Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

] outlinesthree critical elements to consider: 1) availability and advances in digital tools, includingrapid prototyping tools and low-cost microcontroller platforms, that characterize manymaking projects, 2) community infrastructure, including online resources and in-personspaces and events, and 3) the maker mindset, values, beliefs, and dispositions that arecommonplace within the community. In particular, within the Maker realm, things areconstantly evolving, such as availability of new microcontrollers such as Arduino,BeagleBone, and Raspberry Pi. What makes the integration of these tools into the practices ofMakers easy is the ―online community where people can read manuals and tutorials, watchvideos, converse through forums, and share code [17, pg

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wajid Hussain; William G. Spady, International Network for OBE

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Alliance (IEA), Washington Accord [1], European Commission,Bologna Process [2] , Accreditation Board of Engineering Technology (ABET) [3], Middle StatesCommission of Higher Education (MSCHE) [4] and National Commission of AcademicAccreditation and Assessment (NCAAA) [5] are based on an Outcome-Based Education (OBE)model and require higher education institutions and engineering programs to show studentachievement in terms of established learning outcomes. It is clearly stated in multiple researchpapers published by the National Institute of Learning Outcomes Assessment (NILOA) [25,26] andothers [6,28,29] that in many higher education institutions, actual Continual Quality Improvement(CQI) and accreditation efforts are minimally integrated

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

William Barrett Corley, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

it currently stands, Ohland andcolleagues (2012) have found that industrial engineering has the highest level of stickiness andthat stickiness is less variable for transfer students than for first generation (FTIC) undergraduatestudents. A general overview of recent data using the stickiness metric can be found in Figure 1below.Figure 1. Stickiness by major and gender in engineering (Lord, Layton, & Ohland, 2014, page 4)Additional research has also employed the stickiness measure as a metric of student success. Forexample, research on longitudinal success rates in Civil and Mechanical Engineering studentshas used stickiness as a metric to gauge the differences between genders and ethnicities in thesefields (Ohland, Lord, & Layton

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Luciane de Greef, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

volunteers. They werefrom a mix of disciplines (Engineeringand Liberal Arts) and both women andmen. If the volunteers had been from Figure 1: Interview questionsonly one discipline or gender, we would have continued to recruit. Two graduate studentsinterviewed the faculty members. The interviews were scheduled in a way that the interviewerdid not know the faculty member. The interviews were conducted in the faculty offices and wererecorded using a cell phone. Faculty were asked the sequence of questions listed in Figure 1along with demographic information (Table 1). On occasion, the interviewer asked follow-upquestions for clarity. The audio recordings were transcribed using an online service (rev.com)and were reviewed for accuracy. The

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Michele Carolynn Williams, University of Texas, El Paso

Tagged Divisions

Educational Research and Methods

other courses were moreinteresting than male students. Finally, female students thought the intro course was more caringthan the male students. Overall, students surveyed reported that they liked PDI. As a result ofthis study, enabling students to be instructors is a viable approach for improving studentmotivation in introductory engineering courses.IntroductionIdentifying and tapping into what motivates students is touted as a key to true learning andstudent persistence [1]. Educators, therefore, attempt to focus on instructional tools that enhancestudent motivation to excite students about learning and encourage them to become self-taught,lifelong learners. To this end, a unique pedagogical approach has been developed andimplemented in an

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Divisions

Educational Research and Methods

empowerstakeholders to develop a shared vision for change?” We find that the RED teams have pursueddifferent paths to engage their respective stakeholders, from building strategic partnerships withexternal stakeholders such as industrial advisory boards to initiating structural changes to shiftinternal culture in their institutions. We envision that these results will 1) demonstrate practicesfor initiating change in engineering and computer science departments, and 2) help otherorganizations understand how different types of stakeholder engagement can propel or deceleratea large-scale change project.IntroductionWithin the science, technology, engineering, and mathematics (STEM) education community,there are repeated calls for changing the way we educate our

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

theyrecruit. For the United States is to remain a global leader in the fields of Science, Technology,Engineering, and Mathematics (STEM), “then it must produce approximately 1 million moreSTEM professionals over the next decade than are projected to graduate at current rates.”1 Whileengineering makes up only a portion of this demand, it has substantial room for growthespecially from traditionally underrepresented groups.2–4 Undergraduate engineering enrollmenthas surpassed 560,000 students2 continuing the decades-long trend of increased enrollment. Theoverall increase in numbers is promising; however, despite increasing enrollment those whobecome engineers has yet to mirror national demographics.1,2,4Engineering is a profession, which has recruited

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Seyedhamed Sadati, Missouri University of Science & Technology; Nicolas Ali Libre, Missouri University of Science & Technology

