Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; Kristin Imhoff, Drexel University ; Kevin Ayers, Drexel University; Philipp A. Boettcher

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-level course instructors will continue to be encouraged during thefollowing terms. The current usage for TA and faculty office hours varies widely.E. Plans for Growth ACE continues to expand its course support and monitor hours of usage to keep the spaceoperating within its capacity. The university is interested in ACE expanding its course support toimprove the retention of first year students which has ACE expanding to provide tutoring supportfor non-engineering courses such as physics and chemistry. ACE is limited by its own facilitiesin terms of student traffic but also by the financial constraints of the college.II. Methodology Student utilization of ACE is tracked and stored using a card scanner and operationssystems developed

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Nathan Hyungsok Choe, The University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Meagan R. Kendall, University of Texas, El Paso; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

0.45 system, or a process based on realistic constraints Project (l) Planning a project and staying organized to 0.64 0.51 Management complete it (α = 0.72) (x) Tracking various aspects of a project to 0.36 0.73 ensure that it stays on track (m) Using facts and information, instead of 0.45 0.55 opinions, to make decisions (bb) Seeing a project though to its end 0.45 0.54 Analysis (u) Applying my math knowledge and skills 0.56 0.47 (α = 0.76) (gg) Using calculations and equations to 0.68 0.42 evaluate things

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

purposes of this paper,we work from the perspective that learning is at the core of institutions of higher education.As we began our efforts to systemically advance innovations in teaching across campus, we(teaching and learning center staff) learned from preliminary interactions that faculty werestruggling to make sense of what we meant by various educational terms. Additionally, mostfaculty had no pedagogical training and little to no understanding of cognition and how to1 In an earlier paper the theoretical perspectives that inform our work is described in greater detail [6].2 We did take into account external factors in the design and planning of the interventions, but that was a secondlevel consideration and will not be addressed in this

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

Laboratory for Responsible Manufacturing (LRM) at Northeastern University since September 1999. She has also been employed as an Assistant Professor by Yildiz Technical University till February 2006. Dr. Kongar is currently an Assistant Professor at Bridgeport University and a Part-Time Researcher in the Center for Industrial Ecology at Yale University. Her research interests include the areas of supply chain management, logistics, environmentally conscious manufacturing, product recovery, disassembly systems, production planning and scheduling and multiple criteria decision making. She has co-authored several technical papers presented at various national and international

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Elizabeth Godfrey, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

Educational Research and Methods

.Initially, a problem is identified, action is planned and implemented, then the results areevaluated and reflection occurs. The insights gained from the initial cycle feed into theplanning of the second cycle, for which the action plan is modified and the research processrepeated, as illustrated in Figure 1. Figure 1. The action-research process from Riding, Fowell and Levy 7The aims of the first action cycle (whose results form the basis of this paper) were toinvestigate the level of preparedness that the student cohort brings to a year-one course inElectrical and Digital Systems, to determine key factors that lead to success in this course andto measure the effectiveness of remedial and support mechanisms.Student entry-level

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Irene B Mena, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

-year engineering experience at the University. Itanswers the following research questions: (1) How do students define engineering? (2) Why arestudents planning to major in engineering? (3) What are some of the positive experiences instudents’ first year of engineering? and (4) What are students’ perceptions of the followingengineer of 2020 skills and attributes: communication, creativity, global and multidisciplinaryteamwork, and ethics?Data for this study was collected using surveys and interviews. A total of 665 first-yearengineering students completed a survey in the fall 2011 semester. Forty first-year engineeringstudents who completed the survey participated in one one-hour semi-structured interview in thespring 2012 semester. The results

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

students for one whole semester, the results are reported in three stages: beginning of the semester, in the middle the semester; and at the end of the semester. Four types of initial-to-final students’ perspectives were found. The analysis of the interviews reveal that, first and foremost, it is essential for academic staff to understand and embrace the philosophy behind CPBL, which will enable them to providing students with appropriate support especially in developing team working, time management, learning and thinking skills. In addition, proper explanation and justification behind each step in the CPBL cycle, as well as the overall planning through the different problems, are also necessary to avoid confusion and

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

as an initial adaptation of the existing EPSA method to address programmaticneeds by embedding the method into a course. The program plans to use the method in othercourses and course levels in the coming years in order to add depth to the existing data set for Page 25.839.6more robust analysis and interpretation. J1 Performance 100 SR 90 JR

