Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress, University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

experiment. The outcome of this exercise was along report that the students did not enjoy writing and which did not translate into a realistic norrelevant industrial document.As a modification to this experiment assignment, a simple scenario can be created. Propose thatthe students are technologists working at an instrumentation calibration laboratory. They havebeen contracted by a client to perform calibration of a linear displacement transducer. The clienthas requested that a calibration certificate is delivered with the calibrated instrument. In thisformulation of the experiment assignment, the execution and data analysis steps are unchangedfrom the previous format. However, instead of delivering the results to the instructor in the formof a

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

during graduate funding assignments,such as learning laboratory techniques or how to conduct research, may influence qualificationsfor and interest in future job roles and career sectors. Different funding types may offer differentexperiences for STEM doctoral students (Nettles & Millett, 2006).The main sources of fundingfor doctoral students come through fellowships, research assistantship (RAs), or teachingassistantships (TAs) (Knight, Kinoshita, Choe, & Borrego, 2018; National Center for Scienceand Engineering Statistics, 2017). While participating in a TA assignment can contribute to thesocialization of engineering doctoral students for future faculty careers (Mena, Diefes-Dux, &Capobianco, 2013), TAs are generally viewed more

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Cognitive Research Laboratory (ECRL). She received her Bachelor’s degree from Franklin & Marshall College in physics and women and gender studies.Dr. Catherine G.P. Berdanier, Pennsylvania State University, University Park Catherine G.P. Berdanier is an Assistant Professor in the Department of Mechanical Engineering at Penn- sylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and Ph.D. in Engineering Education from Purdue University. Her research interests include graduate-level engineering education, including inter- and mul- tidisciplinary graduate education, online engineering cognition and learning, and engineering

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Forney, Loyola Marymount University; Sunai Kim, Loyola Marymount University

Tagged Divisions

Educational Research and Methods

Paper ID #28752Redefining Retention in STEM Education: New Perspectives on aStudent-centered Metric of SuccessDr. Andrew Forney, Loyola Marymount University Prof. Andrew Forney is an Assistant Professor in Computer Science at Loyola Marymount University with research interests broadly at the intersection of cognitive psychology, artificial intelligence, and experimental design. He has worked with the UCLA Cognitive Systems Laboratory for the past 7 years advancing the theory and practice of causal inference as an emerging set of tools for both the empirical sciences and design of artificial decision-makers. His recent

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

and understanding, designs and implements assessment tools in education, researches on the use of technology in the classroom and physics laboratory, and conducts research on the determination of what are the main factors that influence learning and understanding of first semester engineering students. Monica is currently collaborating with the Educational and Academic Innovation Unit, UNIDA (for its acronym in Spanish) at the School of Engineering of the Andres Bello University, where she works as teacher trainer in active learning methodologies, she teaches undergraduate courses in Environmental Management and Energy and Circular Economy, and is a thesis advisor on the engineering programs at this institution

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Monica Cardella, Purdue Engineering Education

Tagged Divisions

Educational Research and Methods

Engineering Undergraduate Laboratory,” IEEE Frontiers in Education, 1997, pp. 350-354.[7] Armarego, J., “Advanced Software Design: A Case in Problem-Based Learning,” IEEE Computer Society: Proceedings of the 15th Annual Conference on Software Engineering Education and Training, 2002, pp. 44-54.[8] Denayer, I., K. Thaels, J. Vander Sloten, and R. Gobin, “Teaching a Structured Approach to Design Process for Undergraduate Engineering Students by Problem-Based Education,” European Journal of Engineering Education, Vol. 28, No. 2, 2003, pp. 203-214.[9] Brodeur, D., P. W. Young, and K. B. Blair, “Problem-Based Learning in Aerospace Engineering Education,” Proceedings of the American Society for Engineering

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Carl Lund, State University of New York at Buffalo

Tagged Divisions

Educational Research and Methods

: Students' reported learning gains. J. Eng. Education, 2001. 90(1): p. 123.19. Beaudoin, D.L. and D.F. Ollis, A product and process engineering laboratory for freshmen. J. Eng. Educa- tion, 1995. 84(3): p. 279.20. Masten, S., K.-C. Chen, J. Graulau, S.L. Kari, and K.-H. Lee, A Web-based and group learning environ- ment for introductory environmental engineering. J. Eng. Education, 2002. 91(1): p. 69.21. Maskell, D.L. and P.J. Grabau, A multidisciplinary cooperative problem-based learning approach to em- bedded systems design. IEEE Trans. Education, 1998. 41(2): p. 101.22. Vandebona, U. and M.M. Attard, A problem-based learning approach in a civil engineering curriculum. World Trans. Eng. Tech. Education, 2002. 1(1): p

