Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Jason M. Keith, Michigan Technological University; Faith A. Morrison, Michigan Technological University; Maria Fernanda Tafur; Aytug Gencoglu, Michigan Technological University

Tagged Divisions

Chemical Engineering, Educational Research and Methods

cover. She is an active men- tor of undergraduate researchers and served as co-PI on an NSF REU site. Research within her Medical micro-Device Engineering Research Laboratory (M.D. ERL) also inspires the development of Desktop Experiment Modules (DEMos) for use in chemical engineering classrooms or as outreach activities in area schools. Adrienne has been an active member of ASEE’s WIED, ChED, and NEE leadership teams since 2003.Jason M. Keith, Michigan Technological University Jason Keith is an Associate Professor of Chemical Engineering at Michigan Technological University. He received his B.S.ChE from the University of Akron in 1995, and his Ph.D from the University of Notre Dame in 2001. He is the 2008

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Untra Corporation; David Delaine, Drexel University; David Hansberry, Drexel University

Tagged Divisions

Educational Research and Methods

students but also participate in a specialty course investigating prostheticdesign and two terms of human physiology. As pre-juniors, biomedical engineering students takea core set of courses and laboratories including a course on biosimulation and a team-taught, Page 15.485.9project-based sequence introducing the five concentration areas. At the end of the pre-junioryear, all students must choose a concentration area in which to specialize and participate in anexamination testing their knowledge of basic science, mathematics and engineering principles.During the junior year, students take courses in the concentration area as well as a two

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Maya Trotz, University of South Florida; Ken Thomas, University of South Florida; Jeffrey Cunningham, University of South Florida; Qiong Zhang, University of South Florida

Tagged Divisions

Educational Research and Methods

settings committed to environmental protection. She teaches undergraduate and graduate courses including Aquatic Chemistry, Environmental Engineering Laboratory, and developed an interdisciplinary project based two course sequence, Sustainability Concepts: Mercury in Tampa Bay and Mercury in Guyana. She is the faculty advisor for USF's Chapter of Engineers for a Sustainable World and is an affiliate of the USF Office of Sustainability.Ken Thomas, University of South Florida Ken D. Thomas is currently at PhD Candidate and teaching assistant at USF’s Department of Civil & Environmental Engineering. Ken obtained BSc Chemical and Process Engineering as well as MSc Environmental Engineering from UWI

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

researching human disease and working to find newsolutions to human health problems – clinical laboratory technologist, medical scientist,biomedical engineer, epidemiologist, and pharmacologist.” This career interest section of thesurvey used a four-point response scale (1 = not at all interested to 4 = very interested). A moredetailed description of the development of the S-STEM Survey, including validity and reliabilityresults, can be found in Faber (2013).17 This prior published work provides details on how career Page 24.1114.3areas were derived from U.S. Department of Labor classifications, prior research, expert review,and field testing of the

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Conrad Tucker, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Peifeng Yin

Tagged Divisions

Educational Research and Methods

studies in learning, thinking, and reaction time2. Below, we summarize some ofthe relevant works on cognition relating to our research based on the extended summary ofcognition, value and decision-making research by Sprehn18.Earlier studies on cognition began in 1940s, where laboratory studies aimed at identifying groupsof people with significant differences in their cognitive processes. Some of the predominanttheories of this epoch are: 1) Perceptual versus Conceptual Groupers3, 2) Sharpeners andLevelers4, 3) Field Dependency/Independency5, and 4) Impulsive versus Reflective Thinkers6,7.We refer the readers to Kozhevnikov8 for an in depth review in this area. One salient criticism ofthese early theories, as voiced by Walker9, Kogan and Saarni10

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

official journal of the National Association for Science, Technology & Society (NASTS) 23(4), 236-245. 3. Shabani, R., Massi, L., Zhai, L., Seal, S., & and Cho, H.J. (2011). Classroom modules for nanotechnology education: Development, Implementation and Evaluation. European Journal of Engineering Education 36(2), 199-210. 4. Moosavifazel, V., Kumar, A., Cho, H.J., Seal, S. (2013). Laboratory research motivated chemistry classroom activity to promote interests among students towards science. J of Nanotechnology Education 5, 1-5. 5. Massi, L., Georgiopoulos, M., Young, C., Geiger, C., Lancey, P., & Bhati, D. (2011). Defining an evaluation framework for undergraduate research

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Hannah McQuade, The Center for Engineering Education Research; Andrew League, Michigan State University; Chris John Bush, The Center for Engineering Education Research; Michael Cavanaugh, Michigan State University, Center for Engineering Education Research

Tagged Divisions

Educational Research and Methods

business. He also is a faculty member in the Department of Computer Science and Engineering. In the decade of the 90s, Dr. Sticklen founded and led a computer science laboratory in knowledge-based systems focused on task specific approaches to problem solving, better known as expert systems. Over the last decade, Dr. Sticklen has pursued engineering education research focused on early engineering with an emphasis on hybrid course design and problem-based learning; his current research is supported by NSF/DUE and NSF/CISE.Prof. Abdol-Hossein Esfahanian, Michigan State UniversityHannah McQuade, The Center for Engineering Education ResearchAndrew League, Michigan State UniversityMr. Chris John Bush, Center for Engineering

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

, the use of real-timebehavioural rubrics in laboratories has allowed TAs to become more aware of studentexperimental skills and adapt their instruction to student need16. These behavioural rubrics wereuseful in this context as the TA to student ratio was 1:2, but in ratios much higher than this, itwould not be possible for TAs to fill them out in real-time and respond to student needssimultaneously. One approach that could allow student assessment of larger classrooms is the useof behavioural checklists, such as those used to simultaneously assess technical and non-technical skills in medicine17, which provide a binary assessment of the existence of observablebehaviours. While this has potential for demonstrating weaknesses in terms of

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Jeffrey T. Luftig, Engineering Management Program, CEAS, University of Colorado - Boulder; Malinda S Zarske, University of Colorado, Boulder; Jordan Michelle Hornback

Tagged Divisions

Educational Research and Methods

Paper ID #7553The Impact of Inclusive Excellence Programs on the Development of Engi-neering Identity among First-Year Underrepresented StudentsDr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the engineering assessment specialist at the Integrated Teaching and Learning Pro- gram and Laboratory. He holds a BA in psychology from Louisiana State University, and an MS degree in industrial/organizational psychology and PhD degree in counseling psychology, both from the University of Tennessee. Prior to joining the University of Colorado at Boulder, he gained extensive experience in assessment and

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Educational Research and Methods

section which deals with programming robots. Managed a laboratory, which allowed students Page 23.1261.1 to complete experiments. AT&T Broadband, Pittsburgh Penn., May 2000 to Dec. 2002, Head end Tech- nician, responsible for all aspects of high speed data, telephony and cable operations, hybrid fiber to coax transmissions, programming in Visual Basic, C++, Java scripting, and M.S. Office. Experience with systems such as Cheetah, Path Tracks, and Cornerstone. Access Bandwidth Technician, responsible for c American Society for Engineering Education, 2013

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). Thesemulti-citers, as we call them above, indicate that a cluster of scholars, a program in the field, orseveral laboratories are committed to the work of reading, understanding and citing Blackwomen as the founders of intersectionality. This uptake allows us to resist the tendency toexplain away critical or purposeful reading practices: “Oh, I was never asked to read this ingraduate school!” Or, “Yeah, we don’t really read ‘that stuff’ in engineering.”These trends represent some pain points that the field might do well to reflect and act on. Evenwithin the field’s efforts to address equity and inclusion, Black women’s knowledge appears tobe delegitimized or erased. For Jones and Dotson, the choice to omit or carefully integrate Blackwomen into our

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

features is shown in Table 2. We first categorized the jobpostings based on the types of institutions. Postdoc appointments under universities were assignedto “academia.” Other appointments at national laboratories, industry research centers, or corpora-tions were categorized as “non-academia.” To further extract the structure from the text data, theKSAs and domain discipline dictionaries were applied to analyze the job posting data. The wordfrequencies were calculated based on the two dictionaries. Two lists of identified KSAs and main Table 1: KSAs Features Dictionary KSAs Features Examples of KSAs Features - Grants/awards adjudication - Mock

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhilin Zhang, University of Illinois at Urbana-Champaign; Bhavya Bhavya, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; Yun Huang, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

demonstrated that studentschoose different learning pathways (infrequent vs. frequent vs. no searching) which providesempirical support for a UDL approach to course content design and delivery.LimitationsThe results presented in this study include event data from COVID-19 affected semesters andnon-COVID19 semesters prior to 2020. The data are from authentic learning environments ofengineering courses under non-laboratory controlled conditions. Our current analysis is limitedto event logs of higher education students in a subset of undergraduate engineering courses atone university in the U.S. using a single web tool

