Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Apostolellis, University of Virginia; Sitong Wang, University of Cincinnati

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Educational Research and Methods

design.AcknowledgementsThe authors would like to thank Rex Hartson and Doug Bowman for their influence in theoriginal course design and guidance throughout. We also express our appreciation to thestudents who contributed to the development of this research study. Finally, many thanks toLindsay Wheeler for her guidance and reviewing of this work.References[1] J. Pirker, M. Riffnaller-Schiefer, and C. Gütl, “Motivational active learning - Engaging university students in computer science education,” in ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference, 2014, pp. 297–302.[2] B. Simon, S. Esper, L. Porter, and Q. Cutts, “Student experience in a student-centered peer instruction

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, Freudenthal Institute, School of Education, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Jacquelyn F. Sullivan PhD, University of Colorado, Boulder; Tanya D Ennis, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder

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Diversity

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Educational Research and Methods

contesting identities of expertise in a heterogeneous learning context. In S. Wortham & B. Rymes (Eds.), Linguistic Anthropology of Education (Vol. 37, pp. 61–91). Westport, CT: Praeger.5. Bowker, G. C., & Star, S. L. (1999). Sorting things out: Classification and it consequences. Cambridge, MA: MIT Press.6. Star, S. L., & Bowker, G. C. (1997). Of lungs and lungers: The classified story of tuberculosis. Mind, Culture, and Activity, 4(1), 3-23.7. Greeno, J. G. & The Middle School Mathematics Through Applications Project Group (1997). Theories and practices of thinking and learning to think. American Journal of Education, 106, 85– 126.8. Johri, A., Olds, B.M., and O’Connor, K. (2014). Situative frameworks for

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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Educational Research and Methods

period. The MEA was launched in the laboratory setting which was facilitated by twoGTAs supported by four undergraduate assistants. Student teams of 3-4 students developedDRAFT 1 of their memo with procedure and results. This draft entered a double-blind peerreview process. In preparation for the peer review, students participated in a calibration exercisein which they practiced giving feedback on one prototypical piece of student work using theMEA Rubric, were provided an expert‟s review of that student work, and reflected on what theyneeded to do differently to improve their ability to give a peer review. For the actual peerreview, each student reviewed one other team‟s solution to the MEA. Each team was assigned atleast 3 peer reviewers. Each

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Educational Research and Methods

anengineering bachelor degree. Since the students’ remaining major courses at ASU consisted oftechnical and design courses, the first two items covered the predominant competencies requiredto complete the major. The third item was hypothesized to cover all other degree requirements orsummarize the first two responses. Items were measured on a five-point Likert scale, withresponse options from 1=Not confident, 3=Moderately confident, 5=Extremely confident [20].(2) Supports and Barriers. We adapted Lent et al.’s [20] measure of Social Supports and Barriersrelated to majoring in engineering for this variable. Students were asked to rate each of eightsupports/barriers (e.g., “I have sufficient money for tuition and/or school or expenses,” “I haveclassmates

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; E. G. Avilés-Rabanales, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey

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Educational Research and Methods

Paper ID #34866Use of Scrum in a Virtual Environment to Enhance Collaboration andSystemic Reasoning of Engineering StudentsDr. Gibr´an Sayeg-S´anchez, Tecnologico de Monterrey Dr. Gibr´an Sayeg-S´anchez is professor – consultant in the Science Department in Tecnologico de Mon- terrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems En- gineering in Tecnologico de Monterrey (2006). Dr. Sayeg-S´anchez has more than 10 years of experience in teaching statistics, mathematics, and

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joshua D. Marquit, Penn State Brandywine

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Educational Research and Methods

a network of fully interconnectednodes), and sub-group size (the size of a clique which has an allowed count of missing ties).Participant demographics will include age, race, gender, ethnicity, veteran status, and maritalstatus. Dependent variables will consist of participants’ course performance outcomes (i.e., anengineering course specific GPA calculated to avoid potential bias incurred from includingoutcomes from general education courses), retention (i.e., continuation in the engineeringprogram to the following semester), and cluster(s). K-plex sub-group identification will provideclusters of student sub-groups (well-connected groups of students) and modularity clustering willprovide clusters of participant performance

