Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Educational Research and Methods

work.References[1] S. Viswanathan, “Implementation of Effective Capstone Projects in Undergraduate Manufacturing Design Engineering Program,” American Journal of Engineering Education, 8 (1), pp. 45–60, 2017.[2] T. A. Ward, “Common Elements of Capstone Projects in the World’s Top-Ranked Engineering Universities,” vol. 38, no. 2. European Journal of Engineering Education, pp. 211–218, 2013.[3] Heywood, Engineering Education: Research and Development in Curriculum and Instruction, Hoboken: John Wiley & Sons, 2005.[4] Criteria for Accrediting Engineering Programs, 2020-2021, ABET, at https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering- programs-2020-2021/[5] Erden, “A new perspective to

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Marie Hamel, University of Maryland; W. Ethan Eagle, University of Maryland

Tagged Divisions

Educational Research and Methods

effectiveness.[1] R. Averill, G. Recktenwald and S. Roccabianca, “Effect of Assessment Methods onPerformance in Mechanics of Materials,” in Proceedings of the 2018 ASEE Annual Conference &Exposition, Salt Lake City, UT, June 24-27, 2018, Paper ID #23572, American Society forEngineering Education, 2018.[2] Turns, S. R. (2012, June), Best Paper PIC I: Applying Knowledge from EducationalPsychology and Cognitive Science to a First Course in Thermodynamics Paper presented at 2012ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/23332[3] Karimi, A., & Manteufel, R. D. (2012, June), Assessment of Student Knowledge in anIntroductory Thermodynamics Course Paper presented at 2012 ASEE Annual Conference &Exposition

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew T. Stimpson, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Educational Research and Methods

of laboratory notebooks. While notebooks are common place in manyfields, the use of notebooks is less common in education settings. To that end, projects involvingindividuals from the social sciences may need to be particularly introduced to the use oflaboratory notebooks. Finally, it is critical that participants understand how the notebooks will beused after the fact, and ensure that training covers expectations. In our project, there would havebeen room for participants to include iterations of lesson plans into the notebooks, but it shouldnot be assumed that participants would do so on their own.References1. S. Y. Nussbeck, P. Weil, J. Menzel, B. Marzec, K. Lorberg, and B. Schwappach. “The laboratory notebook in the 21st century”. EMBO

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

(Salem, Mass.), vol. 95, no. 5, pp. 877–907, 2011, doi: 10.1002/sce.20441.[3] S. Y. Yoon, M. Dyehouse, A. M. Lucietto, H. A. Diefes-Dux, and B. M. Capobianco, "The Effects of Integrated Science, Technology, and Engineering Education on Elementary Students' Knowledge and Identity Development: Effects of Integrated STEM Education on Students," School science and mathematics, vol. 114, no. 8, pp. 380–391, 2014, doi: 10.1111/ssm.12090.[4] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, "On the development of a professional identity: Engineering persisters vs engineering switchers," in 2009 39th IEEE Frontiers in Education Conference, 2009, pp. 1–6.[5] B. Geisinger and D. R. Raman, "Why They Leave

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Peter H. Carnell, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Divisions

Educational Research and Methods

.[2] M. Bartley, I. Schoon, R. Mitchell, and D. Blane, "Resilience as an asset for healthy development," in Health Assets in a Global Context: Springer, 2010, pp. 101-115.[3] A. J. Martin and H. W. Marsh, "Academic resilience and its psychological and educational correlates: A construct validity approach," Psychology in the Schools, vol. 43, no. 3, pp. 267-281, 2006.[4] C. S. Clauss-Ehlers and C. R. Wibrowski, "Building educational resilience and social support: The effects of the Educational Opportunity Fund program among first- and second-generation college students," Journal of College Student Development, vol. 48, no. 5, pp. 574-584, 2007.[5] P. R. J. I. j. o. e. r. Pintrich, "The role of

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

David Goldberg, University of Illinois at Urbana-Champaign; Andreas Cangellaris, University of Illinois at Urbana-Champaign; Michael Loui, University of Illinois at Urbana-Champaign; Raymond Price, University of Illinois at Urbana-Champaign; Bruce Litchfield, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Educational Research and Methods

