Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan Torralba, University of Miami; Rob Rouse, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

time working independently andtaking the lead on various projects such as cutting the pieces for the cabinets and askingLaura and Tara to assist her by holding the large pieces of wood. During these days,Jane demonstrated her increasing confidence by using a variety of power tools she hadpreviously not used alone (e.g., power drill and circular saw), and by making criticaldecisions vis-à-vis the plans for designing and constructing parts for the new cabinets.During the second half of the third day, Mark had to leave the team to work on a projectoutside the SIL. Mark’s absence became an opportunity for Jane to engage in the team’stasks in a different manner. For example, when the Systems Team decided to change thelocation of the air compressor

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Catherine Mcgough Spence, Clemson University; Joseph Murphy, Clemson University; Rachel Lanning, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

idea generation as well asconvergent implementation planning (Kurtzberg, 2005; Kolmos and Holgaard, 2010). However, alongsideincreases in creativity, diverse team membership may also generate conflict among team members; thus,creating a complex situation (van Knippenberg and Schippers, 2007; Williams and O’Reilly, 1998). Priorresearch has shown that more conflict and less cohesion may arise in groups with one or more salientdifferences between members. In team formation, cliques and exclusionary practices can illuminate lowsense of belonging among students (especially for females and underrepresented minority students), andcause disparities in learning gains. A survey of nearly 700 students from multiple higher educationinstitutions revealed

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura Lenz M.Sc., RWTH Aachen University; Lana Plumanns M.Sc., RWTH Aachen University ; Kerstin Groß Mag., RWTH Aachen University; Katharina Schuster, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University; Anja Richert, RWTH Aachen University

Tagged Divisions

Educational Research and Methods

be done byanswering the following key questions:  With regards to the functioning of a collaborative planning tool like a blackboard, how must VLEs be designed in order to foster virtual problem-solving?  How are real life problem-solving processes different from those in VLEs?  Deriving from the results, what are the advantages, challenges of and cooperating in VLEs?To answer the research questions, it will be preceded as follows: First, the key assumptionsand definitions shall be presented. In addition, it will be clarified which limitations this workfaces with regards to completeness, explanatory power and psychological insights. Section 3summarizes related works, the state of the art in relevant research as

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Kimberly Kristine Hardy, Boise State University; Dazhi Yang, Boise State University

Tagged Divisions

Educational Research and Methods

nature of the courses that they identified as their favoriteand least favorite. How engineering students approach and think about learning can substantiallyinfluence their success as students, completion of degrees as engineers, and their effectiveengagement in careers. Further, if instructors, advisors and administrators have a deeperunderstanding of the learning process and traits of students they can teach, advise and plan inways that enhance student success.As we answered our first research question it became apparent that engineering students’motivational goals for learning shift significantly and substantially from mastery in their favoritecourses to more of a performance approach in their least favorite courses. Our findings indicatethat

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

accurate interpretations of the items by engineering students, (2)accurate alignment of what the instrument is measuring as evaluated by content experts, and (3)support of the instrument and planned intended use of the instrument by education researchersand practitioners. The initial steps for validating the SCAEI presented here, steps which areoften overlooked or ignored by instrument developers [12], have provided valuable informationfor the development of the SCAEI.These results also indicated social and behavioral context that engineering instructors shouldconsider when planning classroom activities. Specifically, the engineering students perceived“arguing” or “defending” ideas as something that is disrespectful to the instructor. If

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

categories; e.g., do not select affective as a learning domains category since it is a whole set if you also plan on selecting teamwork skills as a category. 4. A learning domain category could contain skills sets which will not be utilized for PIs classification; e.g., affective learning domain category containing leadership, teamwork and professional ethics skills sets; leadership, teamwork and professional ethics will NOT be a learning domain category but will be classified as affective domain skill sets.Bloom’s 3 domains, cognitive, affective and psychomotor, are not absolute subsets of one another.They contain skills sets as prescribed by the 11 EAC ABET SOs which are not learning domainscategories. Therefore