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Denise Grant; Julie Trenor

Tagged Divisions

Educational Research and Methods

to fully explain the incident and outcomes to ensure full facilitation of theCIT process. The researcher plans to use more “how?,” “why?” and “can you tell me more aboutthat?” type questions in the future to probe for additional details.Advantages The researchers experienced the following advantages with the CIT in this study: • The CIT framework allowed students to focus on the specific incidents of interest to the researcher. • The interview guide was well constructed. The CIT informed the phrasing of the questions and helped gain enough detail to visualize how knowledge or skill gained had influenced various engineering-related academic choices. • The academic choice definition sheet helped to define what was

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

tasks, and providing clear documentation of due dates and expected task products. This removes the ambiguity that poor performers typically use as concealment. • it promotes team progress and learning of proactive project management skills by forcing teams to think explicitly and in detail about where they are, what needs to be done next, and how personnel resources should be deployed.Note that task reports are not a replacement for the team's overall project plan, which teams arerequired to maintain as well (usually using project management software), but rather acomplementary articulation of detailed weekly assignments that move the team towardscompleting the broader tasks or milestones shown in the project

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

Tagged Divisions

Educational Research and Methods

Postsecondary Research and Planning. 18 Higher Education Research Institute (HERI). (n.d.). About CIRP. Retrieved from Higher Education Reseearch Institute web site: http://www.heri.ucla.edu/abtcirp.php19 CSEQ. (2007). The College Student Experiences Questionnaire assessment program. Retrieved from CSEQ website: http://cseq.iub.edu/cseq_generalinfo.cfm20 Pace, C. R., & Kuh, G. D. (1998). College Student Experiences Questionnaire (4th ed.). Bloomington:Indiana University Center for Postsecondary Research and Planning.21 National Survey of School Engagement (NSSE). (2011). About NSSE. Retrieved from National Survey of Student Engagement website: http://nsse.iub.edu/html/about.cfm22 Besterfield-Sacre, M.E., & Atman, C.J. (1994). Survey

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Allison Antink Meyer, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

trajectories.1.0 Introduction Undergraduate research experiences are anticipated to both increase understanding ofresearch practice and motivate students to pursue advanced degrees in the sciences andengineering.1 Broadening participation in careers in science and engineering is often a primarygoal of these programs and the government funding associated with them. However, the abilityto reach students at critical transition points in their career trajectory is difficult.2,3 Undergraduateresearch is often primarily performed by students who have already established clear careergoals,2 and the experience either confirms the students’ plans or strengthens their resumes. Research experience is also expected to enhance undergraduates

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

degree in Civil Engineering from Stanford University, and his PhD in Civil & Environmental Engineering from Stanford University. He has authored over a dozen papers in peer-reviewed scientific journals. Page 15.705.1Qiong Zhang, University of South Florida© American Society for Engineering Education, 2010 Improving writing in civil and environmental engineeringcourses using CLAQWA, an online tool for writing improvementAbstractA required ABET student outcome of engineering programs is “communication” which,according to the American Society of Civil Engineers BOK means that a student can“Plan, compose, and integrate

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

,proficient, as an increase in intuitive teaching. Teachers begin to see trends in student learningexperience from one lesson to the next and are capable of altering their plans to accommodate a Page 15.1269.4better learning environment. Expert teachers exceed this level by performing arationally, byacting effortlessly and fluidly without much analysis while things are going smoothly in theclassroom.3 Experts utilize routines effectively, while maintaining the ability to alter lesson plansbased on the feedback from the students. Expertise is not normally reached until after year seven.According to Berliner, many teachers never progress past the

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

motivation in different curricula27, student learning habits28, student confidence inperforming a task29career plans and values placed on a task30, and student perceptions about theireducation.22 Page 23.1284.3 Within the motivation theories, our study specifically situated in expectancy-value theory 16-18(EVT) for two reasons. First, EVT was developed in part to explain academic programenrollments and ultimately career choice.31 Second, EVT contains both ability constructs (suchexpectancy of success) and importance constructs (such as interest). These types of constructsexist in other motivation theories, though some theories

