Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wan Kyn Chan, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

engineering students, the possible implementation of acontinuous scheme—although complicated--should not be discounted.References[1] C. Wagner, “High GPA leads to interview; Good interview leads to job,” Marketing - Miami University, 22-Jul-2015. [Online]. Available: http://miamioh.edu/news/top- stories/2015/07/gpa-interview-job.html. [Accessed: 25-Mar-2018].[2] S. Adams, “Do Employers Care About College Grades?,” Forbes, 08-Jul-2015. [Online]. Available: https://www.forbes.com/sites/susanadams/2015/07/08/do-employers-care-about- college-grades/. [Accessed: 25-Mar-2018].[3] L. D. Edgar, D. M. Johnson, D. L. Graham, and B. L. Dixon, “Student and Faculty Perceptions of the Plus/Minus Grading System,” PsycTESTS Dataset, 2014.[4] H. Altaf

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stefan Kleinke, Embry-Riddle Aeronautical University; Brian Sanders, Embry-Riddle Aeronautical University; Mark Douglas Miller, Embry-Riddle Aeronautical University

Tagged Divisions

Educational Research and Methods

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Paul Steif, Carnegie Mellon University; Jamie LoBue, Carnegie Mellon University; Anne Fay, Carnegie Mellon University; Burak Kara, Carnegie Mellon University; Steve Spencer, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

AC 2007-368: INDUCING STUDENTS TO CONTEMPLATECONCEPT-ELICITING QUESTIONS AND THE EFFECT ON PROBLEMSOLVING PERFORMANCEPaul Steif, Carnegie Mellon University PAUL S. STEIF Professor, Department of Mechanical Engineering, Carnegie Mellon University, Pittsburgh, Pa Degrees: Sc. B. 1979, Brown University; M.S. 1980, Ph.D. 1982, Harvard University. Research area: engineering mechanics and education.Jamie LoBue, Carnegie Mellon University Undergraduate Student, Mechanical EngineeringAnne Fay, Carnegie Mellon University Director of Assessment, Eberly Center for Teaching Excellence, Carnegie Mellon University, Pittsburgh, PA Degrees: B.A. 1983, York University; Ph. D. 1990, University of California

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

degrees, either completing multiple degrees atHBCUs or only attaining their undergraduate degree at an HBCU before attending a differenttype of institution for graduate studies. As Crewe [3] further notes, depending on the institutionthat awarded the graduate degree(s), recognition of success may be framed around the alumni’snon-HBCU campus environments rather than how one’s undergraduate HBCU campusexperiences helped lay the foundation for academic achievement. Such narratives areproblematic and speak to the need to further highlight the critical and supportive role HBCUsplay in producing Black STEM professionals. Additionally, there remains a critical gap in theliterature that details the graduate school decision-making process for HBCU

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Oenardi Lawanto, Utah State University; Sherry Marx, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

traditionalstudents to leave school in their first year; 1) much less likely to earn a degree within five years;2) far more likely to have leave school without returning than their traditional counterparts.Why we need to examine nontraditional student experiences in STEM In the United States, STEM education at all levels remains a significant national priority basedupon concerns ranging from global competitiveness, national security, 21st century workforceneeds, and equal access. In 2018, U.S. science and engineering (S&E) bachelor’s degreescomprised only 10% of the global total, while India and China together produced almost half ofthe world’s S&E bachelor degrees during the same time period. The U.S. demand for graduateswith STEM degrees continues

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

al., [11]) is Pulakos et al.’s taxonomy, which includes: solving problemscreatively; dealing with uncertain or unpredictable work situations; learning new worktasks/technology/procedures; interpersonal adaptability; cultural adaptability; physically-orientedadaptability; handling workplace stress; and handling emergencies/crisis situations [34]. There isno published instrument associated with this taxonomy; those authors taking it up have createdprocedures and instruments based on their own operationalization of the dimensions. Notably,this taxonomy focuses explicitly on observed behaviors, rather than on the metacognitive orcognitive skills and abilities identified in the rest of the literature, as being central to adaptiveexpertise, making