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette; Nathan M. Hicks, Purdue University, West Lafayette; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

relates to the expandingemployment opportunities related to data analysis skills. Further, these results may help toinform potential programmatic evaluations and changes.BackgroundDuring the last three decades, there has been controversy about what data analysis knowledge isrequired by engineers in order to make sound decisions. An important precedent to the modernABET criteria asserted that engineers should appreciate five aspects of statistics [1]: • the omnipresence of variability, • the use of graphical tools such as histograms, scatterplots and control charts, • the concepts related to statistical inference, • the importance and elements of well-planned experimental designs, and • philosophies of data quality derived from

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tom Elliott Spector, Oklahoma State University; Stan Carroll, Oklahoma State University; John J. Phillips, Oklahoma State University

Tagged Divisions

Educational Research and Methods

interview regular volunteers for their user stories.Those stories characteristically expressed a desire for a maximally efficient operation combinedwith the opportunity to enjoy time spent with fellow volunteers. Success criteria for the foodpantry receiving and distribution operation were modeled as a straightforward efficiencyequation in Grasshopper (adjusted for a frequency assessment for the different types of groceryproducts received and distributed) applied to a simplified plan view in Rhino. Testing the modelbased on the total number of linear feet required to complete the various receiving, storage anddistribution operations resulted in a unitless scoring of each student’s design (Figure 5).Depending on the score, the revised design could

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hernán Gallegos, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

mentorships that emerge from assistantprograms, primarily the learning assistant programs, as well as common perceptions thatassistant programs support change by enabling at least five things: shared identities,collaboration, feelings of emotional and intellectual support, critique and feedback pathways, andnewfound agency and responsibility. We also identified one widespread theme related to barriersto achieving the ideal assistant program: logistical challenges.These findings are tentative due to small sample size and pending inter-rater reliability outcomes.We plan to conduct additional interviews and further analysis. However, these preliminaryfindings do reveal the key role that undergraduate-based assistant programs can play in

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chao-Yang Cheng, National Chiao Tung University; Yu-Lun Huang, National Chiao Tung University; Bing-Fei Wu, National Chiao Tung University; Yon-Ping Chen, National Chiao Tung university; Sunny S. J. Lin, National Chiao Tung University

Tagged Divisions

Educational Research and Methods

experiences and frequency in each daily activity to formhomogeneous groups. Then, this study compared the groups to figure out which groupwas more willing to plan and manage their daily schedules in productive activities(e.g. studying in school and after school). Second, a panel of SE experts reviewedcollaborative products of the final project according to the Consensual AssessmentTechnique (CAT). The authors conducted a case study to compare creativeperformance in final products among the three SE courses.Figure 1. Framework of System Engineering Curricula Renewal Structure, Pedagogical Process, and Outcome EvaluationThe research questions are as follows:RQ1: In a group of college students, can SE students be differentiated from

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca LeBow, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

-structured problems. Confidence and enjoymentdid not always correlate with each other: MR had low confidence in the accuracy of her analysisof open-ended problems but expressed delight in having the chance to think about them. Studentsalso differed in the degree to which they saw the focus on highly-structured textbook problemsas a limitation of their engineering education.This research effort continues, and we plan to elaborate on these work-in-progress findings byconducting the same think-aloud protocol with seven different statics and dynamics problemswith faculty who teach the course. Their responses will provide a comparison data set thatenables more nuanced analysis of the four students’ problem-solving approaches. We can thentriangulate their

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan L. Anderson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

who attend the regular scheduled lectures andcomplete all course assignments, multiple weekly SI leader led teaching sessions, evaluation ofsessions by SI supervisors for feedback and improvement, weekly planning and coordination ofsession content between SI-leader and course instructor. Prior to the class start date, SI leadersreceive training on session preparation and teaching pedagogy, and work with SI supervisors andfaculty to continually monitor and modify session content. SI was developed around acombination of learning theories [5], cognitive development principles [6], societalinterdependence principles [7], and interpretive principles [8]. Specifically, the fouraforementioned gaps applicable to technical computing can be filled by

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thinking about ways that you support diversity and inclusion in your teaching? 2. Tell me about one practice you wanted to incorporate that did not go as planned. 3. How has diversity and inclusion played a role in your teaching over time?The entire interview protocol can be found in Appendix AFollowing the interviews, we collected demographic information from 11 of the 12 participants.Half of the participants had taught at the undergraduate level for over 21years, 33.3% had taughtfor 1-5 years, and 16.6% had taught for 16-20 years. We had no participants who had taught for6-15 years. Participants had taught in classes that ranged in size from less than 20 to over 200. Atleast two participants had taught in each of the five U.S

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #29590Predicting engineering student success: An examination of collegeentrance exams, high school GPA, perceived competence, engineeringachievement, and persistenceMr. Harrison Douglas Lawson, Michigan State University Harrison Lawson is a graduate student pursuing his M.S. of Chemical Engineering at Michigan State Uni- versity. He completed his undergraduate studies in chemical engineering at the University of Pittsburgh. He plans to continue his doctoral studies at Carnegie Mellon University. His research interests include drug delivery, cell biology, and STEM education. He aspires to become a university faculty

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Following procedures for qualitative data analysis [21, 22] transcripts were thencoded and emergent themes identified by one of the researchers and discussed with the researchteam. In addition, student comments and suggestions about their experiences in RAMP werereflected upon and program adjustments made on an ongoing basis. In this way, our use of focusgroups departed from the “group interview” approach used in many qualitative studies, andinstead aligned with typical PAR cycles of initial planning (designing the focus groups), action(facilitating and participating in the focus groups), observation (observing, coding, and analyzingthemes from the focus group activities and discussions), and reflection-informed planning(reflecting on student

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Barbara Bogue, Pennsylvania State University; Demei Shen, University of Missouri; Kelly Rodgers, University of Missouri

Tagged Divisions

Educational Research and Methods

instrument to collect data on the reasons engineering students decide to transfer outof engineering. In addition to gathering basic demographic data (e.g. engineering major studentintended to complete, University GPA, et.) the instrument gathers data on the following topics:reasons for initially pursuing an engineering major, high school preparation, intended transferdestination (e.g. which college, work, military), career plans, participation in collegeextracurricular activities, factors that impacted respondents decision to leave engineeringincluding a rating of the significance of each contributing factor. Sample questions related tolevel of confidence (Figure 1) and factors in the decision to leave (Figure 2) are

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donald William Rhymer Ph.D., U.S. Air Force Academy; Richard T. Buckley Ph.D., U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

specific student had what perception(s). The questions were: 1) Do you believe the incorporation of narration will help / has helped your learning of the course material? (strongly agree / agree / disagree / strongly disagree) Please explain. 2) Do you believe the incorporation of narration will provide / provided useful background for your mini-labs and labs? (strongly agree / agree / disagree / strongly disagree) Please explain. 3) Do you believe the incorporation of narration will provide / provided useful background for your Project Test Plan? (strongly agree / agree / disagree / strongly disagree) Please explain. 4) Do you feel comfortable participating in narration during class? (strongly agree / agree / disagree

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium

Tagged Divisions

Educational Research and Methods

process, helped to complete the team project with a good result.’ and ‘What I learned during the introductory lecture about project planning, helped to complete the team project with a good result.’ Because these introductory lectures are scheduled in the second semester of each academic year, the scale only exists in two measurement moments. The scale’s reliability factors are relatively high, but the mean scores are rather low. This confirms the feeling of the didactic team that the lectures about the design process and project planning are a bit theoretical for the students. They do not see how this lecture can be useful to their project. After introducing small examples in the lectures, in the academic year 2008-2009 a

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; William G. Graziano, Purdue University, West Lafayette; Diana Bairaktarova, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Anna Woodcock, Purdue University

Tagged Divisions

Educational Research and Methods

thisproject.MethodThese data were the result of a mixed methods study conducted at a large Midwestern universitywith approximately one thousand students. The data were collected in two phases. The firstphase yielded qualitative and quantitative data collected from students in their first year using anelectronic survey. Students were asked about their achievement, interests (operationalized as POand TO using a validated scale15), future plans, extra-curricular activities, motivations, whetherthey intended to remain in engineering (measured using a three item scale developed by theresearchers), and family background. In addition students reported how they learnt aboutengineering, what influenced them to pursue a major in engineering and to favor

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert G. Olsen, Washington State University; Ashley Ater Kranov, Washington State University; Kirk A Reinkens, Washington State University

Tagged Divisions

Educational Research and Methods

Page 22.677.7on-line course evaluations with its associated reduction in student response rate would cause asignificant change in course evaluation responses. There is some support for the assertion thatresponse rates in smaller programs are greater possibly because faculty in these programs aremore engaged with students. But this effect is not strong and can be overcome with some effortby larger programs. Overall, the transition was judged to be mostly successful given noevidence of a significant decline in the quality of student evaluation data.Remaining ConcernsThe recent trend towards lower response rates is disturbing and while there are plans to increasethis rate, it is not clear that these will succeed. One specific consequence of lower

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

George Ricco, Purdue University; Ida Ngambeki, Purdue University; Russell Long, Purdue University; Matthew Ohland, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

Educational Research and Methods

. She currently serves as the President of the Purdue Student Chapter of ASEE. Her research interests include engineering thinking, motivation and vocational choice in engineering, and sustainability policy.Russell Long, Purdue University Russell A. Long is Associate Director of MIDFIELD and Director of Project Assessment in the School of Engineering Education at Purdue University. He has twenty years experience in institutional research, assessment, strategic planning, and higher education policy. He is a SAS expert and manages the MIDFIELD database.Matthew Ohland, Purdue University Matthew W. Ohland is an Associate Professor in the School of Engineering Education at Purdue University

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology

Tagged Divisions

Educational Research and Methods

further[from list of chapters covered]?” was examined for weeks 1 through 14 over the semester.Baseline Survey First Week of Classes. A survey was conducted the first week of the semesterto establish a baseline of students’ attitudes and background in Chemistry. The survey had themreflect on their background and why they were planning to take the course, what subjects theyfound important and interesting, how they felt about chemistry and what benefits the courseprovided to them after hundreds of hours of time invested in learning the material.Sample. This analysis focused on all engineering majors: chemical, biomedical, mechanical,electrical, civil, engineering physics, software engineering, engineering management andcomputer engineering. The

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

inattitudes and motivation across cohorts, and deployed end-of-term surveys in each participatingcourse to track within-subject variation across course contexts.Fall 2019 was designated as the control group, in which assessment instruments were developedand deployed, but no direct effort by project personnel was invested in developing orimplementing new instructional strategies. Fall 2020 was intended to be the first treatment cohort.Although many of the original research and intervention plans were disrupted by COVID-19,project personnel instead invested resources into facilitating and improving (primarily) remoteinstruction. The same survey and assessment instruments were still deployed in Fall 2020,offering a unique opportunity to study student

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Calvin Sophistus King, MCET; Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership

Tagged Divisions

Educational Research and Methods

assessments [5]. There are other initiatives likeTechnical Education Quality Improvement Program (TEQIP) as well. A third-partyevaluation of the 196 institutions being funded by TEQIP in 2019 reported that, all thesignificant changes implemented through TEQIP-III require a plan for sustenance, which wasmissing in most of the institutes [6].Accreditation, assessment reforms, TEQIP and many similar initiatives have beenrecommended at a macro level for governance by the statutory bodies associated withengineering education in India. While the macro level reforms are designed to address thecareer and life prospects of students in engineering education, the review systems at theprogram level and course level for checking and improving the implementation