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

interviewsAcademic Career Skills - Writing research and teaching statements - Identify career pathways - Goal setting - Writing research publications including journals, papers, Academic Writing technical documents, etc. - Writing and reviewing grants - Identify careers that match goals Career Planning - Prepare for job applications - Postdocs job fairs/workshops - Attending conferences/seminars/workshops - Delivering research presentationsCommunication Skills - Interacting and collaborating with other researchers

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Svetlov, Texas A&M University; Aamir Fidai, Texas A&M University; Christine M. McCall, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

mentoring undergraduate research scholars. Aamir has presented his research both at regional (SERA, TAMU LAUNCH) and at international (FIE, AERA) educational research conferences. Aamir has three published conference proceedings and is currently working on several research projects dealing with technology and equity in STEM classrooms.Ms. Christine M. McCall, Texas A&M University Christine McCall is a junior education major specializing in 4-8th math and science education from Texas A&M University. She plans to pursue a master’s degree and her research interests include peer mentoring, experiential learning, and leadership development. American c Society

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

choices and motivation as well as the focus on the personal importance of a given task.In this work, we focus on two particular aspects of EVT: Utility Value and Expectancy for Success.Utility value refers to how a particular task relates or contributes to an individual’s future plans orgoals, while expectancy for success refers to an individual’s beliefs about how well they will doon upcoming tasks in the future (Eccles & Wigfield, 2002; Wigfield & Eccles, 2000). We focuson utility value because prior research has shown that when students can articulate the ways inwhich course content is personally useful or important to them, they are more likely to engage withthe material and perform at higher levels (Canning et al., 2018; Kosovich

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). Sampling Designs in Qualitative Research: Making the Sampling Process More Public. The Qualitative Report, 12(2), 238–254.13.  Tashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE.14.  Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X0528226015.  Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4 edition). Boston: Pearson.16.  Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women Engineering Students and Self-Efficacy: A Multi

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Diana Karen Chen, Arizona State University; Jorge Luis Roldan

Tagged Divisions

Educational Research and Methods

classes, 25% ofstudents attend a week long residential summer institute aimed at introducing the GCSP at theuniversity. Students enroll in a semester long multidisciplinary course in their first semester toexplore the grand challenges and to develop a plan to meet program requirements. The summerinstitute and introductory course provide students an opportunity to connect with their peers andnear peers who have made progress in the GCSP and begin building a community of scholars.Subsequently, students choose their own path through the program completing courses andexperiences relevant to their Grand Challenge theme. Requirements include at least twosemesters of research, 80 hours of service learning, and coursework combined with experience(s)in

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

althoughLinver et al found that boys’ interest levels are more closely tied to ability beliefs than girls’interest levels 16. Finally, Australian boys planned on and actually enrolled in higher levels ofmath classes and intended to pursue math-related careers more often than women 18 butAmerican high school students showed no significant gender differences in math and sciencecourse enrollments 14. This research shows that gender, a component of identity, does contribute to shaping career-related competence and value beliefs and potentially course enrollments. Although to a muchlesser extent, an ethnicity study within Eccles’ expectancy value framework shows a relationshipbetween ethnicity and valuing achievement 19. Other aspects of identity have not

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

interviewees were male. Two of theengineers were Asian and one was African-American. The HR director was African-American. Data from our interviews and observations emphasized the importance of the extendedhistory that participants had together and their enjoyment of their work. The majority had beenat P&Y Tech for over 10 years, some for over 30, and nobody expressed plans to moveelsewhere. They knew each other well and knew where they could go for assistance on a project,for another viewpoint on a problem, or for an answer to a question. The participants weinterviewed and observed were clearly focused on doing good work and putting out qualityproducts. The engineers talked about a few key things that they valued in their work. One

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

, Identifies problems/hurdles before negative makes excuses impact on project or scheduleSelf-development Demonstrates no efforts to Demonstrates improvement in all areas, improve performance positive influence on othersMotivational Development. A student’s intentional development of motivations often resultsfrom project situations that reveal needs for more fruitful motivations. A student first recognizesthe opportunity or need for motivational change, takes responsibility, identifies a plan, and actsto achieve desired change. The student chooses to take no action, takes limited action, or fullyengages in motivational development.The project team

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole P. Pitterson, Virginia Tech; Ashish Agrawal, University of Cape Town; Jennifer M. Case, Virginia Tech; Kevin Krost, Virginia Tech

Tagged Divisions

Educational Research and Methods

they will be exposed to and how this will shape their future career goals whileothers are content with just exploring the discipline until they make concrete decisions aboutwhere they will end up. Conversely, we have some students who are not able to articulate muchin this regard, and others who already have substantial identification with the disciplines.However, this discussion is very preliminary. Future research plans include continued analysis ofinterviews to explore what differences or similarities exist between students at our twoinstitutions and among the six programs of study. One key area of focus will be furtherexploration of participants’ familial background, first generation, socioeconomic status andcareer intentions as

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Behzad Beigpourian, Purdue University; Frank Luchini; Matthew W. Ohland, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #25418Psychological Safety as an Effective Measurement in Engineering ClassroomsMr. Behzad Beigpourian, Purdue University Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue Uni- versity. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training University in Iran, Tehran. He has been official Technical Teacher at Ministry of Education in Iran from 2007 to 2018, and received many certificate in education such as Educational Planning, Developing Research Report

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

’ views of success included commonmeasures of academic success in engineering; they also reflected participants’ longer-term careergoals and financial plans. Findings have implications for the development of robust engineeringpathways at both 2- and 4- year institutions. Departures from the “norm”: How nontraditional undergraduates experienced success in an alternative engineering transfer programThe idea/ideal of the traditional college undergraduate as “one who earns a high school diploma,enrolls full time immediately after finishing high school, depends on parents for financial support,and either does not work during the school year or works part time” is giving way in 21st centuryAmerica [1]. As early as 2002, researchers noted

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sourajeet Roy, Colorado State University; Branislav M. Notaros, Colorado State University; Ali Pezeshki, Colorado State University; Tom Chen, Colorado State University; Thomas J. Siller, Colorado State University; Anthony A. Maciejewski, Colorado State University; Laura B. Sample McMeeking, Colorado State University

Tagged Divisions

Educational Research and Methods

commonly practiced whencovering the LSM topics puts greater emphasis on content coverage than inculcating the aboveskills in students [10]. This means that despite our best intentions, there is a misalignmentbetween the way LSM topics are covered and how KI modules are planned, resulting in studentsnot being adequately prepared to make the most of the KI activities. Thus, there is a need totailor the way in which the LSM content is delivered to ensure that not only is the contentcoverage adequate and timely but also that the students are being better trained in the higherlevel skills of learning. For this purpose, the authors of this paper have developed a new activelearning model to be used for content delivery during the LSMs.Active learning is

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

of the lesson from what was previously planned(e.g. developing a new example problem on the fly to address a student’s question). As signifiedby the feedback loop in Figure 1, the instructor’s response may also involve initiating additionalinstances of formative assessment. This three-stage model of formative assessment may repeatmultiple times throughout a class session, with frequent interaction between students andinstructors. Formative Assessment Student Instructor Initiation by Instructor Response Response Figure 1. Three-stage conceptual model of formative assessmentObservation

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

experiences andidentities similarly to previous undergraduate populations, and to begin exploring questions forthe planned quantitative phase. Results indicated that engineering identity, identity fit, and futuregoals were as important for doctoral students as they were for undergraduates, but that theconstructs were sometimes articulated and prioritized differently. For instance, graduate studentswho strongly identified as engineers took a more agentic role in defining what ‘engineering’meant, recognizing that the field is broad and that the stereotypical definitions can be limiting[11]. Similarly, graduate students used past experiences to clarify goals and describe their futureplace in the field, unlike undergraduates who often only considered

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tejasvi Parupudi, Purdue University; Sarah Knapp, Purdue University; Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute

Tagged Divisions

Educational Research and Methods

opportunity to discuss the results of a CATME survey andsets expectations before multiple administrations. Mentzer et al. (2015) recommend that repeatedadministrations of peer evaluation improve student contributions.Research QuestionsIn the current study, we plan to address the following research questions:1. Is there a difference in grades on the final project design journal (dj) and the final presentation(fp) between the integrated and non-integrated sections?2. Is there a difference in student contribution on the final project design journal and the finalpresentation between the integrated and non-integrated sections?3. Is there a correlation between the individual student contribution and the grade they receivefor the design journal and final