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

advising quality)   12   Connection and sense of belonging to college   Literature review   13   Opportunity to be independent   Focus group    Negative outcomes  Participation in out-of-class activities does not always lead to positive outcomes. The review ofliteratures revealed that there are a number of unintended consequences or negative outcomesassociated with students’ involvement in out-of-class activities. Further, the researchers foundthat there are a number of factors that act as barriers to students from getting involved in certainout-of-class activities. To the best of our knowledge, no such survey(s) exist that assess studentson those negative

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica Watkins, Tufts University; Aaron W. Johnson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

incorporating social parameters into thescientific process, and the third is Delve et al.’s service learning model. Page 25.70.3Schwartz’s model describes the cognitive development towards engaging in altruistic behaviorthrough five unique phases11, 12. The first phase is the Attention Phase and describes theindividual’s recognition of needs, perceptions about potential action and recognition of one’sown ability to engage in these actions. The Motivation Phase categorizes the activation of theindividual’s value system through feelings of moral obligation to act or not act. The activationof moral obligations could come from internal personal norms

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bill M. Diong, Kennesaw State University; Craig A. Chin, Kennesaw State University; Sandip Das, Kennesaw State University; Ayse Tekes, Kennesaw State University; Walter Thain, Kennesaw State University

Tagged Divisions

Educational Research and Methods

definitions and descriptions, an alternative workingdefinition for troubleshooting would be a type of problem solving that analyzes a faulty systemto identify the fault(s) in the system and then pursue the appropriate procedures to correct thefault(s) in a timely manner.Engineering is one of the domains where well-developed troubleshooting skills can frequentlymake a substantial impact, e.g., when an engineer finds and fixes a problem that has shut down amass transit line. Significantly, it has been observed that the engineers entering industry havepoorly developed troubleshooting skills because they gain little hands-on experience and theyunderuse test equipment in the typical U.S. undergraduate engineering curriculum [5]. Morerecently (in 2018

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Nicole P. Pitterson, Oregon State University; Shane A. Brown P.E., Oregon State University; Kathleen Quardokus Fisher, Florida International University; Sean Lyle Gestson, Oregon State University; Denise Rutledge Simmons P.E., Virginia Polytechnic Institute and State University; Olusola Adesope, Washington State University

Tagged Divisions

Educational Research and Methods

survey were brought to the attention ofthe faculty including the survey’s skip function when particular questions were answerednegatively and items requiring free response. The format of the interview followed that ofcognitive interviewing in which faculty were encouraged to explain their understanding of eachitem. Cognitive interviewing is an important step in survey development as this type ofinterviewing helps researchers to evaluate participants’ interpretation of the quality of surveyitems and their ability to measure the intended construct(s). In keeping with the sensemakingframework, this phase of interviewing was aimed at validating the items on the survey from theperspective of faculty who would be future implementers of the instrument

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Amber Gallup, University of New Mexico; Sung "Pil" Kang, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

mechanicalengineers. Future research will expand this to other engineering disciplines.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.EEC 1751369. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] J. F. Hair, W. C. Black, B. J. Babin, R. E. Anderson, and R. L. Tatham, Multivariate data analysis. Upper Saddle River, NJ: Pearson Prentice Hall, 2006.[2] Z. S. Roth, H. Zhuang, V. Ungvichian, and A. Zilouchian, "Integrating Design into the Entire Electrical Engineering Four Year Experience."[3] B. I. Hyman, "From capstone to cornerstone

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ying Cao, Oregon State University; Christina Smith, Brown University; Benjamin David Lutz, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

