Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

have been intended by the educator and looking to what is experienced by students.Brookfield further suggests that the accumulated result of such analyses can be the uncovering ofassumptions about teaching and students that may be limiting an effective stance on power in theclassroom. An emphasis is placed on the value of viewing practice from different perspectives inorder to become more aware of one’s own assumptions. Value is given to (1) usingautobiography in general and techniques such as peer review, videotaping, and ideologicalcritique; (2) having conversations; and (3) looking at activity through theory. Brookfieldemphasizes across these techniques the responsibility of educators to generate from his or herown teaching practice the

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Ken Yasuhara, University of Washington; Cynthia J. Atman, University of Washington; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

nature of the data and the exploratory nature of our research question,analysis followed a descriptive approach that employs elements of phenomenography in order tocapture the breadth and diversity of responses. Case & Light [16] provide an introduction tophenomenography in their recent paper outlining a selection of qualitative methodologies that are“promising but as yet not well represented in engineering education research.” Recent examplesof phenomenography in use in engineering education can be found in Mann et al. [17], who usedit to study student conceptions of sustainable design; Calvo & Ellis [18], who used it to studystudent conceptions of tutor and automated feedback in professional writing; and Zoltowski et al.[19] , who

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, industry tours, tutoring, and internship preparation assistance,chosen to address the expected needs of the student population. To select students to enter theprogram, an application with four essays and demographic information was developed. In orderto select applicants from this pool, the team needed a method for analyzing these applications.Rubrics are often used to rate the quality of a submission, whether graded work submitted by astudent, a report or performance for a competition, a paper presented to a journal or conference,or myriad other situations. Faculty are often trying to improve rubrics, and engineering educatorsare no exception – there are 3869 results for the term “rubric” in ASEE’s PEER repository [8],ranging from apps to help

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

goal and scope of the problem scenario. Further, some groups evidenced use ofproblem typology as a metacognitive aid to direct and redirect their discussion about the problem(e.g. to limit “out of scope” discussion). This differs from the pre sessions, where only one studentexplicitly mentioned the problem type in the pre (but did not get a confirmation from his partner).Similarly, in the pre none of the student groups were reflective about the relevance of their ideasand strategies during the discussion with their peers, which may explain some of the out of scopediscussion. This finding suggests that problem typology can facilitate interaction among studentsin directing their inquiry and supporting discussion along productive problem solving

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Tripp Shealy, Virginia Tech; Darren K. Maczka, Virginia Tech; Mo Hu, Virginia Tech; Robin Panneton, Virginia Tech; Xiao Yang, Virginia Tech, Deparment of Psychology

Tagged Divisions

Educational Research and Methods

. oxygenated hemoglobin changes (same BOLD response asfMRI). Experimentally, fNIRS machines use a similar simple setup as EEGs so that participantscan comfortably sit or stand while wearing a cap that is connected to a data acquisition system.One key advantage is that fNIRS can be used while participants walk, talk, operate a computer,write, or otherwise perform the actions we commonly associate with educational settings. Themotion artifacts created by these everyday actions are difficult to control for in both EEG andfMRI methods, but do not pose a significant threat in fNIRS research. Though fNIRS boastsgreater spatial resolution than EEG, it lacks the high spatial resolution of fMRI, and thusprovides little information about sub-cortical brains

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

growth mindset intervention [26].Specifically within an engineering context, first-year students given an open ended problem tosolve showed less of a change towards fixed mindset compared to peers not given such anopportunity [27], and students with growth mindset beliefs were more likely to engage in activelearning and knowledge-building behaviors [18]. The simple framing and proven results havemade mindset theory and the psychological lens attractive and popular, especially in K-12education. The existence of valid and reliable survey items [23] allows educators or researchersto measure these powerful beliefs for a given individual in a rather simple and straightforwardway. Finally, the idea of being able to change each individual’s

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

extensive international experience background best exemplified this: … sometimes that need for authenticity, puts you in some awkward and culturally inappropriate situations. But there is something to be said about trying to just not be a tourist, and I think the experiences that I’ve had [were more authentic]. And when you’ve lived in a place for six Page 26.186.15 months, you’re not just a tourist anymore.Other students underscored the lack of local interaction that their peers had while on the sameinternational experience. For example, a high scoring student said, I know people that have done programs where

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Russell Korte, University Of Minnesota; Karl Smith, University of Minnesota