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Joseph A. Lyon, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Ellen Gundlach, Purdue University, West Lafayette; Mark Daniel Ward, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

(NSF) grants CCF-0939370, and OAC-2005632, by the Foundation for Food andAgriculture Research (FFAR) grant 534662, by the National Institute of Food and Agriculture(NIFA) grants 2019-67032-29077 and 2020- 70003-32299, by the Society of Actuaries grant19111857, by Cummins Inc. grant 20067847, by Sandia National Laboratories grant 2207382, andby Gro Master. Any opinions, findings, and conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the funding agencies.References[1] S. Hurtado, R. M. Gonyea, P. A. Graham, and K. Fosnacht, “The relationship between residential learning communities and student engagement,” 2019.[2] C. Ujj, “Impact of Living-Learning Communities on

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

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Diversity

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Educational Research and Methods

factors relating to student attrition in engineering &applied science are debated within the literature [23,24] studies which suggest that ‘ActiveLearning’ has a positive impact on the student experience within the engineering field areperhaps the most optimistic; with evidence suggesting that hands-on, relevant active learningexperiences can do much to promote a positive student experience [25,26].2.1 The Case Study OrganisationGosta University is located in the central region of the United Kingdom. A university since the1960’s, Gosta is one of the UK’s most diverse universities, with over 60% of its studentpopulation originating from Black and Minority Ethnic (BME) backgrounds. In terms of ‘addedvalue’ and the promotion of social mobility

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin L. K. Koskey, University of Akron; Nicholas G. Garafolo, University of Akron; Nidaa Makki, University of Akron ; Wondimu Ahmed, University of Akron; Donald P. Visco Jr., University of Akron; Uday Samreddy

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Educational Research and Methods

accepted for publication in Science Scope.4. Daugherty, J., Custer, R. L., Brockway, D., & Spake, D. A. (2012). Engineering Concept Assessment: Design and development (AC 2012-2987). American Society for Engineering Education.5. Greene, B. A. (2015). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 50, 14-30. doi:10.1080/00461520.2014.9892306. Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM). Journal of Psychoeducational Assessment, 1-18.7. American Association for the Advancement of Science (2017). Science

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

John Jackman, Iowa State University; Sarah Ryan, Iowa State University; Craig Ogilvie, Iowa State University; Dale Niederhauser, Iowa State University

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Educational Research and Methods

.) The Nature of Expertise (pp. 261-285). Hillsdale, NJ: Lawrence Erlbaum Associates 2. Bransford, J.D. (1993). Who Ya Gonna Call? Thoughts About Teaching Problem- Solving. In P. Hallinger, K. Leithwood, J. Murphy (Eds.), Cognitive Perspectives on Educational Leadership (pp. 171-191). New York: Teachers College Press. 3. French, S., Simpson, L., Athertona, E., Belton, V., Dawes, R., Edwards, W.,O P. Hamalainen, R.P., Larichev, O., Lootsma, F., Pearmani, A., Vlek, C. (1998)Problem Formulation for Multi-Criteria Decision Analysis: Report of a Workshop. J. Multi- Criteria Decision. Analysis, Vol. 7, pp. 242–262. 4. Jonassen, D.H. (1997). Instructional Design Models for Well-Structured and Ill

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University

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Educational Research and Methods

KLI framework, for instance, but toposition it as a necessary and useful framework to balance constraining more of complexity withcapturing more of it. Furthermore, giving students practice with exploring and capturing complexphenomena is becoming ever more important in a world of increasing collaboration andincreasingly complex phenomena. All instruction molds more than just what knowledge we holdin our minds. Integrative pluralism might be a framework to help us attend to that “more”productively and consciously.References[1] S. Lane, A. Karatsolis, and D. R. Sadoway, “Materials Science and Engineering Reasoning: A New Tool for Helping Students See the Big Picture,” presented at the ASEE Annual Conference & Exposition, New