AC 2008-1667: IFOUNDRY: ENGINEERING CURRICULUM REFORM WITHOUTTEARSDavid Goldberg, University of Illinois at Urbana-Champaign David E. Goldberg is Jerry S. Dobrovolny Distinguished Professor in Entrepreneurial Engineering at the University of Illinois at Urbana-Champaign.Andreas Cangellaris, University of Illinois at Urbana-Champaign Andreas C. Cangellaris is M. E. Van Valkenburg Professor in Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign.Michael Loui, University of Illinois at Urbana-Champaign Michael Loui is Professor of Electrical and Computer Engineering at the University of Illinois at Urbana-Champaign.Raymond Price, University of Illinois at Urbana

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Junqiu Wang, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

TEPEER. The team effectiveness from the one general team effectiveness in the peerevaluation instrument is designated as TECT. The detailed list of the items is shown in Table 2.Constructs are labeled I, G and P, representing interdependency, goal setting and potency, shownas the last letter of “Item ID” in Table 2.Table 2: Peer evaluation items for measuring how a student evaluating their peers.9-items within TEPEER: Item ID Item Description CI021I Collaborates well with my team on all in-class and out of the class assignments. CI022I Contributes to my team's effectiveness by having a clearly defined role(s). CI023I Is a reliable team member. CI024G Often helps my team think of what we were/were not achieving

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

. comparison” Change Changing the original claim “Yeah, this has a greatest change, of Claim sorry” “Oh no, metal A was the greatest and for the melting point, it should be metal C” Question Asking for explanation, “That is the one, right?” clarification or approval. “Does this make it more elastic?” “Which one?” Response Providing any type of “No, relation is between bond response(s) to peer’s yes/no strength and elastic

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Bill Yang, Western Carolina University; Robert Scott Pierce P.E., Western Carolina University; Wesley L. Stone, Western Carolina University

Tagged Divisions

Educational Research and Methods

course will becompared with a lecture-based or a laboratory-based course in order to determine whether classsize is more critical for specific types of courses. Furthermore, the study will be replicated with alarger number of data points to compare very small class sizes to significantly large ones.References1. Whitehurst, G. J., Chingos, M. M., 2011, “Class Size: What Research Says and What it Means for State Policy,”Brown Center for Education Policy, The Brookings Institution, Washington, DC.2. Ehrenberg, R. G., Brewer, D. J., Gamoran, A., Willms, J. D., 2001, “Class Size and Student Achievement,”Psychological Science in the Public Interest, 30, pp. 1-30.3. Finn, J., Gerber, S., Boyd-Zaharias, J., 2005, “Small classes in the early grades

Conference Session

ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Pontificia Universidad Catholica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

will usegrounded theory (Glaser & Strauss, 1999) to create a theoretical model that will nurture ourquantitative findings. On the other hand, we will like to repeat this research on August 2019 withanother cohort of students. We are also evaluating to do a follow up study with this samestudents in the course to come.ReferencesAdams, R., Aldridge, D., Atman, C., Barker, L., Besterfield-Sacre, M., Bjorklund, S., & Young, M. (2006). The research agenda for the new discipline of engineering education. Journal of Engineering Education, 95(4), 259-261.Adams, R., Evangelou, D., English, L., De Figueiredo, A. D., Mousoulides, N., Pawley, A. L., ... & Wilson, D. M. (2011). Multiple perspectives on

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas D. Fila, Iowa State University; Diane T. Rover, Iowa State University; Mani Mina, Iowa State University; Phillip H. Jones III, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

] Toyosaki, S., Pensoneau-Conway, S. L., Wendt, N. A., & Leathers, K. (2009). Community autoethnography: Compiling the personal and resituating whiteness. Cultural Studies? Critical Methodologies, 9(1), 56-83.[8] D. T. Rover, "Taking our Own Advice: Team Teaching," Academic Bookshelf, ASEE Journal of Engineering Education, 91(3), 2002, pp. 265-266.[9] S. Brunhaver, M. Lande, S. Sheppard, and E. Carryer, "Fostering an enterprising learning ecology for engineers," International Journal of Engineering Education, vol. 28, 2012.[10] V. Troen and K.C. Boles, The Power of Teacher Teams - With Cases, Analyses, and Strategies for Success, SAGE Publishing, January 2012.[11] American Society for Engineering Education

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Wei Zhan P.E., Texas A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