Tagged Divisions

Educational Research and Methods

the general education program Ø A student body that values altruism and social activismFactors Negatively Associated with Positive Student Outcomes Ø Hours spent watching television Ø Institutional size Ø Use of teaching assistants Ø Full-time employment Ø Lack of community among students Ø Living at home and commuting Ø Participating in inter-collegiate athletics Ø Peers oriented toward materialismIn short, Astin4,5 said it appeared that how students approach their general education and how thefaculty actually deliver the curriculum are far more important that the formal curricular structure.More specifically, the findings strongly support a growing body of research suggesting that oneof the crucial factors in the

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen Zunkel, Iowa State University; Jason Pontius; Thomas J Brumm, Iowa State University

Tagged Divisions

Educational Research and Methods

to students who did not take dual credit.” The study also examined studentperformance in subsequent courses in a sequence in writing, mathematics, and Spanish: “Whendual credit students who take the prerequisite in high school and the final course in college arecompared to their college classmates who take the entire sequence in college, it turns out thatthey pass the final course in proportions that are substantially equivalent to those of their college-prepared classmates”.A more recent trend is the development of early college high schools. With the first schoolsopening in 2003, in 2011 there were more than 230 high schools based on early college designs,serving 50,000 students in 28 states and the District of Columbia. In 2009, about

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

surveys as the primary source of data. We argue thatpersonal epistemologies develop within complex social systems and are subject to individual’sexperiences and perceptions and that surveys do not allow an in-depth look into thesecomplexities. This study attempts to fill this gap by investigating students’ personalepistemologies in a specific and rich context: their views of learning in a particular course. The Page 24.684.3study was done using a qualitative approach by analyzing written student short-answer responsesto a writing prompt, capturing a large group of students that might not otherwise be possible withmost in-depth interview

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University

Tagged Divisions

Educational Research and Methods

] transmitted in writing from father to son” (p. 195). Thisfurther shrank women’s role in cultivation. Conflicts, which escalated into warfare duringpopulation growth, provided men with another role that solidified and institutionalized their“powerbase within the society” (p. 195). Likewise, herbal medicine, which was originated andfirst practiced by women, became men’s domain when medicine became a subject to be learnedat the university run by male-dominated Church and professionally practiced with a licenseand/or by male priests instead of female healers whose work was associated with an olderreligion. A combination of the professionalization of medicine and religious fervor of the Churchfurther caused the technological takeover and led to the

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

work. Like I put in a lotmore time this semester but her tests are a lot harder. Like there’s no multiple choice. It’s allessay, like it’s all writing and concepts and large mathematical problems and I’m likeintegrating them. So it’s a lot harder to do really, really exceptionally well because if I don’t get,like there’s no way to check myself so if I don’t know something it’s like completely up in the air. Page 22.1329.9So her tests are definitely harder. But walking away from it if I know 80% of what I wassupposed to learn from this class it’s really well compared to like the 90% of like glossing overthe chemistry that I got from the first

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

an individual’s level ofunderstanding that do not depend on the individual producing code in a specific language.Currently, most assessment occurs by requiring students to write code in a specific language17.This significantly limits the ability to compare the effects of different languages and pedagogicaltechniques on student learning, such as algorithm visualizations which may be tied directly to aspecific language, because the assessment is tied directly to the language taught and assessed.The development of language-independent instruments that focus on the understanding offundamental concepts are essential for research exploring these new tools and languages.Research into the different ways individuals understand the various concepts

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University, West Lafayette ; Allison Godwin, Purdue University, West Lafayette; Brenda Capobianco, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

who pioneered thefunds of knowledge approach is nearly absent in our review because a large portion of their workwas conducted on elementary students. Thus, we consider primary sources, sources that helpanswer our research questions. A detail explanation of the types of sources that we excluded fromthis study are outlined in the next sub-section.4. Finding and cataloging sourcesIn the fall of 2015, papers indexed in the following five electronic databases were searched 1)Engineering Village, 2) Scopus, 3) Academic Search (EBSCO), 4) Educational Full Text (EBSCO)and 5) the ASEE PEER database. Table 2 outlines the exact search strings that were used in allfive of the electronic databases. For each database, we indicated that the search string

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; John Alexander Mendoza-Garcia, Purdue University, West Lafayette / Pontificia Universidad Javeriana - Bogota, Colombia; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Lisa Lattuca, Pennsylvania State University; David Knight, The Pennsylvania State University

Tagged Divisions

Educational Research and Methods