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Stephen Krause, Arizona State University

Tagged Divisions

Educational Research and Methods

York: Collier/Macmillan4 Johnson, David W., Johnson, Roger T., and Smith, Karl A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Report on Higher Education. Washington, DC: The George Washington University.5 Johnson, D., Johnson, R.& Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon.6 Taconis, R., Ferguson-Hessler M.G.M., & Broekkamp, H. (2001). Teaching Science Problem Solving: An Overview of Experimental Work. Journal of Research in Science Teaching, 38(4), 442-468.7 She, H. (1999). Students’ knowledge construction in small groups in the seventh grade biology laboratory: Verbal communication and physical engagement. International Journal of

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Daisie Boettner, United States Military Academy

Tagged Divisions

Educational Research and Methods

standardsexpected in each section of the report. Figure 1: Rubric Example The use of rubrics, as described above is similar to the use described by Powe and Moorheadin their 2006 article on the use of rubrics to grade laboratory reports7. Their combined use ofquantitative and qualitative methods in their rubrics helped standardize the grading of reports byteaching assistants who each had to grade reports for a common course. In the same manner, thefaculty advisors in the senior design course each had to grade the design report for theirindividual team, while submitting that grade for a common course. An additional benefit thatPowe and Moorhead identify is that the use of rubrics in this manner shortened the time to

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Steve Lappenbusch, University of Washington

Tagged Divisions

Educational Research and Methods

. Page 11.1346.12AcknowledgementsThis work has been supported by the National Science Foundation through grant REC-0238392,Using portfolios to promote knowledge integration in engineering education. The authors wishto thank all members of the Laboratory for User-Centered Engineering Education for theinsightful reviews and comments that helped to shape this paper.References1. Lappenbusch, S., & Turns, J. (2005). Finding their place in TC: using a community of practice model to research emerging TC professionals. Proceedings of the IEEE Conference on Professional Communication, Limerick, Ireland.2. Guan, Z., Yellin, J.M., Turns, J., and Kumar, V. (2005). User-centered design of course-based portfolios for mechanical engineering

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Tamara Moore, Purdue University; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

in Table 1. The MEA wascompleted in a computer laboratory setting with the students working both individually and inteams of 3 to 4 students. The students had twenty minutes to do the individual portion and onehour to complete the team portion of the MEA. The students begin by reading the entire MEAindividually. When students work this problem, the individual warm-up activity (the last sectionof Table 1) requires that the students think about the problem and provides the students time toorganize their thoughts before setting out to solve the problem with their team members. Thestudent teams then re-read the problem statement and develop the model for their procedure. Table 1. Factory Layout MEA

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University; Girish Rao, SPRINT

Tagged Divisions

Educational Research and Methods

. Moreover, thiswas an analysis of design activities in actual practice, unlike laboratory experiments whichmight alter designer behavior and strategies.During stage I, students were required to analyze the current offerings in the market andredesign an electric toothbrush that will better meet needs of the targeted population. Theywere expected to begin with a customer needs assessment, complete a literature search,product dissection and benchmarking, generate and select a viable concept, and end withdetailed design specifications. The deliverables included a progress report four weeks into theproject, and a final design document and presentation at the end of the seven week period.The design documentations of the eight design teams were reviewed

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas

Tagged Divisions

Educational Research and Methods

strategies and didacticcurriculums, integrated design technologies and developing technologies; to simulation, qualityin higher education, and distance learning; to information communication technology,assessment/accreditation, sustainable technology and project-based training; and to engineeringmanagement, women engineering careers, and undergraduate engineering research.Trends in Engineering EducationThe trends in engineering education have been reported over several periods of time by differentauthors. Meisen6 mentions that the global trends in engineering education in the 90s were agreater emphasis on experiential programs supported by industry work experience, decliningemphasis on laboratory instruction, internationalization of engineering

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Protection of the learner’s security and privacy was the concern is of the utmost importance.Additionally, one must consider issues of equity and the differences among learners that exist (e.g.,personality, learning styles, persons that struggle with depth-perception, hand-eye coordination) whendeveloping cyberlearning tools. It is also important to distinguish what content is better suited for ahuman instructor from what can be effectively taught using cyberlearning. Furthermore, now that so muchdata is not readily available using various cyberlearning mediums, teachers using such resources as part oftheir laboratories must ensure that their students are not losing an appreciation of the data collectionprocess. Additionally, one Program Officer

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher B. Williams, Virginia Tech; Marie C. Paretti, Virginia Tech; Yoon Suk Lee, Virginia Tech; John S Gero, George Mason University