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34949Identifying Signature Pedagogies in a Multidisciplinary EngineeringProgramDr. Kimia Moozeh, University of Toronto Kimia Moozeh has a PhD in Engineering Education from University of Toronto. She received her Hon. B.Sc. in 2013, and her Master’s degree in Chemistry in 2014. Her dissertation explored improving the learning outcomes of undergraduate engineering laboratories by bridging the learning from a larger context to the underlying fundamentals, using digital learning objects.Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching Stream and Associate Chair, Curriculum

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

ofreflection sessions as students worked on their co-curricular project.2.0 FrameworkJonassen argued that the foremost role of an engineer is that of “problem solver” [7], [14] but thetypes of problems students see compared with those in professional settings are far different. TheNational Academy of Engineering made the same fundamental argument, noting that the originsof engineering lie in the trades with focus on producing something useful, but further points outthat the formalization of engineering education has served to further disconnect engineers inpractice and academic settings [15]. At the root of this disconnect is that so much of engineeringeducation, particularly the formal curriculum conducted in lecture halls and laboratories, is

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

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

), 491Î50223. Laws, P., Sokoloff, D., and Thornton, R. (1999). Promoting Active Learning Using the Results of Physics Education Research. UniServe Science News, 13, Retrieved 4 September 2006 from http://science.uniserve.edu.au/newsletter/vol13/sokoloff.html24. Redish, E. F., Saul, J. M., and Steinberg, R. N. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65(1), 45Î5425. Cummings, K., Marx, J., Thornton, R., and Kuhl, D. (1999). Evaluating innovations in studio physics. American Journal of Physics, 67(supplement 1 to no. 7), S38ÎS4426. Hoellwarth, C., Moelter, M. J., and Knight, R. D. (2005). A direct comparison of conceptual learning and

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Drexel University

Tagged Divisions

Educational Research and Methods

that case, how can an instructor evaluate their own performance?When developing lesson plans, laboratories or other instructional materials, on what basis doesthe faculty decide to use one or the other approach? This objection to CQI appears to reduceteaching to a random activity in which anything goes and no method is better than any other forconveying information.It has also been claimed that a student learning outcomes-based CQI system is not needed sincethe ultimate function of an engineering education is employment upon graduation and themajority of the program’s graduates are getting jobs. This objection is reminiscent of thosevoiced by American automobile manufacturers when initially faced with potential competitionfrom overseas

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

thefindings are relevant here (ABET, “Final Statement University of Massachusetts Lowell Collegeof Engineering Accreditation Cycle 2006-2007”). One “Institutional Observation” was “Theservice learning program currently in the Department of Electrical and Computer Engineering isunique, and it would be beneficial to both the students and the surrounding community if it wereexpanded across the college.”(p. 3) SLICE would appear to be precisely the program to adaptand expand S-L across the college in ways appropriate for each department and to carry out thisrecommendation from ABET. Under the Mechanical Engineering Program a “strength” wascited: “The integration of design-build-test experience, service learning experiences, and welldesigned laboratory

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Educational Research and Methods

initially associatesvalue with a behavior, and then begins to engage in that behavior, until becoming fully motivatedto act out the behavior in everyday life16.Existing Motivation Assessments. A number of established assessment instruments exist withconstructs related to motivation. The Motivated Strategies for Learning Questionnaire (MSLQ),developed to measure learning strategies and academic motivation used by college students,identifies motivation constructs for extrinsic motivation, intrinsic motivation, self-efficacy, taskvalue, and control expectancy20The Intrinsic Motivation Inventory (IMI), a multidimensional measurement to assess students’subjective experience in laboratory experiments, includes constructs for attainment, utility

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

, Learning, and Culture. In her research, she is interested in the assessing STEM interventions on student outcomes, measuring academic growth, and evaluating the impact of curricular change.Dr. Julia Daisy Fraustino, West Virginia University Dr. Fraustino is an assistant professor of strategic communication and director of the Public Interest Communication Research Laboratory in the Media Innovation Center of the Reed College of Media at West Virginia University. She is a research affiliate in the risk communication and resilience portfolio at the National Consortium for the Study of Terrorism and Responses to Terrorism (START), a DHS Emeritus Center of Excellence. She specializes in crisis, emergency, and risk

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

as Head of the Department of Computer Science at Virginia Tech, and retired on September 1, 2016. Dr. Ryder served on the faculty of Rutgers from 1982-2008. She also worked in the 1970s at AT&T Bell Laboratories in Murray Hill, NJ. Dr. Ryder’s research interests on static/dynamic program analyses for object-oriented and dynamic programming languages and systems, focus on usage in practical software tools for ensuring the quality and security of industrial-strength applications. Dr. Ryder became a Fellow of the ACM in 1998, and received the ACM SIGSOFT Influential Educa- tor Award (2015), the Virginia AAUW Woman of Achievement Award (2014), and the ACM President’s Award (2008). She received a Rutgers School of