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering

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Diversity

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Educational Research and Methods

task of learning a new curricular culture tosomehow adopt it or to change their own.References[1] King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30-35.[2] Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies ofEngagement: Classroom-Based Practices. Journal of Engineering Education, 1-15.[3] Schein, E. H. (2010). Organizational Culture and Leadership, 4th ed. San Francisco: Jossey-Bass.[4] Stake, R. E. (2005). Qualitative Case Studies. In N. K. Denzin & Y. S. Lincoln (Eds.), TheSAGE Handbook of Qualitative Research (3rd ed., pp. 443–466). Thousand Oaks, CA: SAGEPublications, Inc.[5] Dreyfus, S. E., & Dreyfus, H. L. (1980). A Five-Stage Model of the Mental

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Benjamin David Lutz, Oregon State University

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Educational Research and Methods

frameworkin engineering. Work evaluating the nature of engagement linked to higher levels of learning inengineering classrooms would provide value feedback to faculty seeking to modify theirclassrooms. Further work is needed in the realm of survey development to better understand theways in which students can provide feedback with accuracy.References[1] R. S. Heller, C. Beil, K. Dam, and B. Haerum, “Student and Faculty Perceptions of Engagement in Engineering,” J. Eng. Educ., vol. 99, no. 3, pp. 253–261, Jul. 2010.[2] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies Of Engagement: Classroom Based Practices,” J. Eng. Educ., no. January, pp. 87–101, 2005.[3] H. L. Chen, L. R. Lattuca, and E. R. Hamilton

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Tanner, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Educational Research and Methods

engineering.For future research into reducing attrition, deeper analysis into how students feel about theirmajors may be a better route than looking into their expectations. This could be done throughfurther survey of students or by conducting interviews. While the “Push” and “Pull” data wastoo small to be analyzed further in this study, it does provide a topic for future survey orinterview questions.References[1] M. C. Bottia, E. Stearns, R. A. Mickelson, S. Moller, and A. D. Parker, “The Relationships Among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College,” Teach. Coll. Rec. Teach. Coll. Columbia Univ., vol. 117, no. 3, pp. 1–46, 2015.[2] N. N. Heilbronner, “Stepping

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

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Educational Research and Methods

. New York Garland Pub. (Inc, 1992).8. Willingham, D. T. Critical Thinking: Why Is It So Hard to Teach? Arts Educ. Policy Rev. 109, 21–32 (2008).9. Facione, P. A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. (1990).10. Facione, P. A. Critical thinking: What it is and why it counts. Millbrae CA Calif. Acad. Press Retrieved April 1, 2004 (2011).11. Norris, S. P. Synthesis of research on critical thinking. Educ. Leadersh. 42, 40–45 (1985).12. Norris, S. P. The generalizability of critical thinking: Multiple perspectives on an educational ideal. (Teachers College Press, 1992).13. Yinger, R. J. Can we really teach

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

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Diversity

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Educational Research and Methods

Commission(CONICYT) through grant FI-11130067.References[1] Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of Engineering Education Innovations: A Survey ofAwareness and Adoption Rates in U.S. Engineering Departments. Journal of Engineering Education, 99(3), 185–207.[2] Litzinger, T., Lattuca, L. R., Hadgraft, R., & Newstetter, W. (2011). Engineering education and the developmentof expertise. Journal of Engineering Education, 100(1), 123-150. Page 26.1166.12[3] National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century.Washington, DC: National Academies Press.[4] Felder

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Thomas, University of Nebraska - Lincoln; Nicole M. Colston, Oklahoma State University; Tyler Ley P.E., Oklahoma State University; Beverly DeVore-Wedding, University of Nebraska - Lincoln; Leslie R. Hawley, University of Nebraska - Lincoln; Juliana Utley, Oklahoma State University; Toni Ivey, Oklahoma State University

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Diversity

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Educational Research and Methods

. Linda Katehi, Greg Pearson, and Michael Feder, Editors. Committee on K-12 Engineering Education, National Academy of Engineering and National Research Council. Washington, DC: The National Academies Press.3. Davis, L.A. & Gibbons, R.D. (2002). Raising public awareness of engineering. Washington, DC: The National Academies Press.4. Wulf, W. A. (1998, Winter). The image of engineering. Issues in Science and Technology. Retrieved from: http://issues.org/15-2/wulf-2/5. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387. doi: 10.1002/j.2168-9830.2008.tb00985.x6. Sadler, P.M., Coyle, H.P., &

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

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Diversity

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Educational Research and Methods