Tagged Divisions

Educational Research and Methods

opportunities that allow students to apply theirengineering design learning. Classroom meetings are typically devoted to hands-on team-basedactivities, which range from product dissections to designing products for various speculativescenarios. In addition to these in-class activities, student teams work together out-of-class on asemester project wherein they design a novel consumer product. In addition, the ME studentswere enrolled in a hands-on laboratory course focused on manufacturing processes (welding,machining, casting, etc.).At the time of second data collection, in the second semester of participants’ sophomore year,neither group was enrolled in design-related courses. Both sets of students were involved inengineering science courses (e.g

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

first phases of the study (conducted during 2011),which addresses research questions one, two and four.1.1 Background of the Premier AwardThe Premier Award competition was instituted with two primary goals: to recognize and rewardthe efforts of faculty (and students) developing courseware and to provide an external measure ofthe quality of the courseware.14 The Premier Award was created as a program within theSynthesis Coalition, one of the NSF engineering education coalitions funded in the 1990’s,which focused on improving engineering education by designing, implementing and assessingapproaches to undergraduate engineering education that emphasized multidisciplinary synthesis,teamwork and communication, hands-on and laboratory experiences

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J Therriault, University of Florida

Tagged Divisions

Educational Research and Methods

laboratories.” Most engineering colleges also claimed to be leading institutions—leaders in innovation, discovery, and education.Creating and expanding knowledge, particularly through research, was emphasized by most ofthe universities. The vision of one college of engineering was “to produce new engineers as wellas discoveries and technologies focused on research to enhance the quality of life in the U.S. andbeyond,” while another college stated that it valued “knowledge creation and scholarship.”Although undergraduates are involved in research at many (if not all) of the universities includedin this study, none of the university websites specified if undergraduate students were expectedto participate in creating and expanding knowledge through

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Russ Pimmel, University of Alabama; Roger K. Seals, Louisiana State University; Stephanie M. Beard, Louisiana State University

Tagged Divisions

Educational Research and Methods

learning among diverse students: 1, 11 2) the stallingof innovation in STEM education:15 and 3) the wide-spread reliance on lecture and thereceive/memorize cognitive demand as the primary instructional strategy.12 Thusalternative faculty development models are needed.From a NSF Division of Undergraduate Education (DUE) perspective, facultydevelopment has been a key component in the Transforming Undergraduate Education inSTEM (TUES) and Course, Curriculum and Laboratory Improvement (CCLI) Programssince the Solicitation has a component calling for projects devoted to developing facultyexpertise. Further, with many of the proposals focused on the curriculum development,faculty workshops play a major role in the dissemination plan. For a number of

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

scheduled days. The courses selected for the study at the institution areidentified as i) a freshman design class teaching computer-aided design, ii) a sophomoreintroductory circuits laboratory, iii) a junior design class in controls and electronics, and iv) asenior capstone project class.On the day of the module delivery, the case study was first introduced to students through a shortpresentation by the instructor assigned to this role during which the one-page case study wasread aloud. It is also suggested to include a brief, relevant video clip of a key interview or newssegment on the subject to supplement the text. Whenever possible, contrasting viewpoints bydifferent stakeholders can also be expressed through the selection of video clips to

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

&M course," Physical Review Special Topics - Physics Education Research, vol. 5, 2009.[6] H. Ebbinghaus, Memory: A Contribution to Experimental Psychology (translated). New York: Columbia Teachers' College, 1913.[7] C. D. Bailey, "Forgetting and the Learning Curve: A Laboratory Study," Management Science, vol. 35, no. 3, pp. 340-352, 1989.[8] J.H. Block and P.W. Airasian, Mastery Learning: Theory and Practice.: Holt, Rinehart, and Winston, 1971.[9] R. M. Thorndike and T. Thorndike-Christ, "Qualities Desired in Any Measurement Procedure: Reliability," in Measurement and Evaluation in Psychology and Education, 8th Ed. Boston: Pearson, 2010, pp. 124-125.[10] H. F. O'Neil and J. Schacter, "Test Specifications for Problem-Solving

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

AC 2010-1109: CHANGING HIGH SCHOOL STEM TEACHER BELIEFS ANDEXPECTATIONS ABOUT ENGINEERING LEARNING AND INSTRUCTIONMitchell Nathan, University of Wisconsin, Madison Professor Mitchell Nathan, PhD and BSEE, is currently Chair of the Learning Sciences program at the University of Wisconsin-Madison, and a founding officer of the International Society of the Learning Sciences (ISLS). Dr. Nathan studies the cognitive, embodied, and social processes involved in learning and teaching mathematics, science and engineering in classrooms and the laboratory, using analysis of discourse, survey and assessment instruments, and experimental design. Dr. Nathan examines teacher beliefs about student

