Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University

Tagged Divisions

Educational Research and Methods

students’ shirking and toimprove the accuracy of summative assessment is an ongoing challenge. For instance, Marin-Garcia and Lloret introduced a teacher-driven observation tool and reported overall improvements[53]. Similarly, self and peer assessment tools have been found to improve student engagementand satisfaction [54]–[56]. But these methods still require assessment of student contribution byothers (teacher or other students). Further, student participation in team projects is a complex topicthat includes motivation. We see the integration of a professional competency focused reflectionas an approach that can be part of an assessment

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and professional development along with academic development, theseparticular HIP became a focus of our study. Collaborative Assignments & Projects Writing- Common Intensive Intellectual Courses experiences Senior First Year Culminating

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thetraditions from which researchers have framed their studies. We identified twelve studies usingsearch terms such as “agency” and “engineering education” in available databases (EducationResources Information Center, Education, and Education Full Text) and ASEE PEER documentrepository. Most studies discussed are in the context of the United States; however, two studiesare within a South African context, and one is in a Norwegian context. Studies focused on K-12engineering education, and early career engineers were excluded based on the scope of this paperto synthesize the literature for undergraduate engineering education. We also found that thesestudies used both qualitative and quantitative research methods. Once we identified studies thatused

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Kelley Racicot, Washington State University; Charles Pezeshki, Washington State University

Tagged Divisions

Educational Research and Methods

percentageincrease [18]. Network structures, like those used in distance education and online networks, ifadapted for face-to-face and blended learning environments, hold promise for solvingassessment, workload, and scalability problems in higher education.2.2 The Capstone Industrial Design ClinicProject-based engineering design has been part of this ABET-certified mechanical engineeringprogram for more than a decade. In its current form in the School of Mechanical and MaterialsEngineering at Washington State University, student groups work on industry-sponsoredengineering projects ($80-$120,000 annually) for one semester. Students are responsible forevery aspect of project management, from specification writing to delivery, including budget,travel, and

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

wanted an in-depth un-derstanding of the specific ways students experience a phenomenon from their perspective26,25 .Initially, interview transcripts were analyzed to create units of relevant meaning28 . These units ofrelevant meaning were established and refined through peer review by the authors29,28 . Next, unitsof relevant meaning were clustered for each participant resulting in a set of themes. Another passwas conducted to further cluster units of relevant meaning based on themes and patterns acrossrespondents. Four common themes emerged across participants: ‘Future Career’, ‘Characteristicsof Future Career’, ‘Future Career’s Influence on Present Action’, and ‘Past/Present PerceptionsInfluence on Future

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

whether the findings discussed here are unique to URM students remains open.It is likely that the types of mentoring and support discussed above can be helpful for allstudents, regardless of their backgrounds. We are currently conducting a comparative study ofmajority group engineering students in order to better answer this question in future publications.At the time of this writing, we can report that several of our URM study subjects felt that Page 22.971.10informal mentoring is especially important for minority students, for various reasons, suggestingthat these types of mentoring interactions merit closer examination by those working to

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

Tagged Divisions

Educational Research and Methods

.” All personal demandswere measured on a 5-point Likert-type scale, where 1 = Strongly Disagree and 5 = StronglyAgree. School resources. School resources were measured with three variables comprised of 13total items. The school resources were the frequency with which students used administrative,campus, and people resources. For example, an administrative resource was using the financial aidoffice, a campus resource was using the University’s writing center, and a people resource wasusing peer tutors or faculty mentors. All school resources were measured in terms of utilizationusing a 5-point frequency scale, where 1 = Never and 5 = Frequently if not always. Outcomes. In addition to personal / school demands and resources

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

more time consuming than a multiple choice test, an instructor canclearly determine what skills were used in the creation of an artifact through a semi-structuredinterview with the student. The authors plan to delve more deeply into artifact elicitation as anevaluative method in further work.This is not to suggest that Making takes the place of rigorous engineering training. As the datapresented in this paper shows, there would be a clear need for the purposeful integration ofhigher level math into project based making. Making alone does not appear to teach the mathskills needed for today’s engineer. The integration of higher mathematics into Making couldcome in the form of post-prototype write-ups. Engineering students could, as often occurs

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, The University of Georgia; Ashley Babcock, University of Georgia

Tagged Divisions

Educational Research and Methods

would ideally lead to good grades (positive feedback) which in turn leads to increased motivation and ultimately more learning.5. At a local scale, complex systems are in a constant state of flux Within complex systems, the local relationships among agents are constantly changing and agents themselves are changing their roles or moving into or out of the system in short periods of time. In other words, there is considerable, varied activity at a local scale. Within engineering education there is much happening at a local scale within a single day or even an hour. There are students in class listening to lectures, working on homework, conducting research on a topic for a project, working in the computer lab, writing papers

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana Jaleh Arya, University of California, Santa Barbara; Noreen Balos, University of California, Santa Barbara; Maria Teresa Napoli, University of California, Santa Barbara; Elizabeth Sciaky, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

support the collaborative teamwork during the week at theNB.Compared with their peers, significantly fewer veterans under the age of 30 have completed anassociate’s degree or higher, arguably in part due to the military occupations in lieu of collegeexperiences. While this gap in college degrees decreases between veterans and non-veterans ofolder cohorts, the observed spike in unemployment for veterans underscores the importance ofproviding programs and services that support a successful transition to post-military careers(Dayton, 2016; Rothwell, 2014). Exploration throughout the course of the NWP may shed morelight on this observed finding, clarifying if other factors, besides the obvious choice differencesin post-high school directions, may

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

models of a solution is the only constrainton a Maker’s design process. Work is done across the active and abstractive dimensions, and asuccessful solution is generated by the adaptive expert navigating between these axes.Prototyping as an early stage of the design process, and rapid prototyping as a design skill haveMakers gaining experience and expertise in the adaptive dimension in a way and at a rate thattraditional classroom learning cannot hope to match. Neeley specifically identifies agility as partof the adaptive dimension, and writes, “it is this agility and fluidity of mind that compels andinnervates business, excites students, motivates practitioners and defines the field” [10]. Usingthe skills and methods of both the active and

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Marjorie B. Bequette, Science Museum of Minnesota; Lauren Causey, Science Museum of Minnesota

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

international conference on interaction design and children (pp. 613-616). ACM.Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.Brahms, L., & Crowley, K. (2016). Making Sense of Making: Defining Learning Practices in MAKE Magazine1. Makeology: Makers as Learners, 2, 13-28.Buechley, L. (2013). Closing Keynote: FabLearn 2013. October, 2013. Stanford University: Palo Alto, CA.Capobianco, B. M. (2007). Science teachers' attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32.Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. University

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

: “1. Learning appropriate goals, 2. Scaffoldsthat support both student and teacher learning, 3. Frequent opportunities for formative self-assessment and revision, and 4. Social organizations that promote participation and result in asense of agency” (p. 273). When successfully implemented, PBL is reported to increasestudents’ interest in and motivation for studying content (Blumenfeld et al., 1991) in addition topromoting collaboration with peers, providing experiences in which students engage in authenticdiscipline-specific practice, and offering students latitude to develop their own models andrepresentations of content (Krajcik & Shin, 2014).Given the aforementioned benefits of the open-ended, student-centered nature of PBL, PBL

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

. Asindicated by Cohen, Manion, and Morrison (2007)19, “Qualitative data analysis involvesorganizing, accounting for, and explaining the data; in short, making sense of data in terms of theparticipants’ definition of the situation, noting patterns, themes, categories, and regularities” (p. Page 26.764.6461).At the time of writing, only open coding of data sources is complete. According to therequirements of authenticity and verifiability required in qualitative data analysis (Neuman,2011)20, only themes that 1) respond specifically to the research question and 2) were referencedin at least two of the four data sources are reported. Four themes met

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

answer multiple choice questions posed in class. Thestudents’ responses to these questions are collected either via an electronic device or via flashcards. The instructor can then use the aggregated student responses to adapt instruction toaddress any common misconceptions. This method has been shown to improve student learning[4]–[6], especially if integrated with peer discussion.Though the method has been shown to be a valuable form of formative assessment offeringinstant feedback to the students, the method also has its drawbacks. Because of the nature of thedata collection and aggregation systems, it only works well with multiple choice questions whichmay limit the complexity of the questions asked. In addition, even if long and complex

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

. Heap, N. W., Kear, K. L., & Bissell, C. C. (2004). An overview of ICT-based assessment for engineering education. European Journal of Engineering Education, 29(2), 241-250.23. High, K., & Damron, R. (2007). Are freshman engineering students able to think and write critically. In ASEE Annual Conference and Exposition, Conference Proceedings, 12p.24. Jegede, O. J., & Noordink, P. (1993). The Role of Critical Thinking Skills in Undergraduate Study as Perceived by University Teachers across Academic Disciplines.25. Khisty, C. J., & Khisty, L. L. (1992). Reflection in problem solving and design. Journal of Professional Issues in Engineering Education and Practice, 118(3), 234-239.26. Krogstie, B. R., &

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, 2].In engineering education research, belongingness is often investigated through the experiences ofwomen in science, technology, engineering and mathematics (STEM) majors and careers [6, 7].Tonso found that “Women belonged only in the social arenas of Greek societies, not asengineers” [8, p. 365]. Women were excluded from the social activities in engineering availableto their male peers and thus had decreased perceptions of belonging. In a survey of 288undergraduate engineering students, Cech and colleagues [9] found that students, especiallywomen, who developed confidence in their fit with the engineering profession were more likelyto persist in engineering. Other studies have also shown that creating an alignment betweenwomen’s

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

preferred having consecutive[evaluation] sessions throughout the semester rather than a just single one at the end. The inclusionof a series of sessions will respond to student learning needs and support their academic growthand development. This insight provides valuable feedback that will help inform futureimplementation and modification of the assessment scheme. “I like the idea of having a point-scale assessment sheet because it puts every student on the same level. In my other classes I feel inferior to my peers because I know they’re smarter than me. But with this assessment, I feel at their level and more confident learning the material.” “I just love the idea of focusing on learning. Grades definitely add more stress.” “Took off

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Rachel Wasserman, Illinois Institute of Technology IPRO Program

Tagged Divisions

Educational Research and Methods

information confidential; they would not betray a confidence for personal gain. 17. Students on this team openly admit and take responsibility for the mistakes they have made. 18. Students are willing to give and receive constructive feedback from each other without getting defensive. Page 12.266.7 19. Students on this team are open to considering new ideas or trying new methods. 20. Students seek the input of their peers in attempting to solve problems. Cognitive/ Declarative Knowledge about Teamwork: We have developed a body ofknowledge and question banks designed to tap familiarity with key constructs in each of

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Joachim Walther, University of Queensland; David Radcliffe, University of Queensland

Tagged Divisions

Educational Research and Methods

information or advice (Gundling33 describes “network, gets things done through others” as an innovation trait sought by 3M, compare also “use peer support” in Scott34) • Time management (Parkinson35 classifies this as an enabling skill for life-long learning, compare also Graduate Attribute x in AMEA4)The mechanism of accidental competency acquisition identified in this example can becharacterized as a meta-effect of curricular elements. The individual parts are the individualcourses the student has to combine to achieve a valid degree schedule. On a higher or meta- Page 11.557.8level this poses a new learning task of dealing with a

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Guili Zhang, University of Florida; YoungKyoung Min, University of Florida; Matthew Ohland, Clemson University; Timothy Anderson, University of Florida

Tagged Divisions

Educational Research and Methods

2006-1336: THE ROLE OF ACADEMIC PERFORMANCE IN ENGINEERINGATTRITIONGuili Zhang, University of Florida Guili Zhang is research assistant professor in College of Engineering, University of Florida. She received a Ph.D. in Research and Evaluation Methodology at the University of Florida. She also received a B.A. in British and American Language and Literature at Shandong University, China, and a Master of Education degree at Georgia Southern University. Previously, she served as a staff development specialist and researcher at Jinan District Education Commission, China, and took part in the writing and revision of the National Unified Text Books and Teacher’s Reference Books. She

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

, it kind-a like…” “When this goes clockwise this is gonna go counterclockwise, right? So, if that’s going counterclockwise, (Bs) then that would be pulling it down, right? That‘ll be pulling the window down?” “So, instead of going on the bottom, how about we just wrap around couple of times and come down here (S) like that [shows how the string wraps around pulleys and comes down to the bottom of the window]” “(WRITES: can be used by elderly/weak person)”; “(drawing some kind of attachment on one of the (D) pulleys)”These six variables map onto design issues that are the basis of design cognition. A designdescription is never transformed directly from the function but is a consequence of a

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mallory Lancaster, Purdue University; Yi Luo; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

networkanalysis can be applied to various social units such as individuals, group of collaborators, socialinstitutions and nations [8]. The social network analysis in this study focuses on the co-authoring workdone among individual members within engineering education research organizations. Although thereare many other forms of collaboration among scholars such as conference presentations, peer reviews,informal conversations and non-publication collaboration, the co-authoring of journal articles ―may bean objective indicator of intensive, serious, and relatively long-term collaboration among researcherswho are highly committed to the relationships‖ [5]. Carolan and Natriello also suggest that, ―[co-authorship] analysis has been proven to be a useful way

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

individualaction. These developments are viewed in light of three primary areas: self efficacy, outcomeexpectations, and goals10.Self efficacy refers to a student’s belief about his or her personal abilities, which may includeperceived ability to achieve academic milestones or overcome performance hurdles. Individualsdevelop their sense of self-efficacy from personal performance, learning by example, socialinteractions, and how they feel in a situation9, and these beliefs are constantly changing based oninteractions with others or changes in the environment. Examples of self efficacy in graduateschool may be the ability to conduct independent research, write a paper, or present work toothers. Undergraduate students may develop self efficacy for graduate

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

contentcategories, particularly those not highlighted in the VPA, but also to trace the logic or structureunderlying the respondent’s answer.A. Participants Page 12.321.4 3The expert data used for this study came from a subset of four responses (n=4) purposefullyselected from a pre-existing pool of responses of 19 experienced engineers. The original 19 areexperienced practicing professional engineers who were identified by their peers at work asexpert designers. All participants initially completed a screening survey, indicating theireducation and employment

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

, cooperative learning, andrecruitment of under-represented groups in engineering; it also leads to better retention ofstudents, and citizenship (3), as well as helping meet the well-known ABET criteria (a)-(k) (4).Astin et al. (5) found with longitudinal data of 22,000 students that S-L had significant positive Page 14.1055.2effects on 11 outcome measures: academic performance (GPA, writing skills, critical thinkingskills), values (commitment to activism and to promoting racial understanding), self-efficacy,leadership (leadership activities, self-rated leadership ability, interpersonal skills), choice of aservice career, and plans to participate in

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

started to embrace my work a bit more this week too. I had my first time where I was writing this document and got so into it that I forgot I was at work. It's getting better every week. [Eddie, Week 3]Length of response (measured by word count) was variable across participants, but less so acrossweeks with a single participant. That is, different participants provided different length responses, butthose who initially wrote longer responses continued to do so throughout the study. In any case, ifclarification was needed on a given response, the email format used for data collection provided aconvenient mechanism for following up and asking for more detail. In such instances, participantsoften responded with clarification within a

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

DepoliticizationA number of authors have argued for the value of understanding the discipline andprofession of engineering as a culture4, 5, 6, 7, 8, 9. Cech,2 expressing this perspective,writes: Engineering, like other professions, is not just a collection of knowledge, skills, and practices grouped into a set of jobs. Professions have rich and historically- rooted cultures that are built into and around their knowledge, skills, and practices. Professional cultures are the sets of beliefs, myths, and rituals that give meaning to the intellectual content and practices of a profession. (p. 69)Cech goes on to argue that integral to engineering culture are its “cultural ideologies,”that is, “ways of understanding society and

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

better understanding of their early career work. Drawing from the PEARS data,Brunhaver4 showed that engineering graduates who were non-engineering focused four yearsafter earning their degree were different from their engineering focused peers in terms of certainundergraduate experiences (e.g., they were less likely to have participated in an internship or co-op) and level of technical interests. Moreover, while women and men graduates in this samplewere not different in terms of their current position (engineering or non-engineering), they weredifferent in terms of future plans. Women tended to have lower technical self-efficacy andinterests than did men, which helped to explain why they were more non-engineering focused intheir

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

just the lab handout that isn‟t well-written” (Anna, Junior).Similarly, in the fourth year, Beth is frustrated with equipment not working properly and havingto spend her laboratory time fixing it: “I‟m taking [specific class] this semester and, we had like tons of equipment that had major issues. And, our teacher doesn‟t really know what‟s going on. He‟s just kinda‟ like, “Oh, I don‟t know,” like, “try and screw around with it. Fix it.” And, we‟re like, “Great. That‟s wonderful.” And like, it would be okay if then like you could write a report that was like, “Oh yeah, we were just like trying to fix our thing.” And that would be okay. But, you can‟t, you still have to have like a report, written data, and like everything. You know