. Frederick, A. Byars-Winston, A.-B. Hunter and J. Handelsman, "Increasing the Persistence of College Students in STEM," Science, vol. 341, pp. 1455-1456, 27 September 2013.[4] J. G. Cromley, T. Perez, and A. Kaplan, "Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions," Policy Insights from the Behavioral and Brain Sciences, pp. 1-8, 2015.[5] L. Espinosa, "Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences that Contribute to Persistence," Harvard Educational Review, vol. 81, no. 2, pp. 209-241, 2011.[6] E. Seymour, A.-B. Hunter, S. Laursen and T. DeAntoni, "Establishing the Benefits of Research Experiences for Undergraduates in

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

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Educational Research and Methods

Psychology, 92, pp. 191-201.3. Ansari, J., Ansari, A., Agrawal, K., 2009, “Enhancing Undergraduate Research Infrastructure,” Proceedings of theASEE Annual Conference and Exposition, Austin, TX.4. Evans, M., Welch, R., 2004, “Undergraduate Independent Study Research Projects,” Proceedings of the ASEEAnnual Conference and Exposition, Salt Lake City, UT.5. Meyer, M., Marx, S., 2014, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates LeaveEngineering,” Journal of Engineering Education, 103, pp. 525-548.6. Wilson, D., Jones, D., Kim, M. J., Allendoerfer, C., Bates, R., Crawford, J., Floyd-Smith, T., Plett, M., Veilleux,N., 2014, “The Link between Cocurricular Activities and Academic Engagement in Engineering Education,” Journalof

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

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Diversity

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Educational Research and Methods

, dissemination of the resultsof this work is expected to provide a model for institutional implementation of evidence-basedpractices at colleges or universities of similar size and/or student body demographics as AAMU,a land-granted minority serving university.AcknowledgmentThis study has been supported by the S-STEM program of National Science Foundation (NSF)and MSEIP program of Department of Education (DOEd). The authors greatly appreciate thesupport and encouragement from the NSF and DOEd program officers and university colleagues.References 1. Chang, M. J., Cerna, O., Han, J., & Sáenz, V. The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Hillary Hart, University of Texas-Austin; Christy Moore, University of Texas-Austin

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Educational Research and Methods

mentored to provide such labeling seemsvanishingly small. William S. Cleveland has provided useful insight on how to design graphicsfor clarity and to eliminate distortion of data,18 but his work is not generally cited in Engineeringpublications and courses.Problems with publishing research (questions about anomalous data, duplicate publication,authorship status, plagiarism, and copyright violations) have been addressed by numerousresearchers.19,20,21 Much of this work, however, has come out of the medical community, whichhas developed ethical codes in response; as an example, see the explanation of applicable codeson publication and authorship developed by the American Psychological Association.22Responsible Conduct of Research (2003)23 uses

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Lynette Osborne, National Academy of Engineering; Ruth Streveler, Purdue University; Karl Smith, University of Minnesota; Ronald Miller, Colorado School of Mines

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Educational Research and Methods

.Before actual measures of network growth can be discussed, the concept of strong andweak ties must be defined. Within a network or community, there are variations in thestrength of the connections between different members. For engineering education, hereare some example ties, listed in order of increasing strength: 1. heard of a person and/or her work 2. met that person once 3. talk with that person semi-regularly, regularly or frequently 4. cite the other person’s scholarly work 5. collaborate with the person on proposal(s) or conference paper(s) 6. coauthor a journal article with this personTo run a social network analysis, the researcher must decide which level is mostappropriate to the study. For example

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

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Educational Research and Methods

metrics within educational settings. Previous reviews of concept mapping theory andapplications include Ruiz-Primo and Shavelson’s investigation of concept map tasks17, responseformats, and scoring systems, and Besterfield-Sacre et al.’s overview of concept mapterminology, scoring approaches, and mapping applications in engineering2; both were excellentresources. We also examined Bayram’s weighted scoring system based on a map’s hierarchicallevels, propositions, and branches1, Ruiz-Primo and Shavelson’s work in assessing declarativeknowledge16, and Turns et al.’s exploration of the breadth, depth, and connectedness of conceptmaps19. From our review, it was evident that while concept mapping is fairly standardized as anactivity, the metrics used

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tracee Gilbert, Virginia Tech; Janis Terpenny, Virginia Tech; Sharnnia Artis, The Ohio State University

Tagged Divisions

Educational Research and Methods

a network of opportunities external to the universityPage 15.1122.11VI. Bibliography[1] Berger, J. B., & Lyon, S. C. (2005). Past and present: A historical view of retention. In A. Seidman (Ed.), College student retention: Formula for student success. Westport, CT: Praeger.[2] Seidman, A. (2005). College student retention: Formula for student success. Westport, CT: Praeger.[3] Tinto, V. & Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success. Commissioned paper presented at the 2006 Symposium of the National Postsecondary Education Cooperative (NPEC).[4] Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Ryan; Nhut Ho; Shelley Bartenstein

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Educational Research and Methods

succinct, redundancies are avoided, etc) 5 Figures/Tables - Figures and tables are effectively used to support the discussion (e.g. they are referenced properly from the text, they complement the information given in the text, and are complete with respect to units and labels) 6 Problem Definition - A clearly stated design problem definition is presented (e.g. what need(s) does this design meet, what are important constraints, etc.) 7 Goals/Criteria - Design goals, criteria, and functional requirements are clearly defined 8 Concept Evaluation - Design alternatives considered are presented, and a clear methodology is used for the evaluation of alternatives (e.g

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison; Traci Nathans-Kelly, University of Wisconsin, Madison

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Educational Research and Methods

This research is supported by the National Science Foundation under Grant No. EEC-0648267. We also acknowledge the support of Mitchell Nathan, L. Allen Phelps and our othercolleagues in the UW-Madison School of Education. Page 15.227.12Bibliography1. Sheppard, S., Macatangay K., Colby, A., Sullivan, W. (2009). Educating Engineers: Designing for the Futureof the Field. The Carnegie Foundation for the Advancement of Teaching. San Francisco, CA: Jossey-Bass.2. Trevelyan, J. (2007). Technical coordination in engineering practice. Journal of Engineering Education, 96 (3),p. 191-204.3. Wirsbinski, S., Anderson, K. J. B., Courter, S. (2009

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane Brown, Washington State University; Dean Lewis, Washington State University; Devlin Montfort, Washington State University; Robby L. Borden, Washington State University

Tagged Divisions

Educational Research and Methods

a point load located ¾’s the away from the Beam Loading support. The ranking points are located on the neutral axis spread horizontally along the Scenario beam. 5: A three dimensional representation of a beam is provided with a cut taken in the middle and 3D representation a moment applied about the x-axis. (See Figure 2) of cut on beam 6: A three dimensional representation of a beam is provided with a cut taken in the middle and 3D representation a moment applied about the y-axis. (Similar to Figure 2) of cut on beam 7

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

could increasethe number of students in engineering if attraction rates were higher (or abstention lower).Examining alternate pathways such as the ones explored here can lead to a better understandingof how students enter and exit engineering, which can permit a more comprehensive view of theengineering student body, who composes it, how to attract and retain such students and how wemight engender a more diverse student body.AcknowledgementsThis work is supported by the National Science Foundation (NSF) through awards 0811194 and0935157. The opinions expressed in this article are those of the authors and do not necessarilyreflect the views of the NSF.References1 Ohland, M.W., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D. & Layton

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Cynthia Atman, University of Washington; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Ronald Miller, Colorado School of Mines; Karl Smith, University of Minnesota; Reed Stevens, University of Washington; Ruth Streveler, Purdue University; Christine Loucks-Jaret, University of Washington; Dennis Lund, University of Washington

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Educational Research and Methods

educations and explore how misalignments betweenuniversity and workplace practices impact preparation and retention.This paper presents recent research results on the engineering student learning experience fromthe multiple campuses involved in the study. These summarized results—from the students'perspective(s)—present initial conclusions about significant themes. In the longer run, thesethemes will be synthesized across the results of this large study. Among other ideas, theseresults question the veracity of the pipeline metaphor that has been used to describe students’navigation through their education. The “leaky pipeline” metaphor has also been questioned byothers, including Watson and Froyd26 recently, who are calling for an alternative view