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

clearly and rigorously identify adaptive expertise in practice.Evaluations of adaptive expertise have taken several approaches: the direct observation of theperformance of adaptive expertise, either in authentic or laboratory conditions; interview andreflection protocols designed to elicit self-reports about responses to complex environments; andsurvey instruments, in which respondents rate their agreement with statements pertaining toeither attributes related to adaptive expertise or the prevalence of actions characteristic of theperformance of adaptive expertise [9].Across all of these studies, different sub-components of adaptive expertise have emerged. Whilethere is broad consensus that adaptive expertise is built on top of subject expertise

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Aaron W. Johnson, University of Michigan; Timothy G. Chambers, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Divisions

Educational Research and Methods

teachers.Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson is a postdoctoral research fellow at the University of Michigan. He received his Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology in 2014, after which he served as a postdoctoral research fellow at the Tufts University Center for Engineering Education and Outreach. Aaron also obtained a master’s degree from MIT in 2010 and a bachelor’s degree from the University of Michigan in 2008, both in aerospace engineering.Dr. Timothy G. Chambers, University of Michigan Dr. Chambers is the instructional laboratory supervisor and instructor for advanced lab courses in Mate- rials Science & Engineering at the University of

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

introductory engineering classes where certain students just can’t keep up with the rest of the class. Not everyone is cut out for engineering, not everyone has the natural intelligence, the grit, the academic background necessary for success. Certain students are struggling in this class, especially the students from disadvantaged backgrounds and groups. They ask a lot of questions in office hours, they work slowly, they seem lost in laboratory sessions. If they are struggling so deeply and so early, perhaps they aren’t going to make it. We feel bad for them and would like to help, but aren’t sure how to motivate them or catch them up. Do they need extra office hours? But there’s not time to help

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina Cristina Adam, University of California, Santa Barbara; Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Alexa Coburn, California Polytechnic State University, San Luis Obispo; Baheej Nabeel Saoud, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

engineering education supervised by Dr.Cynthia Atman at University of Washington, Seattle.Dr. Brian P. Self, California Polytechnic State University Brian Self obtained his B.S. and M.S. degrees in Engineering Mechanics from Virginia Tech, and his Ph.D. in Bioengineering from the University of Utah. He worked in the Air Force Research Laboratories before teaching at the U.S. Air Force Academy for seven years. Brian has taught in the Mechanical Engineering Department at Cal Poly, San Luis Obispo since 2006. During the 2011-2012 academic year he participated in a professor exchange, teaching at the Munich University of Applied Sciences. His engineering education interests include collaborating on the Dynamics Concept

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

psychology and a M.Ed. degree in educational psychology. Her research interests include K-12 student mathematics and science achievement, STEM and gender, and co-curricular involvement.Dr. Eric A. Vance, Virginia Tech Dr. Eric Vance is an assistant research professor of statistics at Virginia Tech. He is the Director of LISA, Virginia Tech’s Laboratory for Interdisciplinary Statistical Analysis, which met with 1324 clients last year to help them use statistics to solve real-world problems in their research. LISA’s primary mission is to train statisticians to become interdisciplinary collaborators, and since its reformation in 2008, it has trained and mentored 173 statistics students to communicate and collaborate with non

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

move toexpand enrollments, Aalborg University, which is located in the northern part of Jutland, alsoopened a new downtown campus in Copenhagen. Quite telling, this campus is housed in aformer R&D laboratory for Nokia, which Nokia released as a result of the economic downturn.The two main challenges for Aalborg University are those of choosing an appropriate growthstrategy, and maintaining appropriate balance between their well-established degree programs inAalborg, and the degree programs created at its new Copenhagen Campus. A former regionaluniversity with a focus on industrial education, Aalborg University found it difficult to meetnational mandates for higher enrollments. Since governmental fund to universities is based onenrollment

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, and informal interactions with students. This informal training also illuminated theparticular pressure points within the engineering school experience: the timing of homework andexams, the laboratory experiences, and the general rhythm of when academic stress runs at itshighest level. We correlate these experiences with some of the by-major results presented later. Page 26.1049.9Results and discussionMotivation for the data presented here. Our dataset is rich with respect to the students we havesupported over the years: 297 students who experienced a wide range of challenges. The datasetanalysis continues, and the results presented here are

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Suzanne Wallace; Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods