanford, CA, in 1988 and the M.S. and Ph.D. degrees in electrical engineering from the Georgia Institute of Tech- nology, Atlanta, in 1989 and 1995, respectively. She received the M.Ed. from the University of Wash- ington in 2008. She is currently an Associate Professor with the Electrical Engineering Department, University of Washington, Seattle, and she was previously with the

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

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Diversity

Tagged Divisions

Educational Research and Methods

University and has served as a Fulbright Scholar at Kathmandu University it Nepal. At Cal Poly, he teaches an Interdisciplinary senior project class and teaches mechanics and design courses. He also conducts research in the areas of creative design, machine design, fluid power control, and engineering education.Dr. Edward J. Berger, Purdue University, West Lafayette (College of Engineering) Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for over 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #27214Professional Expectations and Program Climate Affect the Professional For-mation of EngineersDr. Manuel Alejandro Figueroa, The College of New Jersey Dr. Manuel Figueroa is an Assistant Professor in the School of Engineering at The College of New Jersey. He teaches in the Department of Integrative STEM Education and prepares pre-service teachers to become K-12 technology and engineering educators. His research involves engaging college students in human centered design and improving creativity. He also develops biotechnology and nanotechnology inspired lessons that naturally integrate the STEM disciplines

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

, "Developing an Integrated Curriculum-wide Teamwork Instructional Strategy," in ASEE Annual Conference & Exposition, Salt Lake city, UT, 2018.[9] A. S. o. C. Engineers, "the Vision for Engineering in 2025," ASCE, Reston, VA, 2007.[10] A. S. o. M. Engineers, "Vision 2030: Creating the Future of Mechanical Engineering Education," ASME, NY, 2012.[11] S. G. S. C. H. L. D. K. L. G. E. Ö. L. M. &. T. G. Sheppard, "Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES) (TR-10-01)," Center for the Advancement for Engineering Education., Seattle WA, 2010.[12] K. J. B. Anderson, S. S. Courter, T. McGlamery, T. M. Nathans-Kelly and C. G. Nicometo

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Gretchen Molina, University of Puerto Rico-Mayagüez; Asmaa Idrisu, George Mason University; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez; Amelia Marian, West University of Timisoara

Tagged Divisions

Educational Research and Methods

University of Puerto Rico are instrumental in the planning, designing, implementing and evaluating products, services, on systems that integrate people, materials, equipment, and information for the progress and improvement of the quality of life of humankind.”19 Therefore, some of the qualities of a systems thinker are supposed to be acquiredduring the course of IE education at the UPRM. Given all of the above, the pool ofUPRM’s IE students was deemed an appropriate sample to test whether quantitativelystrong students naturally present (or acquire) systems thinking skills when enrolled in anaccredited engineering education curriculum. Sample The study was conducted on a sample of 69 industrial engineering

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

PLTW foundations courses. Findings include insight into the level ofexplicit integration of math and engineering, and how PLTW experiences influenceteacher’s views about preparing students for engineering careers. Implications forpractice include the importance of creating awareness surrounding the need forinstructors to make explicit connections at an early stage in precollege engineering so thatstudents can improve their academic preparation as well as career readiness. Our studiesof engineering practice indicate that curricula in high school and college give students anincomplete picture of engineering work and what engineers do and often do not developthe full skill set needed to successfully execute increasingly complex, interdisciplinary

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Ann McKenna, Northwestern University; Robert Linsenmeier, Northwestern University; Matthew Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

focus our work and guide the research. The model of adaptive expertise hasbeen presented as a way of thinking about how to prepare learners to flexibly respond to newlearning situations, which is precisely what students are expected to do in the context ofdeveloping design solutions. We focus on “computational adaptive expertise,” which weabbreviate CADEX, since a major portion of an engineering curriculum focuses on developinganalytical and computational knowledge. Yet, students often struggle with applying ortransferring computational knowledge in the context of design. The current paper presents anoverview of adaptive expertise and relates this concept specifically to engineering designeducation. In addition, the paper presents an overview

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

were funded as curriculumdevelopment projects in 1998 (e.g., Enhanced Engineering Education Experience DUE-8854555and Integrated First Year Engineering Curriculum DUE-8953553), with the first of the eight fullfledged engineering coalitions funded in 1999 as multi-institutional experiments in innovation inengineering education. By 1991, an award was made to Richard Felder of North Carolina StateUniversity for a longitudinal study of the effects of innovative teaching (DUE-9150407) and in1993 prestigious NSF Young Investigator awards were given to engineers Cynthia Atman of theUniversity of Washington (DRL-9358516) and Martin Ramirez of Johns Hopkins University(DRL-9358518). Atman’s research examined how first-year engineering students

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

frame and address problems. It isbecoming increasingly apparent that more substantive frameworks that challenge engineeringeducators to holistically integrate these concerns into curricula are necessary. Suchframeworks can help engineering educators move beyond simply modifying one or twocourses to think more systematically about how various aspects of such content can beinfused throughout the undergraduate curriculum and beyond.This paper examines how students enrolled in a second-year, project-based, use-inspired designcourse recognized, used, and understood concepts and outcomes related to a new frameworkfocused on environmentally and socially responsible engineering called Engineering for OnePlanet (EOP) [2]. The intent is to leverage these