- occupations-past-present-and-future/home.htm[4] Charting a Course for Success: America’s Strategy for STEM Education, available at: https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan- 2018.pdf[5] ICAF Industries Studies 2006 Report, National Defense University.[6] ICAF Industries Studies 2001 Report, National Defense University.[7] S. Cui, Y. Wang, S. Koay, and Y. Yang, “Revamp Computer Education with Multimedia and Game Technologies,” Proceedings of ASEE 117th Annual Conference & Exposition, Louisville, Kentucky, June 20-23, 2010.[8] S. Cui, Y. Wang, F. M. Nave, and K. T. Harris, “Teach Computer Techniques through Multimedia,” Proceedings of the 2010 ASEE Northeast Section Conference, Boston

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego; Ernest M. Kim, University of San Diego

Tagged Divisions

Educational Research and Methods

Educational Research and Methods Divisionreviewers for their extensive and helpful comments targeted not only on the paper itself, but also,most helpfully, on future research on this topic. The Ideation Space used in this study was madepossible by a generous gift to SMSE from San Diego-based Cymer, Inc., makers of complexlasers used in semiconductor production. This study’s faculty team greatly appreciates Cymer’sgenerosity.Bibliography[1] M. Komarraju, S. Musulkin and G. Bhattacharya, "Role of student-faculty interactions in developing college students' academic self-concept, motivation, and achievement," Journal of college student development, vol. 51, no. 3, pp. 332-342, 2010.[2] L. M. Martin, "the relatinship of college experiences to

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Dee K. Mooney, Micron Foundation; Janine Rush-Byers, Micron Technology Foundation, Inc.; Nathan Dean, Boise State University

Tagged Divisions

Educational Research and Methods

Paper ID #9097Why I Am an Engineering Major: A Cross-Sectional Study of Undergradu-ate StudentsDr. Louis Nadelson, Boise State University Louis S. Nadelson is an associate professor in the College of Education at Boise State University, with a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher professional development, program evaluation, multidis- ciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, and engineering teaching to frame his research on STEM teaching

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad M Gotch, Washington State University; Quinn Langfitt, Washington State University; Brian F French, Washington State University; Liv Haselbach, Washington State University

Tagged Divisions

Educational Research and Methods

high school students’ knowledge of Page 26.482.7 environmental issues related to energy and pollution. Journal of Environmental Education, 30(2), 15–22.10. DeWaters, J. E., & Powers, S. E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), 1699–1710.11. Bodzin, A. (2012). Investigating urban eighth-grade students’ knowledge of energy resources. International Journal of Science. Education, 34(8), 1255–1275.12. National Environmental Education & Training Foundation . (2002). Americans’ low “Energy IQ:” A risk to

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abigail Christine Perkins, Texas A&M University; Gary T. Fry Ph.D., P.E., Texas A&M University; Carol L. Stuessy, Texas A&M University

Tagged Divisions

Educational Research and Methods

scored a tally mark on the GBL checklist with respect to scientific argumentationcomponents: claim, defend, clarify, revise, and ask.The other three sub-categories of the critical thinking category displayed gains and similarspreads. The Group 2 gain for “raises a vital question or problem” was 34 counts, for “comes toa well-reasoned solution” was 182 counts, and for “thinks open-mindedly within an alternativesystem of thought” was 12 counts. Group 2’s total gain for the critical thinking category was568 counts.9.2. Metacognition9.2.1. Group 1The Group 1 frequency counts for the sub-category of, “regulates time use, effort, pace, orperformance” were higher for each player the second game than the first game. As shown inTable 3, the frequency

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Dong San Choi, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Cambridge Handbook of Multimedia Learning (pp. 673–702). Cambridge: Cambridge University Press.Hegarty, M., & Just, M. (1993). Constructing Mental Models of Machines from Text and Diagrams. Journal of Memory and Language, 32, 717–742.Heiser, J., & Tversky, B. (2006). Arrows in comprehending and producing mechanical diagrams. Cognitive Science, 30(3), 581–592.Herman, G. L., & Choi, D. S. (2017). The Affordances and Constraints of Diagrams on Students’ Reasoning about State Machines (pp. 173–181). ACM Press. https://doi.org/10.1145/3105726.3106172Johnson, A. M., Reisslein, J., & Reisslein, M. (2014). Representation sequencing in computer- based engineering education. Computers & Education

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Christa Lynch, Arizona State University; Jonathan Hilpert, Arizona State University; mary ann Duggan, Arizona State University

Tagged Divisions

Educational Research and Methods

sciencesreport doing so due to poor instruction [4]. Accordingly, this line of research has sparked aninterest in improving the quality of education engineering students receive by improvinginstruction through increased understanding of student learning and motivation [3]. From a motivation perspective, some of the most important steps students taketoward a career in science and engineering (S & E) are in choosing the right coursework,experiences, and mentors to get them there. Over the past few years, researchers haveamassed a substantial body of knowledge regarding how students think about their personalfutures. They argue if we want to understand why students choose one career path overanother, and why they choose to persevere or abandon

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Durward Sobek, Montana State University; Joshua Ruder, Montana State University

Tagged Divisions

Educational Research and Methods

doing method comparisonsthat has a fairly straightforward protocol and simple diagnostics, yet contains statisticallyrigorous internal and external validation. This work will hopefully aid in the development and Page 11.623.9validation of additional tools and methods for use in engineering education.AcknowledgementsFunding for this research was provided by the National Science Foundation, award # 9984484.References1. Wallace, K. and Burgess, S., Methods and Tools for Decision Making in Engineering Design. Design Studies, 1995, 16, 429-446.2. Pahl, G. & Beitz, W., Engineering Design: A Systematic Approach, pp. 139 and 400, 1996

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University; Monica Cardella, Purdue University; Senay Purzer, Purdue University; Noemi Mendoza Diaz, Purdue University

Tagged Divisions

Educational Research and Methods

society.Results compared to the Arizona sampleAn independent samples t-test at a significance level of 0.05 was conducted to compare theINSPIRE sample to the Arizona sample previously reported in Yasar et al.’s paper 5. Therewas a significant difference in how the participants in the two studies rated the stereotypicalcharacteristics of engineers, t(165)= 3.58, p<0.01, d=0.70. The INSPIRE participants weremore likely to agree that typical engineers had people, writing and verbal skills. While theirresponses on the stereotypical characteristics of engineers showed significant differences,there were no significant differences in how the teachers in the two studies viewed theimportance and characteristics of engineering. In both studies, teachers’ rating

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Luanna B. Prevost, Michigan State University; Kevin C. Haudek, Michigan State University; John E. Merrill, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

. We are continuing to develop these resources through collaborations withother disciplinary based education researchers in the STEM fields 23. As these resources becomemore widely available, instructors will be able to select from a large number of questions,administer the question(s) in an online assignment, run the student data through text analysissoftware, and compare results with previously developed models. The resource and timeinvestment spent on analysis becomes minimal for the instructor, allowing him/her to invest thegreater proportion of his/her time in reviewing the analysis to identify areas where students showmisunderstandings and designing interventions to address this in the next class.Constructed response assessments

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

a 10-Likert scale from Page 22.454.4zero to 100 rather than a 5-point Likert scale, because it is a stronger predictor of performanceand students, the population of interest, have a comfort level in being scored in school on a 100-point scale.5 Finally, the scale was modified in order to identify the impact of their serviceexperience(s) relative to their traditional (i.e., non-service-learning) coursework simultaneously.This was accomplished with a double-sided scale where the extremes represent 100% for oneintervention and 0% for the other intervention Example: 10CL/90SE = 10% from coursework learning/90% from service experienceA

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Terry Brumback, University of Alabama; Randal Schumacker, The University of Alabama; Daniel Fonseca, The University of Alabama

Tagged Divisions

Educational Research and Methods

: Implicationsfor engineering education. In J.R. Bourne, A. Brodersen, & M. Dawant (Eds), The influence oftechnology on engineering education (pp. 36-65). Boca Raton, FL: CRC Press.Dessouky, M.M., Bailey, D.E., Verma, S., Adiga, S., Bekey, G.A., & Kazlauska, E. J. (1998). Avirtual factory teaching system in support of manufacturing education. Journal of EngineeringEducation, 87(4), 459-467.Ditcher, A.K. (2001). Effective teaching and learning in higher education, with particularreference to the undergraduate professional education of professional engineers. InternationalJournal of Engineering Education, 87, 459-467.Doolen, T.L., Porter, J.D., & Hoag, J. (2003). The relationship between PDA usage and studentperformance in an introductory

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Cheryl Willis, University of Houston; Susan Miertschin, University of Houston