Tagged Divisions

Educational Research and Methods

during the first quarter of the semester andform the basis of understanding the rest of analytical concepts of the course. The hypothesis of thepresent study is that the performance of students at the beginning of semester could provide areliable tool for predicting the overall performance of the students throughout the semester as wellas the final score by the end of the semester. Even though the model presented in this research isdeveloped based on the data collected in Mechanics of Materials, the developed methodology canbe extended to other courses with similar formative and summative assessments.The present study incorporates various Student Performance Indexes (SPI) as input parameters ofthe prediction model: (1) scores earned through the

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timeri K. Tolnay, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

change, and improving teaching and learning through tool design and implementation, professional development, reform initiatives, and curriculum. Prior to receiving her Ph.D. in Learning Sciences from Northwestern University, she was a teacher in Oregon. c American Society for Engineering Education, 2017EngineeringLearningClassroomObservationTool 1 Development and Use of the Engineering Learning Classroom Observation Tool (ELCOT) A work in progress Timeri Tolnay, Dr. Sam Spiegel, and Dr. Jennifer Zoltners Sherer Colorado School of MinesEngineeringLearningClassroomObservationTool

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Mcgough Spence, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

these cone shapes, other aspects of FTP arerepresented: density and the effect of the future on the present. Density refers to the number offuture goals one has in the future, represented by the sharpness of the cone shape 6,13. The effectof the future on the present is how one perceives their actions in the present, such as choosing amajor or taking a specific class, as influenced by their personal future goals. Effect of future onpresent is a form of connectedness, the tendency to cognitively connect the present and thefuture6,8. Figure 1: An individual’s FTP can be represented as a cone shape on three axes: Perceived Instrumentality, Future Time Attitude, and Extension15.Also situated within FTP literature is the

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Educational Research and Methods

, andinterest21.McCord and Matusovich compiled motivation-related constructs from many sources whendeveloping an instrument for motivation and conceptual change in thermodynamics22. Table 1shows a selection from their compilation of constructs that relate to capstone projects.Table 1. Constructs for Motivation from [22]Construct Survey InstrumentExtrinsic motivation Motivated Strategies for Learning Questionnaire (MSLQ)Intrinsic motivation Motivated Strategies for Learning Questionnaire (MSLQ)Attainment Intrinsic Motivation Inventory (IMI)Utility Intrinsic Motivation Inventory (IMI)Self-Efficacy Motivated Strategies for Learning Questionnaire (MSLQ

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

City public schools. He received NYU Tandon’s 2002, 2008, 2011, and 2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distin- guished Award for Excellence in the category Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included 3 edited books, 8 chapters in edited books, 1 book review, 59 journal articles, and 133 conference pa- pers. He has mentored 1 B.S., 21 M.S., and 4 Ph.D. thesis students; 38 undergraduate research students and 11 undergraduate senior design project teams; over 400 K-12 teachers and 100 high school student

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Michelle H. Bardini, California Polytechnic State University, San Luis Obispo; Noah Robert Krigel, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, California Polytechnic State University, San Luis Obispo; Coleen Carrigan, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

biases and to foster a more inclusive campus,specifically in engineering fields. We present preliminary data from a novel method developedduring ACC research. The method, called Articulating a Succinct Description, uses ethnographicdata to create case study interventions facilitated with undergraduate students to disseminateresearch findings; address problems presented in the case; and collect more data for furtheranalysis. Emerging findings show how bias and discrimination shape the culture of engineeringand how discussions around these incidents vary depending on the demographic makeup of thefacilitation groups (race, gender, and major field of study). Preliminary analysis of data raisestwo critical questions: (1) how can the Articulating a

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Clemson University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(e.g., genderqueer, agender)1. In typical use, a female-born individual who currently identifies asfemale would label herself as a “cisgender woman,” often shortened to a “cis woman.” The useof cisgender as a descriptive label avoids the marked-unmarked dynamic in discussions ofgender by preventing the classification of a portion of the population as normal and treatingtransgender or nonconforming gender identities as “Other” or aberrant2. A fitting analogy isheterosexual and homosexual identities describing sexual orientation. Although linguisticallypositioned as direct opposites, heterosexual and homosexual identities are but two orientations ina spectrum that includes asexual, bisexual, and pansexual, among others. Similarly, cisgenderand

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

completing design tasks to be the same. Additionally, it was found thatstudents had a significant increase in their development of this combined confidence-success factorover the course of a semester (p-value = .002). Based on extensive research by Godwin et al.13,measures of self-efficacy (presented as performance-competence), alongside subject interest andrecognition by others, have shown to be an important factor to students’ development ofengineering identity. It is suggested then that active learning may allow students to develop anengineering identity11.Initial qualitative work from Major & Kirn11 found five emerging themes: 1) students discovereddesign tasks they were competent in or not competent in, which lead to motivation to complete

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Michael Tan, University of Virginia; Jeffrey J. Saucerman