(i.e., undergraduate students in the class, other LAs,graduate TAs and faculty on the instructional team), the LAs develop a broad set of socio-technical competencies that may help better prepare them for engineering practice.AcknowledgementThe authors are grateful for support provided by the National Science Foundation grant DUE1347817. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Olson, and D. G. Riorda, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President," Executive Office of

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

opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of IES.References[1] X. Fan, W. Luo, M. Menekse, D. Litman, and J. Wang, “CourseMIRROR: Enhancing large classroom instructor-student interactions via mobile interfaces and natural language processing.” in Proceedings of ACM Conference on Human Factors in Computing Systems (CHI 2015), Seoul, Korea, 2015. pp. 1473–1478.[2] W. Luo and D. J. Litman, “Summarizing student responses to reflection prompts.,” in Proceedings of Empirical Methods in Natural Language Processing (EMNLP), Lisbon, Portugal, 2015. pp. 1955–1960.[3] W. Luo, X. Fan, M. Menekse, J. Wang, and D. J. Litman

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Woodcock, University of Michigan; Nicole Erin Friend, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Educational Research and Methods

traditional disciplines, including engineering and physical sciences,to perform research focused on the micro to macro-level fabrication and regeneration of tissues.While this field has continued to grow since the 1970’s [6], it faces challenges shared by otherinterdisciplinary fields when trying to develop and implement curriculum for interdisciplinaryprograms.Rapid growth in interdisciplinary fields and subsequently interdisciplinary academic programshas created programs with ill-defined disciplinary skills for students graduating from thoseprograms [7]. As a result, interdisciplinary engineering program graduates regularly pursuecareers outside of traditional engineering jobs [8], often making career trajectories unclear aftergraduation [9]. In an

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

differences in the trends emerging from the twogroups. Our analysis thus far suggests that trends tend to be common to both groups.Specifically, most of the trends emerging from Table 2 are replicated in Table 3 and vice versa.Table 2. Papers Presented in Divisions Other Than LEES Table&2.&PAPERS&PRESENTED&IN&DIVISIONS&OUTSIDE(OF(LEES& Division Number and Title of Session No. & Paper Title(s) & ID Numbers Non-LEES Sessions Position of Papers 1. Chemical Engineering W105 Communication in the 4 (entire • “Improving Student Technical

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Sang Eun Woo, Purdue University; Qin Zhu, Purdue University; Kavitha D Ramane, Purdue University ; Neha Choudhary, Purdue University Programs

Tagged Divisions

Educational Research and Methods

questions.While we are just launching our validation effort, it is worth commenting on some criticalmethodological issues related to the two main approaches we are now pursuing. The firstapproach is among the most widely used for scoring SJT items. It involves utilizing a smallgroup of SMEs (i.e., job incumbents with extensive global experience) who identify best andworst options, or rate each response option on a continuum using a Likert-type scale (e.g., from1=least desirable behavior/action to 5=most desirable behavior/action). A test-taker’s answerswill then be compared to the SME ratings; the more similarities between SME ratings and thetest-taker’s answers, the higher scores s/he would receive. This presumes that responses collectedfrom SMEs

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alison B. Hoxie, University of Minnesota Duluth; Thomas Shepard, University of St. Thomas; Robert Feyen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

  0.86   0.00   0.80   0.71   0.00   helping me to understand the material.   3. The course format/delivery -1.13   0.73   0.00   -0.57   1.01   0.01   method encouraged cheating.   4. I enjoyed the course. 0.37   0.89     0.03   0.50   0.78   0.00   5. I was interested in the material 0.80   0.81   0.00   1.07   0.78   0.00   presented.   6. It would bother me if other 0.57   1.04   0.01   0.63   1.13   0.01   student(s) cheated during this course

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University

Tagged Divisions

Educational Research and Methods

methods include the use of content experts, reviews of existinginstruments, and lists of behaviors and descriptors commonly associated with the construct(s) wewish to assess. Unfortunately, however, item creation sometimes becomes overly dependentupon a researcher’s personal attitudes about the construct(s) being tested, or on “borrowing”items from other instruments that may or may not be sound measures of the construct(s) ofinterest. These risks are particularly likely for new researchers in engineering education, whomay have little experience with best practices in social science research.One way to support best practices in the development of new surveys and assessments is to usean instrument blueprint to guide the creation of items, as well

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

project of survey development is entering its second year, and the section concerningstudents’ in-class, cognitive engagement is in its final stages. In Fall 2017, the survey wasdistributed to 618 students across courses of varying size, undergraduate academic level, andcontent focus in engineering. Another round of factor analyses will be conducted with our newround of survey data, and items will be revised, reworded, and removed as necessary. ReferencesAppleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445.Chi, M. T., &

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

Tagged Divisions

Educational Research and Methods

. Retrieved from Washington, DC:Brubaker, E. R., Kohn, M., & Sheppard, S. (2019). Comparing outcomes of introductory makerspaces courses: The role of reflection and multi-age communities of practice. Paper presented at the International Symposium on Academic Makerspaces, New Haven, CT.Carbonell, R. M., & Andrews, M. E., & Boklage, A., & Borrego, M. J. (2019, June), Innovation, Design, and Self-Efficacy: The Impact of Makerspaces Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/32965Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Pine Forge Press.Fasso, W., & Knight, B. A. (2019

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joel Ellsworth, Utah State University

Tagged Divisions

Educational Research and Methods

identify motivations for and barriers to changes in resource use, Survey 3 also askedparticipants, “Have you changed the amount of times you used any of the following courseresources during the past three weeks? For the course resources that have changed, state thereason for the change.” Participants were provided a text box to type a written description oftheir reason(s) for changing resource(s) use.Exam Scores. Participant performance was measured using exam scores provided by theinstructor at the end of the course. Two midterm exams and one final exam were administered inclass by the primary instructor during the 15-week semester (Figure 1). Week 2: Week 4: Week 5: Week 7: Week 8: Survey 1

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

…half and half. Half of [theprofessors] will [not teach well], [the] other half are pure geniuses who actually genuinely careabout you.” While, Georgia from HBCU2 had a slightly more positive experience: …I came over [to this university before I enrolled], and I…was just browsing…I spoke with an advisor in the industrial engineering program, Ms. V. … [S]he was just so nice. She was caring. As soon as I came in, she [said], ‘Oh, we need you here. We need people here.’ And I [said], “Okay, okay.” I was at [another university] at the time, and I just felt like a number there. But as soon as I came here…they just automatically showed me that they cared.Georgia’s experience was similar to that of Carlos from HSI1

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

instructional interventions. Theinterventions were either school-wide or part of smaller, in-school academies. The 2012-13school-year was the launch of the Urban Initiative.As part of a larger research project, a set of surveys were developed to measure student attitudestoward STEM and interest in STEM careers. Two versions of the “Student Attitudes towardSTEM (S-STEM) Survey” were created, one for upper elementary students (4th and 5th grade)and another for middle and high school students (6-12th grade). To measure student interest inSTEM careers the final section of the S-STEM Survey contained twelve items, each with adefinition of a STEM career pathway and titles of related occupations. One item read, forexample, “Medical science involves

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bradley J. Sottile, Pennsylvania State University; Laura E. Cruz, Pennsylvania State University; Yi-An Lo Burleson, Pennsylvania State University; Kris McLain, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, as their normal patterns of activities, such as sleep, exercise,and studying, have been disrupted. The present study seeks to gather direct evidence of howstudents are allocating their time (e.g. what activities and for what duration), in an effort to bothinform human-centered course design and to optimize student learning and well-being under theconditions of remote/multi-modal learning and beyond.Literature Review Until relatively recently, there has been little scholarly interest in how students spendtheir time outside of class. This began changing in the late 1990’s and early 2000’s when ahandful of large-scale studies indicated that student spend far less time on learning activities,such as reading or studying, than had been