Tagged Divisions

Educational Research and Methods

faculty mightconsider for instructional improvement.References[1] Canary, H., & Jennings, M. (2008). Principles and influence in Codes of Ethics: A centering resonance analysis comparing pre- and post-Sarbanes-Oxley codes of ethics. Journal of Business Ethics , 80, 263-278.[2] Carley, K. (1997). Extracting team mental models through textual analysis. Journal of Organizational Behavior , 533-558.[3] Corman, S., Kuhn, T., McPhee, R., & Dooley, K. (2002). Studying complex discursive systems: Centering resonance analysis of communication. Human Communication Research , 28, 157-206.[4] Crawdad Technologies, L. (2005). Crawdad Text Analysis System version 1.2. Chandler, AZ.[5] Grosz, B., Weinstein, S., & Joshi, A. (1995). Centering

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cristián Eduardo Vargas Ordóñez, Universidad de los Andes; Mariana Tafur-Arciniegas P.E., Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

proposed by the legal (laws) orinstitutional (curricula) conception of these concepts with the found results. References[1] I. Goodson, “El cambio en el currículo”. 2000.[2] E. Wenger, “Comunidades De Practica”. p. 18, 2011.[3] R. D. Motta, “Complejidad, educación y transdisciplinariedad”, Polis. Rev. Latinoam., núm. 3, p. 16, 2002.[4] S. Crowell y D. Reid-Marr, Emergent Teaching. A Path of Creativity, Significance, and Transformation, Rowman & L. London, 2013.[5] Ministerio de educación nacional, “Ley 18 de 1976”, vol. 976, núm. Febrero 19, pp. 1–7, 1976.[6] T. S. Kuhn, “La Estructura De Las Revoluciones Científicas”, T.S Kuhn, pp. 1–319, 1971.[7] D. M. Mertens, “What

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

haveresulted in different design artifacts.4.2 Design Solutions + IterationsIn RtD, an artifact is designed and the rationale behind design decisions is used to create newknowledge. In HCI RtD studies, the artifact of design is often an object - a music player, awearable, or a piece of furniture - that prompts a new form of interaction. For us, we focused onthe design of learning environments - in particular the design and iteration of two specificundergraduate courses. At the beginning of our research inquiry, we focused on the course as adesign artifact. In our reflection meetings smaller designed artifacts emerged as a focus due tothe size and complexity of looking at the entire course as a designed object. For example, onefocus of Author 1's

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering population of the United States. While the institutionsused in this study share common matriculation practices, all institutions of the same type are notnecessarily identical to each other. For example, some institutions offer majors not availableelsewhere and some may have enrollment criteria for specific engineering majors that exceed therequirements for engineering at large.AcknowledgementThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1545667. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] A. Theiss, J. E. Robertson, R. L. Kajfez, K. M. Kecskemety, and

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Boshra Karimi, Northern Kentucky University; Mahdi Yazdanpour, Northern Kentucky University; Phil Lewis, Texas A&M University

Tagged Divisions

Educational Research and Methods

enrollment persistence, and growth rate are key challenges thatmost universities face now and probably in the upcoming year. Every 1% growth in enrollmentequals over $1 M, and every 1% growth in persistence equals nearly $1.2 M for our university.Hence, to assist the university in addressing the retention issue, the need to find the most vulnerablegroup/s and address their challenges is inevitable.Active Minds surveyed 2,086 college students in April 2020 and found out that 63% of studentshave difficulty staying connected with others during the pandemic [15]. The results of the literaturereview show that students are missing togetherness, and keeping them connected with theuniversity is one of the most challenging goals to achieve. This

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

://www.nimh.nih.gov/health/statistics/mental-illness.shtml (accessed Dec. 03, 2018).[3] “Center for Collegiate Mental Health (CCMH) 2017 Annual Report,” Penn State, STA 18-166, Jan. 2018.[4] Suicide Prevention Resource Center, “Suicide among college and university students in the United States.,”Education Development Center, Inc., Waltham, MA, May 2014.[5] P. R. Albert, “Why is depression more prevalent in women?,” J Psychiatry Neurosci, vol. 40, no. 4, pp.219–221, Jul. 2015, doi: 10.1503/jpn.150205.[6] N. C. Borgogna, R. C. McDermott, S. L. Aita, and M. M. Kridel, “Anxiety and depression across genderand sexual minorities: Implications for transgender, gender nonconforming, pansexual, demisexual, asexual, queer,and questioning

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dawn Laux, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

importantto understand what this unbundling, that has impacted other areas such as industry, would do tothe academic environment. By understanding what binds students to the college experience,perhaps the 21st century higher education approach may be improved through more intentionalefforts that are poorly understood today.Bibliography[1] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 201319030.[2] Slavich, G. & Zimbardo, P. (2012). Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods. [Article