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

Tagged Divisions

Educational Research and Methods

the right resources 3.2 3.8 0.152 (e.g., information) are available. The team leader resolves conflicts successfully. 3.6 4.2 0.152 The team leader models appropriate team behavior. 3.2 4.6 0.026 The team leader makes sure members are aware of 3.6 4.4 0.050 any situation or changes that may affect the project or work The team leader takes the time to meet with the 2.8 3.8 0.071 members to plan the development of the project Project Team members effectively anticipate the needs of 2.2 3.8 0.028 monitoring

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Burkholder, Stanford University; Carl E. Wieman

Tagged Divisions

Educational Research and Methods

administering the assessment as an assignment early and latein the same course at University 1 to see if there are measurable pre/post differences in students’problem-solving. This will be used as a control group for studying an intervention designed toteach problem-solving. The intervention consists of a worksheet that students complete whenthey are doing a design exercise in the course. They are asked a number of questions that requirethem to plan out their approach for solving the problem, and then reflect on their solution oncethey have reached it. Salehi and Wieman have shown that this leads to improved problem-solving that may even transfer to different contexts [22].Another way to increase the reliability of the assessment is to make it shorter

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in his mental health. He was immediately dispatched to see amedic and a student counsellor saw him that day; the decision was made almost immediatelyto grant him a year long absence. His parents were contacted and plans made for him to flyhome, which he did within three days of responding to the call to come in and talk about hisproblems. Another two British students, both from Asian communities were also experiencingacute mental health problems. Both had seen the campus medic or counselling services, butboth were unwilling to talk to their families due to the stigma attached to such problems withinBritish Asian (and wider British) culture. Additional support was put into place for suchstudents who were also advised to take a leave of

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Joel Raymond Hood, Utah State University - Engineering Education; Derrick S. Harkness, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

peer feedback) andtechnological (e.g., mobile device access) needs of the distance learners in their program. Infuture work, they plan to supplement personas with contextual scenarios that reflect the distancestudents’ approaches to learning. Turns, Borgford-Parnell, and Ferro [10] examined the effects ofdisseminating engineering student personas to (a) engineering curriculum stakeholders and (b)graduate students preparing to teach an undergraduate chemical engineering course. Theirfindings revealed personas to be flexible tools that were useful for prompting diverse audiences(e.g., teachers and students) to unpack biases and assumptions and reflect upon personalpractices related to learning and teaching. Turns, et al. [10] also reported that

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

Tagged Divisions

Educational Research and Methods

purpose is for the research team to obtain feedback on the modification process prior toimplementing the measure to approximately 1800 students across 11 middle schools in duringthe third and final year of the larger study. The purpose of the ECA-M8 will be used as oneindicator of intervention impact on student learning along with a performance assessment ofunderstanding of engineering design, forces and motion concept assessment, and assessments ofmotivational outcomes including interest and self-efficacy in STEM. Another purpose of theECA-M8 is for educators to use students’ scores to inform instructional planning, as well asgrowth in understanding.While there are established assessments for students’ motivation in STEM5,6 and

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Dennis Gouran, Pennsylvania State University; Laura L. Pauley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

criteria: engineering knowledge, general knowledge,continuous learning, quality orientation, initiative, innovation, cultural adaptability, analysis andjudgment, planning, communication, teamwork, integrity, professional impact, and customerfocus. They mapped these fourteen competencies to each of the ABET abilities in a matrix.13Each ABET ability was mapped to more than one underlying competency. Approximately fiveitems were developed to measure each competency. For our study, we were particularlyinterested in the communication competency items.Around the same time, another group developed a framework to assess ABET criteria 3a-3kstudent outcome criteria based on Bloom’s taxonomy.17, 18 This project was supported in part byNSF funding,19 and the