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

Exposition, pp. 2599-2606, 2001.18. Miller, R., and Olds, B., “Encouraging Critical Thinking in an Interactive Chemical Engineering Laboratory Environment,” Proceedings of the Frontiers in Education Conference, pp. 506-510, 1994.19. Bruno, B., and Anderson, A., “Using Objective Driven Heat Transfer Lab Experiences to Simultaneously Teach Critical Thinking Skills and Technical Content,” Innovations in Engineering Education, pp. 177-189, 2005.20. Nelson, S., “Impact of Technology on Individuals and Society: A Critical Thinking and Lifelong Learning Class for Engineering Students,” Proceedings of the Frontiers in Education Conference, 3:S1B/14-S1B/18, 2001.21. Wiggins, and Grant. “Educative Assessment: Designing

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Margret Hjalmarson, George Mason University; Judith Zawojewski, Illinois Institute of Technology; Barbara Olds, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Heidi Diefes-Dux, Purdue University; Richard Lesh, Indiana University

Tagged Divisions

Educational Research and Methods

received her Ph.D. from the School of Engineering Education at Purdue University.Brian Self, California Polytechnic State University Brian Self is a Professor in the Mechanical Engineering Department at California Polytechnic State University in San Luis Obispo. Prior to joining the faculty at Cal Poly in 2006, he taught for seven years at the United States Air Force Academy and worked for four years in the Air Force Research Laboratories. Research interests include active learning and engineering education, spatial disorientation, rehabilitation engineering, sports biomechanics, and aerospace physiology. He worked on a team that developed the Dynamics Concept Inventory and is currently

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

engineering concepts to solve problems Engr B 3.5 Ability to design an experiment to obtain measurements or gain additional Exp knowledge about a process B 3.6 Ability to analyze and interpret engineering data Data C 3.7 Ability to design a device or process to meet a stated need Design D 3.8 Ability to function effectively in different team roles Team E 3.9 Ability to formulate and solve engineering problems PS K 3.10 Ability to use laboratory procedures and equipment Equip K 3.11 Ability to use software

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Timothy Miller, Binghamton University ; Matthew R. Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

, Northwestern University Matthew R. Glucksberg is a professor of biomedical engineering at Northwestern University. His tech- nical expertise is in tissue mechanics, microcirculation, and optical instrumentation. His laboratory has developed image-based instrumentation to measure pressure and flow in the circulation of the eye, in- struments to measure the response of pulmonary alveolar epithelial cells to their immediate mechanical environment, and is currently involved in developing minimally invasive optical biosensors for monitoring glucose, lactate, and other measures of metabolic function. He is a Co-founder of Northwestern’s Global Healthcare Technologies Program in Cape Town South Africa and Co-director of an M.S

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Noah Salzman, Purdue University, West Lafayette; Russell Andrew Long, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

than the other two courses due to a clear “right answer” toboth homework and exam problems and general lack of open-ended assignments. On the otherhand, Chemistry and Physics can have problems that are more difficult to grade consistentlyacross sections, and laboratory courses leave a significant portion of the grade to the discretion oflaboratory instructors who may neither teach the corresponding lecture nor grade consistentlyacross sections. Beyond simply expressing institutional level effects on student performance, Padilla et al.note in their 2005 paper the importance of eliminating aggregation bias and misestimatedstandard errors that occur when researchers ignore the nested structures inherent in HLM.36 Thetreatment of HLM in

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Prashant Rajan, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea H. Choi, Purdue University; Ji Hyun Yu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

  26.   learning  styles   accreditation   27.   sustainability   women  in  engineering   28.   learning   faculty  development   29.   experiential  learning   distance  education   30.   performance   cooperative  learning   31.   curriculum   undergraduate  research   32.   engineering  education  research   technology   33.   virtual  laboratories   programming   34.   problem  based  learning   experiential  learning   35.   problem  solving

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; Nathan McNeill, University of Florida

Tagged Divisions

Educational Research and Methods

, within engineering we know little about how studentsapproach open-book testing, particularly with regard to how they spend their time on differenttasks and how this division of time may affect performance.The study in this paper examined the testing behavior of 8 senior materials science andengineering students at a large public university in the southeastern US. Students completed fourengineering problems during individual laboratory sessions while engaged in a think-aloudprocedure (i.e., verbally explaining their thought processes as they worked through theproblems). The problems were designed to vary in terms of their closed or open-endedness andthe number of decision points involved in their solution. Students’ think-aloud protocols

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods