Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

James Stice, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

from reading, for instance,and this is backward from what Dale’s Cone suggests. I’m not “ear-minded” as the learningpsychologists say, and I understand that about a third of the U. S. population is like me (and Ican’t quote an exact source for this number either – I got it from learning psychologist FredKeller7 in a conversation with him). I don’t receive vocal information as efficiently as I do whenI read about something – I can always read text over again, but it isn’t usually possible to“replay” a lecture or a conversation. So my learning skills don’t match the lower levels of Dale’sCone. But after 43 years of teaching engineering subjects I am quite comfortable with the ideasthat, for most engineering students, Visual Receiving is superior

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

two data sets and with a focus on factorsthat have resulted in changes in teaching approach in the years separating the studies. Thefinal section contains our conclusions and outlines areas for future exploration.BackgroundThe approaches to teaching inventory (ATI) has been developed and refined over the lastdecade.1 It has its origins in phenomenographic studies of teachers’ attitudes to teachingand learning in the mid 1990’s. Prosser and Trigwell advance the view that there is afundamental qualitative difference between a student-centric and teacher-centric view of thelearning process [4, page 408]. They argue that a student centered approach to facilitatinglearning focuses on the nature of the learning itself, placing the main emphasis on

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, University of Queensland; Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

. A., Phillips, L. D., & Barkdoll, B. (2009). Field Guide to Environmental Engineering for Development Workers: Water, Sanitation, and Indoor Air. ASCE Press.13. Boyer, E.L., (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.14. Solis, F., Coso, A. S., Adams, R., Turns, J. A., Crismond, D. P. (2016). Towards a Scholarship of Integration: Lessons from Four Cases. Proceedings of the 123rd ASEE Annual Conference and Exposition, New Orleans, LA.15. Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738-79816. Fleming, E. S., & Pritchett, A. (2015

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Karen Hazel Washburn Washburn, Utah State University; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education, like engineers, remain overwhelmingly White and middleclass,[9] we argue that additional validation strategies are needed for these researchers whenworking with underrepresented groups. This theoretical paper draws from our own experiencesin working with culturally diverse youth, as well as methodological literature on qualitativeinquiry writ large, to expand Walther et al.’s framework by making it account more robustly forlinguistic and culturalism pluralism, and specifically for linguistic and cultural differencesamong researchers and participants in engineering education.In this paper, we use Walther, Sochacka, and Kellam’s framework as a starting point foridentifying strategies for ensuring quality in qualitative research

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Engineering Education, 97(3), 235-236. doi: 10.1002/j.2168-9830.2008.tb00973.x5. Cronbach, L. J., & Gleser, G. C. (1953). Assessing similarity between profiles. Psychological Bulletin, 50(6), 456-473. doi: 10.1037/h00571736. Aldenderfer, M. S., & Blashfield, R. K. (1984). Cluster analysis. Thousand Oaks, CA: SAGE Publications.7. Clatworthy, J., Buick, D., Hankins, M., Weinman, J., & Horne, R. (2005). The use and reporting of cluster analysis in health psychology: A review. British journal of health psychology, 10(3), 329-358.8. Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.9. National

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

for example [40]–[43]). This line of research couldbenefit from the use of Faulkner’s and Kendi’s frameworks to investigate specific instances ofindividual and structural racism. To illustrate, we look to Murphy et al.’s assessment of GeorgiaTech’s summer bridge program, the Challenge Program, and its role in the higher likelihood ofgraduation for underrepresented minority students involved [42]. Georgia Tech is aPredominantly White Institution (PWI). Murphy et al. found that there was a significantrelationship between participation in the Challenge Program and increased retention/graduationrate [42]. Quantitatively, they recognized the need for summer bridge programs and theprogram’s importance in retention. What their study was not designed

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

Tagged Divisions

Educational Research and Methods

methodology for thedevelopment of this qualitative research. As defined by Yin (2017), through case studies acontemporary phenomenon (the case) is investigated in depth and within its real-world context.The process of conducting a case study starts with the selection of the case(s). For this study,four cases from different industrial segments were selected. The rationale behind the selection ofthe four industries for this study was the identification of industrial segments with significanthiring rates of practicing engineers, and the most attractive employers from the perspective ofstudents pursuing engineering in the United States. Reliable sources of data were utilized for theidentification of these industrial segments: the Bureau of Labor

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

., Follman, D. K., Sumpter, M., Bodner, G. M. (2006). Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students. Journal of Engineering Education, 95(1), 39-4.9. Pleiss, G.; Perry, M.; Zastavker, Y.V., "Student self-efficacy in introductory Project-Based Learning courses," Frontiers in Education Conference (FIE), 2012, vol., no., pp.1,6, 3-6 Oct. 201210. Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad. Sci. USA 111:8410–8415.11. Dym, C., Agogino, A., Eris, O., Frey, D., & Leifer, L. (n.d.). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 103-120.12. Carberry, A. R., Lee, H. S., Ohland, M. W

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

George E. Hassoun, Notre Dame University - Louaize, Lebanon

Tagged Divisions

Educational Research and Methods

8TS 9TS 10TS 2TS 3TS S 5TS t Figure 9 – Ideal sampling of a continuous signal f(t) (dashed) with a sampling period TS.where the train of unit impulse functions has a sampling period equal to TS. By definition, eachimpulse function is an extremely high (infinite) amplitude continuous signal occurring over anextremely small period of time, and having the characteristic property that its integral over all times(called weight) is equal to one. Typically, this impulse function is graphically represented by anarrow pointing vertically, and located at the sampling instant (Figure 9).We

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Direnga, Hamburg University of Technology; Bradley Presentati, Hamburg University of Technology; Dion Timmermann, Hamburg University of Technology; Andrea Brose, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

lossesfrom posttest to retest for individuals as well as for group average scores. We therefore use thenormalized change proposed by Marx and Cummings 21 , which relates losses to the maximumpossible loss instead of the maximum possible gain:  % S −% Si f   100−% Si if % Sf ≥ % Si = 100      f −% Si c = % S% Si

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dion Timmermann, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

treated as ideal voltages sources. The long line indicatesthe positive terminal of the respective battery. All four bulbs areidentical.Question 1 (2 points, if both items are correct)Switch S is closed.Item 1.1 Bulb B is A off, e.g. does not glow, B less bright than bulb C, but not off, C equally bright as bulb C,! D brighter than bulb C,Item 1.2 because a the current from bulb B is used up. b the same current flows through both. c a part of the voltage drops at bulb B. d bulb C has a lower potential than bulb B. e the electrons flow through bulb C first.Question 2 (2 points, if both

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

selected from VECTERS as seedsof conversation among faculty members. Discourse about not only the strategy but the specificsof value, expectation, and cost, are anticipated to enrich dialogue. This type of deeper discussionwill hopefully aid instructors in developing introspection regarding their own beliefs andperceived obstacles of implementation.AcknowledgmentThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527References 1. Branford, J. D., & Donovan, S. M. (2005). How students learn: history, mathematics, and science in the classroom. National AcademiesPress, Washington. 2. Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

modified version of Plett et al.’s five items. In addition, we propose amodel of key factors affecting engineering graduate students’ identities as shown in Figure 1.Constructs capturing the key factors affecting engineering identity and research identity areadapted from the undergraduate science and engineering identity model (Carlone & Johnson,2007; Godwin, 2016; Hazari et al., 2010; Prybutok et al., 2016 ). Based on the identity model, weexpect that graduate students’ engineering identities will be affected by three factors: engineeringcompetence/performance, engineering interest, and recognition as an engineer by others. On theother hand, previous work on research identity does not provide a framework for measuringresearch identity

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

study, but will be explored in the future.References [1] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K. Norman, How Learning Works. Jossey-Bass, 2010. [2] A. Wigfield and J. S. Eccles, “Expectancy-value theory of achievement motivation,” Contemporary Educational Psychology, vol. 25, no. 1, pp. 68–81, 2000. [3] P. R. Pintrich, “Multiple goals, multiple pathways: The role of goal orientation in learning and achievement,” Journal of Educational Psychology, vol. 92, no. 3, pp. 544–555, 2000. [4] C. A. Wolters, S. L. Yu, and P. R. Pintrich, “The relation between goal orientation and students’ motivational beliefs and self-regulated learning,” Learning and Individual Differences, vol. 8, no. 3, pp. 211–238, 1996

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

second modification to the alterative assessment scheme is the integration of more evaluationsessions throughout the semester (e.g., category three), which will allow students to know theiracademic standing in the course early in the course. For this particular accommodation, the authorsare planning to include a thorough evaluation session regarding the comprehension of lecturematerial and assignments for each student. As such, the integration of these two modifications willbe implemented and evaluated in subsequent semesters.REFERENCES[1] Balaji, N., Murthy, P., Kumar, D., Chaudhury, S. Perceived stress, anxiety, and coping statesin medical and engineering students during examinations. Industrial Psychiatry Journal. Jan-Jun2019, Vol. 28 Issue 1

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

G. Hackett, Toward a Unifying Social Cognitive Theory of Career and Page 23.621.18 Academic Interest, Choice, and Performance. Journal of Vocational Behavior, 1994. 45(1): p. 79-122.7. NAE, The Engineer of 2020: Visions of Engineering in the New Century. 2004, Washington, DC: National Academies Press. xv, 101 p.8. Bankel, J., K.F. Berggren, K. Blom, E.F. Crawley, I. Wiklund, and S. Ostlund, The CDIO syllabus: A comparative study of expected student proficiency. . European Journal of Engineering Education, 2003. 28(3): p. 297-317.9. Lattuca, L.R., P.T. Terenzini, and J.F. Volkwein, A study of the

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B Santoso, Utah State University

Tagged Divisions

Educational Research and Methods

Teaching, vol. 23, 1994, pp. 346-348.2. Stewart-Wingfield, S., & Black, G. S., “Active versus passive course designs: The impact on student outcomes,” Journal of Education for Business, vol. 81, no. 2, 2005, pp. 119-125.3. Elshorbagy, A., & Schonwetter, D. J., “Engineer morphing: Bridging the gap between classroom teaching and the engineering profession,” International Journal of Engineering Education, vol. 18, no. 3, 2002, pp. 295-300.4. Dorestanni, A., “Is interactive learning superior to traditional lecturing in economics courses?” Humanomics, vol. 21, no. 1/2, 2005, pp. 1-20.5. Felder, R. M., & Brent, R, “The ABC’s of engineering education: ABET, Bloom’s taxonomy, cooperative learning, and so on,” Paper

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

enough investigation into this and other disciplines has not been done so as to be able tomake generalizable statements.Reference 1. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 95(2), 123-138. 2. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105. 3. Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83. 4. Roselli, R. J., & Brophy, S. P. (2006). Experiences with formative assessment in

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

(AWAKEN)" to theUniversity of Wisconsin-Madison. Page 15.274.13Bibliography1 NRC. 2007. Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, Washington, DC: National Academy of Sciences, National Academy of Engineering, Institute of Medicine, National Academy Press.2 www.ed.gov/programs/racetothetop3 Fink, L. D., Ambrose, S. & Wheeler, D. (2005). Becoming a professional engineering educator: A new role for a new era. Journal of Engineering Education, 94(1), 185-194.4

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

: http://www.abet.org/uploadedFiles/Accreditation/Accreditation_Process/Accreditation_Documents/Current/ea c-criteria-2012-2013.pdf..2 M. W. Ohland, M. L. Loughry, D. J. Woehr, L. G. Bullard, R. M. Felder, C. J. Finelli, R. M. Layton, H. L. Pomeranz and D. G. Schmucker, "The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviourally Anchored Rating Scale for Self and Peer Evaluation," Academy of Management Learning and Education, vol. 11, no. 4, pp. 609-630, 2012.3 J. McGourty and K. P. DeMeuse, The Team Developer: An Assessment and Skill Building Program Student Guidebook, New York, NY: John Wiley & Sons Inc., 2001.4 S. Loddington, K. Pond, N. Wilkinson and P. Willmot, "A case study of

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

centimeters. If the student had beendiscussing a journal article with a boss or colleague in the semiconductor industry, s/he would beperceived as a novice, not aware of or fluent in the discourse of the industry. This mistake wouldhave symbolized the student’s lack of experience, and possibly lack of credibility. The coachsubtly corrected the student and the student took up that correction, perhaps even subconsciously Page 23.1216.13adopting the discourse of the coach and thereby the semiconductor industry. Because the lack ofindustry-specific discourse often translates to the perception of a lack of legitimacy in thecommunity, this episode was

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; George K. Karway, Arizona State University; Mohammad Zaid Alrajhi, Arizona State University; King Saud University; Brian Carl Nelson, Arizona State University; Seungki Shin, Seoul National University of Education

Tagged Divisions

Educational Research and Methods

research directionsare proposed.Keywords: curriculum, design, design thinking, discoursesIntroductionCurriculum is defined as a plan which is intended to provide the learning experiences to individualsin an educational setting [1]. It is the most important part of an education system irrespective of thetype of education. Although it is critical, curriculum is often criticized for not providing all therequired learning experiences as it is intended to. Curriculum development is a process used todevelop and implement the curriculum plan and evaluating it against the set standards [2].Curriculum planning deals with making choices at different stages in the development process, andplanning choices are strongly influenced by the value system(s) of the

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

opportunity to hear the students’ voice and perceptions on peerfeedback experiences in the course; in that way it is an indicator of how well these assessmentopportunities are being integrated in the course. Brutus et al.30 stated that “one of the mainlimitations of [their] study is that it does not specify what, in the PES [peer evaluation system]experience, underlies the detected effects. Questions remain as to which component(s) ofstudents’ educational experience actually contributed to their increase in confidence withobservation” (p. 28). While previous studies have been able to demonstrate significant effectsthrough repeated uses of peer feedback during team projects, this study aims to explore theunderlying mechanisms that lead to those

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Educational Research and Methods

potentially sensitive nature of the interview subject, as most participants were stillactively involved with the D3EM program. This ensured participants' privacy, while allowingthem to freely express their viewpoints. The interviews lasted between 10 to 40 minutes inlength. A similar protocol has been repeated annually since 2017; focused questions about careerpreparation were added in 2019. Interview protocol questions are listed below. 1. Currently, what are your career plans for after completing your PhD? 2. How do you think your D3EM training is preparing you for that career path? 3. When you were not on D3EM funding, were you completing a research assistantship or other funding? Did that experience(s) provide

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

mentioned areas that allowed opportunities to be inclusive. ​Inside theclassroom​, there were opportunities to create an inclusive environment by how the educatorsinteracted with students and how they conducted themselves when students were present andteaching was in action. Finally, educators also talked about what things they thought about orconsidered (​mindsets), similar to Integrity of practice, ​in that educators had a reason for theirpractices​ ​[4]​ ​when doing any preparation or working with students. Practices are found in Table1 with the following codes: ● CS​- Inside ​C​lassroom- with ​S​tudents ● CE​- Inside ​C​lassroom- by​ E​ducators ● OC​- ​O​utside the ​C​lassroom ● IP​-​ I​ntegrity

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University in 2008. While in the School of Engineering Education, he works as a Graduate Research Assistant in the X-Roads Research Group and has an interest in cross-disciplinary practice and engineering identity development.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. Her research is concentrated in three interconnecting areas: cross-disciplinary thinking, acting, and be- ing; design cognition and learning; and theories of change in linking engineering education research and practice. Page 23.89.1

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

out how this case study and other existing research impacted recruitment policies forundergraduate and community college students. Also, interviewing community collegeprofessors, administrators, and program coordinators to determine the qualities for a successfulundergraduate or community college student in the summer experience would be beneficial.Bibliography1 Community College Fact Sheet. (American Association of Community of College, 2012).2 National Science Foundation. Science and Engineering Indicators. (National Science Board, National Science Foundation, Arlington, VA, 2008).3 Goldrick-Rab, S. Challenges and Opportunities for Improving Community College Student Success. Review of Educational Research 80, 437

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

. Occasionally, but rarely, students willdiscover these connections on their own, even though they may be readily apparent toteachers, curriculum designers, and other content experts. Examples of explicit andimplicit math integration in a PLTW course follow.Example 1: Excerpt illustrating explicit integration of math with engineering In this example two students are discussing the design of their project, aballistic device, with their instructor: S: ((At the same time)) Different, different angles. S: A protractor sitting here. With a string with a weight on it. So as you tip it it'll that'll tell you what degree you're tipping it. T: I like that. That's nice. S: So that tells you what degree so we can figure that out. In

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

what was going on because he wasn’t telling us directly what we needed to do but instead bringing up more questions for us, and more problems to solve.” • All students interviewed found the DMM beneficial to the project. “Those meetings gave us direction, he would mention things that we had forgotten and stuff like that, with his way of asking questions about stuff we said.” “just getting [coach]’s feedback was beneficial. Finding out like if what we came up with Page 22.635.8 on our own was a good idea or if we missed something.” • Students expressed that they appreciated the coach asking difficult

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and may offer insights into their futuretrajectory. STEM students and faculty thinking about their career trajectories (e.g. whether topursue a job in a research university vs. bachelor’s only institution in light of balancing withfamily responsibilities) may also benefit from the findings of this study.Our data come from the National Study of Postsecondary Faculty (NSOPF). NSOPF includesfaculty member and institutional data. Our dataset for this study contains data from 1993 and2004, which is the last year the NSOPF was administered. These two years were selectedbecause FMLA was passed in 1993. NSOPF 1993's data collection started in 1992 and cantherefore serve as a baseline of the patterns of policy distribution before FMLA’simplementation