Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xingya Xu, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

their learning had a better understanding of learning and were more successful[1, 9, 17]. Specifically, students’ self-awareness of their learning processes facilitated learningand performance [2]. In addition, students’ application of metacognitive skills in practicesupported students’ learning within different contexts and improved their adaptive capabilitieswithin those contexts [23]. Because adaptive capabilities are critical within the engineeringworkplace, it is important that engineering students learn metacognitive skills necessary todevelop adaptive capabilities. The purpose for this work is to examine students’ statements abouttheir experiences within engineering competitions and a service-based learning projectidentifying their

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas A. Curtis, James Madison University; Robin Anderson, James Madison University; Olga Pierrakos, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

factoranalyses (CFA) will be conducted. The purpose of conducting several CFAs is to determinewhether any level of the theories used to develop the scale are supported: an 11-factor model(figure 1.1), a unidimensional model (figure 1.2), or an 11-factor with 1 higher order factormodel (figure 1.3). These models also reflect how the E-SIS has to this point been scored, as asingle identify factor and 11 subscales, each matching to one of the measurement approachesdescribed above. Three models are examined in this paper (see Figures 1.1 through 1.3 for a visual of thesetheoretically based models). Model 1 (Figure 1.1) represents a combination of the 11 separatetheoretical approaches and supports the scoring of 11 subscales. Model 2 (Figure 1.2

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; H. Ronald Clements, Harding University

Tagged Divisions

Educational Research and Methods

ofannoyance (or empathy) with David’s statement, which resembles a mild diatribe that one mightexpect to overhear among an arbitrary group of science or engineering students.As defined by Graesser and colleagues, frustration is “a feeling of making vain or ineffectual allefforts however vigorous; a deep chronic sense or state of insecurity and dissatisfaction arisingfrom unresolved problems or unfulfilled needs” (pp. 304-305)1. In the above quote, Davidhighlights these elements of frustration. He indicates his unfulfilled needs (“I guess some of thestuff was ambiguous to me”). He represents a perceived dissatisfaction by simultaneouslyassigning responsibility for his situation on the instructor (“. . . it was hard to find that guy’snumber”), on

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Staffan Andersson, Uppsala University; Arnold Neville Pears, Uppsala University

Tagged Divisions

Educational Research and Methods

of a uni-versity wide educational quality enhancement programme in 2008. The Domain of Scienceand Technology responded to the challenge presented by this programme by establishing aCouncil for Educational Development in Science and Technology with a task to promotea community of scholarly practice. The revision and continuation of the programme wasapproved by the office of the Vice Chancellor in 2016.An inventory of existing practices and attitudes to education among academic staff wasinitiated in 2009 to explore possible effects of the enhancement programme. A review of workon benchmarking academic’s approaches to their teaching practice identified the Approachesto Teaching Inventory(ATI)1 as one of the most relevant staff attitude

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blanca Miller, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Heather Perkins, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods

anonymity. All recruitment procedures were IRB approved, and allparticipants were compensated with a $25 gift card for their time. Despite attempts at a purposivehomogenous sample, our sample is one of convenience. Specifically, the sample represents fourEDS from a Western land-grant institution who participated in semi-structured, one-hourinterviews during the Spring of 2016. Table 1. Participant Demographics Participant Degree Completion Domestic Pseudonym Engineering Major at Time of Interview /InternationalTrisha Mechanical Last Year InternationalEdward Civil

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

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Educational Research and Methods

Psychology from Stanford University. Her current research interests include: 1) engineering and en- trepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Craig Baudendistel, Wright State University; Zulima Guilarte Rhodes, Wright State University; Jannet Chermi Anders

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

out, there is a dearth of research conducted on programs designed to not only retain, but aidin the retention and success of these students.The course at the Wright State University called Preparatory Math for Engineering (EGR1980)has been run since 2008, with the latest iterations being implemented in 2012. Students that placeinto either developmental math or college algebra are enrolled in the course. Many of theseplacements, however, are below where the student should be placed based on previously completedcoursework. However, these students have scored a 24 or lower on the ACT math test, or havetaken the university math placement exam and been placed at this level based on that score. Figure 1. Highest math course enrolled in three

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

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Diversity

Tagged Divisions

Educational Research and Methods

Foundation’s Revolutionizing Engineering Departments (RED) program isunlike any other national initiative focused on undergraduate STEM education. In addition toproviding schools with resources to incite “revolutionary” change within engineering orcomputer science departments, RED teams are expected to serve as national models foraddressing systemic issues and instigating sustainable change in engineering and computerscience education. The RED program’s portfolio currently includes two cohorts composingthirteen geographically-dispersed teams using unique change strategies to address localchallenges shaped by institution-specific factors.1 Figure 1. Geographic Distribution of RED Teams in 2015 & 2016 CohortsThe RED Consortium’s

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

discuss the proposed ideas or directly rejected themcompare to successful groups. We conducted two studies (Study 1 and 2) to explore the learning processes incollaborative settings. Specifically, we investigated the effective dialogue patterns and verbalmoves for productive interactions, and how these collaborative interactions are influenced by theinstructional materials provided for students to engage. For both studies, we compared the dyads’performance in collaborative learning condition with individual students’ learning outcomes insolo condition. While all the analysis for the Study 1 is finalized and reported in this paper, theverbal analysis for the Study 2 is still in progress, therefore we only report the overall learningresults

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Bioengineering and Ph.D. in Engineer- ing and Science Education from Clemson University. c American Society for Engineering Education, 2017 The Role of Engineering Doctoral Students’ Future Goals on Perceived Task UsefulnessIntroductionThis research paper explores how engineering doctoral students’ experiences influencedevelopment and utilization of future time perspective towards degree completion. Engineering doctoral programs serve to generate innovative engineers motivated to solveglobal problems. However, engineering graduate programs are plagued by high attrition rates andlow minority enrollment.​1​ These problems limit the creation of diverse role models and solutionsin

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Blanca Miller, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

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Diversity

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Educational Research and Methods

level programs. c American Society for Engineering Education, 2017 The Role of Engineering Identity in Doctoral-Level Engineering Students’ ExperiencesIntroductionThis research paper explores the role of engineering identity in graduate student success. Identityand belonging have been consistently linked to student success and retention in engineering, butthe majority of studies focus on undergraduate students 1–3. Graduate school presents uniquechallenges to students’ development of engineering identities and is both a key element of theSTEM pipeline and a point at which many students leave academia 4. To improve retentionamong engineering doctoral students (EDS), this paper

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kevin A. Nguyen, University of Texas, Austin; Robert Matthew DeMonbrun, University of Michigan; Maura J. Borrego, University of Texas, Austin; Michael J. Prince, Bucknell University; Jenefer Husman, University of Oregon; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Michigan; Charles Henderson, Western Michigan University ; Cindy Waters, North Carolina A&T State University

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Educational Research and Methods

needs to be done toexplore how instructors are implementing nontraditional teaching methods. In this researchstudy, we collected data from 17 diverse engineering classrooms across the nation and ask tworesearch questions: (1) What are the perceived predominant types of instruction in undergraduateengineering classrooms that feature nontraditional teaching methods? (2) Is there a statisticallysignificant difference in the perceived amount of traditional lecturing in undergraduateengineering classrooms that feature nontraditional teaching methods? In our study, we recruited faculty teaching undergraduate engineering courses whoemployed nontraditional teaching methods and invited all students to complete the StudentResponse to Instructional

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Patricia Kristine Sheridan, University of Toronto; Liz A. Kuley, University of Saskatchewan; Robyn Paul, University of Calgary

Tagged Divisions

Educational Research and Methods

identity quandary. These findings will be used to inform the developmentof our larger research study.1. Introduction, Background and MotivationWith the increased emphasis on outcomes-based education, Engineering Education (EngEd) is agrowing field of study in Canadian universities, with interest from graduate students expandingrapidly in the past few years1. However, there are very few formal programs in EngEd across thecountry. Therefore, many of these students find themselves housing their studies in traditionalengineering departments, all the while engaging in research that is often epistemologically andtheoretically different from their institutional peers, and their supervisors. Due to this newlydeveloping community of practice2, and the

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of use tostudents themselves, helping them see the variety of ways that engineering studentspursue and consider job options.IntroductionIt is widely recognized that a strong engineering workforce is needed to tackle the grandchallenges facing our world today.1 And it has been the focus of much investigation toidentify innovative strategies for engineering education to ensure ‘that the U. S.engineering profession has the right people with the right talent for a global society’.2 Tothat end, since 2007 there has been a continual annual trend of increasing numbers ofengineering graduates, with around 107,000 students graduating with engineering degrees   1  in

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

participanthas up to three hours to complete the task. The statement details constraints and encourages theparticipant to request information. The participant has access to a resource box withmiscellaneous tools (i.e., a calculator, post-it notes, pencils, pens, colored pencils, rulers, etc.).They have additional access to the facilitator and information binder (the participant must ask forspecific information) and an internet-connected computer. Refer to figure 1 for the design taskstatement. Figure 1: Study Design Task Statement B. Description of the DataEach design session lasts up to three hours. There is a scheduled ten-minute break and anapproximately 25-minute follow-up interview. Each session is video

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine M. Ehlert, Clemson University; Courtney June Faber, University of Tennessee; Marian S. Kennedy, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

themselves as researchers, their contributionsto their field, their beliefs about knowledge and where it comes from, and their need forcognitive closure. The second phase entails in-depth interviews of selected participants from thesurvey respondents to understand their beliefs and views on research, their researcher identity,and epistemic beliefs. We will select interview participants based partly on the results of thecluster analysis of survey data (responses to close-ended questions).Survey Design and Participant PopulationWhile open and closed-ended items were on the survey, for the cluster analysis we only used theresponses to the closed-ended items. We selected closed-ended items from previous studies torepresent the following six factors: (1

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Educational Research and Methods

Evans (2016) have developed this activity aspart of a course for undergraduate and graduate students. (The second author has participated inthese class as a section facilitator.) The Odyssey Plan activity is adapted from this course.Research DesignThis study was guided by the research question: § How do undergraduate engineering students project their conceptions of what personal and professional success may look like?To guide the research design, Crotty’s four elements of a research study was used. Detailed inTable 1, the rationale explains how the theories and methodologies come together to build themethods in which the study was conducted.Table 1: Elements of a Research Study (Crotty 2012) Definition

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Elnaz Douzali, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago; Samuel Thomas Harford, University of Illinois, Chicago, PROMINENT Labs; Hereford Johnson, University of Illinois, Chicago

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Educational Research and Methods

measure beyond simple job statistics orequip students with a wide variety of necessary skills. After developing, piloting, andsynthesizing a more robust system, we determined that preparedness should be measured usingfive modules: Financial Planning, Effecting Job Hunting, Accelerating Your Career,Entrepreneurship, and Learning Never Stops. With the implementation of these modules,Professional Development Seminar (PDS) has three goals:1. PDS strives to better prepare graduating STEM seniors for their transition to the STEM workforce, and life in general.2. PDS aims to continually collect data for extensive evaluation to make departmental improvements for STEM underclassmen.3. PDS attempts to strengthen the link between the

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Daniel Michael Kuzbary; Julia L. Sharp, Colorado State University

Tagged Divisions

Educational Research and Methods

interview data36 .The validity and reliability of the MAE survey was tested and the survey was found to haveacceptable reliability with first and second year engineering students (item reliability (R2 ) wasgreater than 0.50, construct reliability was greater than 0.70, and average variance extracted wasgreater than 0.50). Survey factors included: Performance Approach, Mastery Approach, WorkAvoid, Expectancy, Perceptions of the Future, Perceived Instrumentality, and Metacognition,which includes both knowledge of cognition and regulation of cognition. A full description ofhow these items were developed and adapted from other sources is provided in our previouswork10 , and a summary of the meaning of each factor is shown in Table 1 below. While

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

methods of preserving students aswhole people within these reductionist, mechanistic environments of large-scale undergraduateengineering education.IntroductionThe research context is a next-tier broadening participation program initiated in 2009 at a largeresearch-active public university, with data collected as a part of an extensive programevaluation and assessment from 2012-16, funded in part by the National Science Foundation.Aspects of the performance-enhancing year program have been detailed in prior publications [1–4], thus only an overview is offered below to situate a specific Pre-Calculus for Engineerscourse that is the locus of the data and analysis presented in this paper.The Engineering GoldShirt Program (GS) in the College of

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

in order to solve problems that theyhave personally identified. Design thinking and iterative prototyping are key Maker activities [1],as is community collaboration, which often takes place at Maker Faires. In these fail-safeenvironments, Makers as young as eight years old feel comfortable pitching their ideas andreceiving constructive criticism on them from other Makers and the general public. Even outsideof these fairs, Makers rely on a strong learning ecology [2] with similar characteristics. In spacessuch as TechShop [3], Makers work on their projects alongside other Makers, providing aplatform for sharing skills, knowledge, and experience. Within these patterns of activity, Makersexhibit the ability to design solutions that require a

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

partners and collaborators into a series ofactivities intended for use during ongoing Science Center programming. As such, this paperfocuses specifically on the following research questions: 1) How are the types of familiar making activities identified by project participants aligned (or not) with the types of activities commonly associated with the Maker Movement? 2) How do the types of activities created during Making Connections align with the types of activities commonly associated with the Maker Movement? 3) What funds of knowledge were included in the activities developed as part of Making Connections?MethodsThe research questions articulated above are a subset of the larger research endeavors taken upduring the Making

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven Weiner, School for the Future of Innovation in Society, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

describes three other identity categories: Nature-identity,which is attributed to innate qualities that are presumed to be unchangeable, Institutional-identity, which flows from the roles and responsibilities associated with a specific position withan institution, and Discourse-identity, which relates to characteristics that derive frominteractions with others (See Fig. 1). Describing a person as a “tall, intelligent professor whoplays basketball” provides simple examples of all four identities types. Yet, it may be the casethat each of these identities overlaps or relates, such as height and playing basketball. It wasthese connections and intersections that often brought to light the most interesting findings in ourstudy. Nature-identity

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University; Bryce E. Hughes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

constant rate until thedrop deadline. Most students who withdrew did not participate in any or very few in-classactivities. Of the 123 students who were enrolled in the class when final grades were posted, anadditional five students were removed from the study due to low participation in-class activities.All five of the removed students had a final score in the class of <35%. The full demographics ofthe class can be found, broken down by section, in Appendix 1. The gender diversity in thiscourse is slightly better than the national average of female’s receiving a bachelor’s degree inMechanical Engineering. There are approximately 19.5% females who completed the class andwere included in the study, the national average of females who receive

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Mitikaa Sama; Rohini N. Abhyankar, Arizona State University; Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Sheri Sheppard, Stanford University

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Educational Research and Methods

Measuring Students’ Subjective Task Values Related to the Post-Undergraduate Career SearchIntroductionSmart capable graduates continue to leave engineering degree and career pathways. To support adiverse, well-qualified engineering workforce, educators need to better understand the careerchoice processes of undergraduate students enrolled in engineering programs and nearinggraduation. While many researchers have examined choices to engage in specific careers, fewhave focused on the experience of students actually acquiring a first position post-graduation.From the engineering education and career development literature,1-3 it is known that interest inother fields account for some diversion of engineering graduates from

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Cheryl Cass, North Carolina State University; Monique S. Ross, Florida International University; James L. Huff, Harding University

Tagged Divisions

Educational Research and Methods

. Her interests focus on broadening participation in engineering through the exploration of: 1) race, gender, and identity in the engineering workplace; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields.Dr. James L. Huff, Harding University James Huff is an assistant professor of engineering at Harding University, where he primarily teaches multidisciplinary engineering design and electrical engineering. His research interests are aligned with how engineering students develop in their career identity while also developing as whole

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; BaDoi Nguyen Phan, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins School of Medicine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

previously surveyed our students (n=99) to determine their learning style preferences[1].Almost two-thirds of the students (62%) were multimodal, learning through a combination ofvisual, aural, read/write, or kinesthetic modes. For the 38% of students who preferred a singlelearning style, most preferred read/write (18%) modes of learning, while 9% had a visuallearning preference, and 8% leaned towards kinesthetic. Traditional lectures, in which facultypresent lecture notes for the entire period, was the preferred mode of learning for only 3% ofstudents as illustrated in Figure 1[2].Figure 1: Data from VARK survey on student learning preferences (n= 99) in Molecules andCells. Most students (62%) were multimodal, learning through a combination of

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Amy Wilson-Lopez, Utah State University, Department of Teacher Education and Leadership; Andrea L. Robledo, Angelo State University; Renata A. Revelo, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

involves a conscious awareness of the context of the study as well as the realities ofthe participants. In this study, our sensibilities to the “borderlands” best describe our approach todescribe the adolescents’ liminal experiences and how these experiences impacted theirengineering practices.The first author’s “sensibilities” emerge from his own experiences as a first-generation Latinxengineer in the United States. Living between two worlds and in conflict with two separatecultures best describes this sensibility. Author 1 grew up in Mexico but completed his highschool and postsecondary education in the United States. Similar to the adolescents in this study,his native language is Spanish and he learned English while enrolled in the English as a

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

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Educational Research and Methods

Paper ID #20175Professional Development Program on Active Learning for Engineering Fac-ulty in Chile: First StageProf. Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago,Chile Genaro Zavala is Full Professor of Physics and Director of Educational Innovation in the School of En- gineering and Sciences at Tecnologico de Monterrey. Professor Zavala is National Researcher Level 1 of the National System of Researchers of Mexico and leads the Physics Education Research and Innovation Group. He works with the following research lines: conceptual understanding of students on subjects

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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