Tagged Divisions

Educational Research and Methods

participation, help sustain student attention,and allow instructors to better gauge levels of understanding [1], [2]. Previous systems requiredstudents to purchase dedicated equipment, but access and affordability has dramaticallyincreased now that students can submit answers through their own laptops or mobile devices [3].Recently, a new generation of SRSs has focused on boosting their appeal and effectivenessthrough gamification [4], defined as the incorporation of game design elements such as avatars,points, competition, teams, and time limits into a non-game context [5]. Gamification has beenshown to enhance student engagement across a wide variety of educational activities [6]. Previous studies have reported favorable student responses to using

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thetheorized utility of the experience for promoting student engineering self-efficacy andmotivation. Following an overview of theory behind the curriculum, we describe how theseprinciples align with the student experience while fabricating soft robots. Finally, we offerpreliminary reports on initial states and changes in student perceptions as they participated in thecurriculum.Girls in STEMAmong areas of concern for technology and engineering education, is the participation of adiverse body of students 1. For our field this includes female students, and a number of effortshave been made to understand factors related to this disparity 2, 3. In middle-school and high-school, as students are often first exposed to these elective courses, interest

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Educational Research and Methods

MotivationThis research paper describes the investigation of the impact a gamified learning environmenthas on students’ motivation to complete course homework within a second semester freshmanyear design course. There are many benefits to including a gamified learning environmentwithin a classroom including that it allows for students to learn through failure, and providesmany different paths for student success.1 Previous studies on gamified learning environmentshave shown improvement in student’s engagement in classrooms, as well as learning gains2,3although there has been little work done on the effect gamified learning environments can haveon student motivation.In this study, two classes of freshman engineering students completed their homework

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Greg J. Strimel, Purdue Polytechnic Institute; Scott R. Bartholomew, Purdue University; Andrew Jackson, Purdue Polytechnic Institute; Michael Grubbs, Baltimore County Public Schools; Daniel Gordon Mendiola Bates, North Carolina State University

Tagged Divisions

Educational Research and Methods

/rationale for each judgment—an opportunityfor judges to justify their decisions for each comparison. These comments can “follow” therespective student items and be used to increase learning and understanding of the final rankingfor each item (Bartholomew, 2017, Bartholomew et al., 2017).Methodology This study collected data from two sources: 1) the design notebooks and testing results ofdesigns from 16 undergraduate engineering students (4 female and 12 male) who were withintheir first-year of an engineering major, and 2) the ACJ ranking of student portfolios by a panelof five judges with a background in assessing design. The student participants had an averageage of 20 years and were enrolled in the first required introductory engineering

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

socialenvironment enable complex behavior” [1]. With researchers already pushing the boundaries ofknowledge with teaching, learning, and practice of complex engineering skills, the field ofengineering education is well poised to partner with cognitive neuroscientists, developmentalpsychologists, and others to consider how neuroimaging can complement or supplement pressingresearch questions.In the first section of this paper we provide an overview of cognitive neuroscience basics thatwill enable a broader discussion of salient opportunities and challenges of integratingengineering education and neuroscience research. The second section transitions from thediscussion of overarching rationale to a specific focus on engineering problem-solving anddesign

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

student outcomes withinan engineering competition. We specifically examined student discourse as related to the ABET(2013) technical outcomes including (outcome a) content knowledge, (outcome b)experimentation, (outcome c) design, outcome (e) problem solving, and outcome (k) use of tools.These outcomes are critical to becoming an engineer (Balascio, 2014). Our research questionsincluded:1. How do students describe their learning experiences within engineering competitions?2. What is the nature of their reflective discourse that revealed their learning?This paper is a work in progress has not yet been completed.Methods. The design for the study was qualitative. Qualitative methods provided the means tounderstand students’ learning using students

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

statistics for engineeringdegrees conferred in 2006, as well as indicators of the approximate representativeness of thesample. Results indicated that the effective sample was not representative of national statisticsfor engineering graduates as published by the American Society for Engineering Education(ASEE). Table 1 Descriptive Statistics for Sample and National Comparison ASEE National Statistics P2P Study Sample (%) (N = 1,310) n (%) Control Variables Gender Female 19.3

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sixing Lu, University of Arizona; Loukas Lazos, University of Arizona; Roman Lysecky, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

course of one semester. We present an overview of FEAL, its administration process withinthe CLS, and a detailed account of our evaluation methodology. We also highlight key lessonslearned on the engagement and success achieved by individual activities, and outline plannedimprovements to in-class activities based on the obtained results.Assessment of Collaborative LearningNumerous studies have demonstrated the effectiveness of collaborative active-learningpedagogies compared to traditional lectures across STEM fields [1][2][3][4] and computerscience education in particular [5][6][7]. Active-learning techniques include think-pair-shareexercises [8][9], peer instruction [10], group problem solving, activities in CLS environmentsand extensive

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the necessary pre-requisites for engineering, which waslinked to a higher percentage of FGS students choosing to major in business, vocational fields,social sciences, and health sciences rather than engineering18. The literature shows FGS haveunique experiences in college and are more likely to be unprepared for the engineering rigorneeded. Despite these claims, many FGS in engineering often succeed to graduation, yet littlework has examined the experiences and attitudes that aided in their success. The researchquestions that are directing this study are the following:RQ 1: How do first generation college students’ experiences within engineering influenceengineering belongingness?RQ 2: How is engineering belongingness and engineering identity

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Ravisha Mathur, San Jose State University; Andrew Hale Feinstein, San Jose State University

Tagged Divisions

Educational Research and Methods

to HC %Total HC %Total HC %Totalprevent forward progress towards degree AmInd 4 0.1% 16 .4% 17 0.2%completion, and tend to pose challenges for at- Black 111 2.6% 149 3.4% 275 2.9%risk students) at three Minority Serving Asian 1,715 40.3% 828 18.6% 2,428 25.9%Institutions (SJSU, CSULA, and CPP) over a Pac Isl 33 0.1% 7 .1% 21 0.2% Hispanic 837 19.6% 2,526 56.9% 3,261 34.8%four-year period. These institutions are all MSIs, White 901 21.1% 374 8.4% 2,136 22.8%but have very different demographics within that Foreign 309 7.3% 297 6.7% 444 4.7%designation, as shown in Table 1

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dan Haskett, Georgia Southern University; Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, University of Oregon

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

selected from various post-secondary energy science classes at two research institutions,one in the southeast and one in the southwestern United States. The data were collected on threeoccasions: in the spring of 2014, fall of 2014 and spring of 2015 at both institutions. See Table 1 for a listof course types from which responses were collected. An analysis of Interclass Correlation Coefficients(ICC) reported elsewhere (Hilpert, Marchand, & Husman, 2017) indicated very little variation betweenclasses for student responses. This provided evidence that classroom data could be aggregated foranalysis.  Aerospace Engineering (Aeronautics) 9.6%  Aerospace Engineering (Astronautics) 3.7%  Aerospace Engineering (Autonomous Vehicle

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

c American Society for Engineering Education, 2017Great Expectations? A Comparative Analysis of Bachelor’s and GraduateStudents Expectations of University to Combat the Trauma of Transition 1. AbstractThis paper critiques how engineering students experience two key academic transition pointsin UK Higher Education, foundation (pre-freshman) and graduate level study. Set within anera whereby the dominant ideology is that of marketization, the paper considers whetherstudent expectations of the academic side university are similar at foundation and graduatelevel. Descriptive statistics are used to compare and contrast the student perspective and anumber of key differences between the expectations of both cohorts critiqued. The paperconcludes

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Damji Heo Stratton, Purdue University; Saira Anwar, Purdue University, West Lafayette (College of Engineering); Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

outcome. Performance avoidance had asignificant effect on exam 2, final exam, and the total learning outcome. The findings of thisstudy confirm previous research findings in other domains, which suggest that there is a positiverelation between performance approach and learning outcome, and between mastery approachand students’ learning style and strategies.Keywords: achievement goals, reflection, engineering education, mobile learning     1   Introduction Students’ engagement in class depends on students’ expectations about course content,classroom environment, their prior experiences, self-esteem, and

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Zachary Pirtle, Human Exploration and Operations Mission Directorate, NASA Headquarters

Tagged Divisions

Educational Research and Methods

studyoverviewing the types of epistemological (or knowledge-acquiring or –using) complexities thatengineers navigate 1. Specifically, we looked at a discussion of the thermal design of a CubeSatthat occurred during an engineering review at NASA. We analyzed the review using aframework that we call ‘peak events,’ or pointed discussions between reviewers, projectengineers, and managers. We examined the dialog within peak events to identify the ways thatknowledge was brought to bear, highlighting discussions of uncertainty and the boundaries ofknowledge claims. We focus on one example discussion surrounding the thermal design of theCubeSat, which provides a particularly thorough example of a knowledge system since theengineers present, explained, justified

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer M. Bekki, Arizona State University, Polytechnic campus; Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

values linked to motivation (perceived as important, of low negative consequence, enjoyable, and beneficial) • Disruptive to current thinking and practices but simple to implementThese guiding principles are grounded in literature on educational change, motivation,organizational studies, and STEM teaching practice. Borrego and Henderson (2014), forexample, provide a review of the effectiveness of a number of STEM education changestrategies. They organize their review around the model put forth by Henderson, Beach, andFinkelstein (2011), which organizes change strategies based on: 1) whether the desired change ispredetermined or emergent and 2) whether the scope of the change is intended to impact anindividual or an entire