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yue Liu, Arizona State University; Dina Verdin, Arizona State University; Gerhard Sonnert, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

1.708Sibling(s) encouraged me toward STEM career .023 .633STEM is involved in father’s career .034 .750Female students who reported being interested in an engineering career at the beginning of highschool had higher odds of choosing engineering as a career at the end of high school (OR =9.500; Table 4). It was noticeable that interest in engineering in middle school no longerincreased female students’ odds of choosing engineering as a career at the end of high school. Itcould be inferred that female students’ engineering career interest in middle school only affectedtheir interest at the beginning, not the end of high school, as students might have the option totake more

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsey D White, University of New Mexico; Vanessa Svihla, University of New Mexico; Yan Chen, University of New Mexico; Todd Hynson, University of New Mexico; Ian A. Drackert, University of New Mexico; Jordan Orion James, University of New Mexico; Claire Yvonne Saul; Austin C. Megli, University of New Mexico

Tagged Divisions

Educational Research and Methods

: Interactions that promote innovation," in Innovations 2009: World Innovations in Engineering Education and Research, W. Aung, K.-S. Kim, J. Mecsi, J. Moscinski, and I. Rouse, Eds., ed Arlington, VA: International Network for Engineering Education and Research, 2009, pp. 375-391.[4] V. Svihla, "Collaboration as a dimension of design innovation," CoDesign: International Journal of CoCreation in Design and the Arts, vol. 6, pp. 245-262, 2010.[5] D. H. Jonassen, "Toward a Design Theory of Problem Solving," Educational Technology Research and Development, vol. 48, pp. 63-85, 2000.[6] K. Dorst, "The Design Problem and its Structure," in Analysing Design Activity, N. Cross, H. H. C. M. Christiaans, and K. Dorst, Eds

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Charles Henderson, Western Michigan University; Jean Layne, Texas A&M University; Andrea Beach, Western Michigan University; Noah Finkelstein, University of Colorado; R. Sam Larson, Kaiser Permanente Colorado

Tagged Divisions

Educational Research and Methods

that had been tried and thesuccess (or lack thereof) that followed. For example, if change agents are considering alternativepedagogies as an approach to achieve their course goals, they may to investigate the literaturethat supports the efficacy of student-centered pedagogies3,4,13-39.Bar r ier s to ChangeResistance to change is inevitable40,41. Recognizing its inevitability, Mauer34 encourages changeagents to anticipate and address resistance in their plans, rather than be surprised at itsoccurrence and have to improvise. Change agents who are prepared to address commonlyoccurring barriers are likely to be more effective than unprepared change agents.Research by Sunal et al.42 showed that faculty in their survey, which asked respondents

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

characteristics (basic information about each study), evaluation(method by which the intervention was assessed), outcomes (the main result(s) of the study).Below we describe how articles were screened and selected for inclusion in the database andhow articles were coded. We then present summary data on the 307 articles that were in thedatabase on December 15, 2005, organized, in part, by the major categories mentioned above..We conclude with some observations about the state and quality of engineering educationresearch articles in the database.Article Screening and SelectionArticles were screened and selected for inclusion in the database in two phases. In the first phase(Phase One), articles were culled from chapters 14, 15, 16, and 17 of a draft of

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Characterize Reform-Oriented Instruction: The Scoop Notebook and Rating Guide. CSE Technical Report 707. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).10. Chambers, J.M., Carbonaro, M., Rex, M., and Grove, S. (2007). Scaffolding knowledge construction through robotic technology: A middle school case study. Electronic Journal for the Integration of Technology in Education, 6, 55-70.11. Eguchi, A. (2010). What is educational robotics? Theories behind it and practical implementation. Proceedings of Society for Information Technology & Teacher Education International Conference, Chesapeake: AACE, pp. 4006–4014.12. Papert, S. (1993). The Children’s Machine: Rethinking Schools in