Asee peer logo
Displaying results 571 - 600 of 1133 in total
Conference Session
Understanding Our Students I
Collection
2012 ASEE Annual Conference & Exposition
Authors
Wade H. Goodridge, Utah State University; Scott David Greenhalgh, University of Northern Iowa; Oenardi Lawanto, Utah State University; Gary A. Stewardson, Utah State University
Tagged Divisions
Educational Research and Methods
Page 25.922.7Robotics, Think Quest,Lego Engineering,INSPIRE!, Botball,Odyssey of the MindThe majority of the students in the study were between 18 and 24 years of age. A higher numberof students were above the age of 21 due to the predominant religion in the area asking membersto serve two year missions between the ages of 19 and 21. The majority of the study participantswere male with only 7 of the full 122 participants being female. With 5.7% of the participantsbeing female the study reflects a lower average than the 11.4% female students nationallyrecorded as receiving bachelor’s degrees in mechanical and aerospace engineering26. Only onestudent in the study reported not majoring in mechanical and aerospace engineering.Data AnalysisThe
Conference Session
ERM Potpourri
Collection
2012 ASEE Annual Conference & Exposition
Authors
Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison
Tagged Divisions
Educational Research and Methods
should explore are methods of reducing end-of-semester workloads. Fromour experience as both students and instructors, we believe that design projects and researchpapers are essential components of the educational process in engineering courses, as they mostdirectly reflect the demands of engineering fields. As such, we wished to look outside of cuts todesign and research projects to reduce workloads. Therefore, we chose to question the role of thefinal exam and investigate its necessity in the assessment process.The remainder of this paper is organized as follows: In Section II, we lay out some of thecommon arguments in favor of the necessity of mandatory comprehensive final exams andpresent our counterarguments. In Section III, we discuss the
Conference Session
Choice and Persistence in Engineering Education and Careers
Collection
2014 ASEE Annual Conference & Exposition
Authors
Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder
Tagged Divisions
Educational Research and Methods
: Beginning to Quantify the Pool of Engineering-Eligible Prospective Students through a Survey of Access PracticesMotivationTo educate the number of engineers necessary to meet demand and propel our nation’scompetitiveness, as well as to continuously populate an engineering workforce reflective of therich diversity of our nation, we must engage people from backgrounds historicallyunderrepresented in engineering—especially women and minorities. Compelling drivers forincreasing the number and diversity of engineers have been promoted by the National Academyof Engineering (NAE)1, the National Science Foundation (NSF) and the current U.S. president 2-3 ; however, the representation of women and people from racial minorities
Conference Session
Engineering Education Research in K-12
Collection
2011 ASEE Annual Conference & Exposition
Authors
Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University
Tagged Divisions
Educational Research and Methods, K-12 & Pre-College Engineering
incorporateengineering into the elementary classroom. Engineering curricula and engineering teacherprofessional development at the elementary level remains a developing area1. It follows thatassessments measuring the impact of such teacher professional development programs, orengineering interventions on students’ engineering design, science, and technology knowledge,have not been widely developed or utilized. For example, the National Academy Engineering(NAE)1 reports that there is a “paucity of data” available to assess the impacts of K-12engineering education on many student outcomes, which “reflects a modest, unsystematic effortto measure, or even define, learning and other outcomes” (p. 154).There is a need for assessments that are developmentally
Conference Session
Assessment Instruments
Collection
2011 ASEE Annual Conference & Exposition
Authors
Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University
Tagged Divisions
Educational Research and Methods
respective protocol, where at the end of the survey (or at logical midpoints during a long survey) the participant will be asked to reflect upon the questions encountered and responses provided to determine if, after looking back, anything else seems confusing or if there is any additional information the participant thinks we should know but the instrument has not sufficiently drawn out of the participant.Verbal Cognitive Validation in the Context of an Engineering Education StudyPurpose of the Research StudyThis paper presents the utility of think-alouds as a VRM in the context of a particularengineering education study. The study is described here in order to lend context to the methodsand results from the think-aloud
Conference Session
Assessing Student Learning
Collection
2011 ASEE Annual Conference & Exposition
Authors
David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; Nathan McNeill, University of Florida
Tagged Divisions
Educational Research and Methods
werecategorized to determine the amount of time spent on each of five exam behaviors: reading fromthe textbook, writing, calculating, reading the test question, and talking/reflecting. Problemsolutions were separately graded using a previously created rubric. The time spent on variousbehavior categories were then examined with respect to grades students received for theirsolutions. Reading from the textbook represented the bulk of students’ time on the problems(35% on average). Interestingly, there was a significant negative correlation between time spentreading the textbook and students’ grades. The more time that students spent with the text, themore poorly they performed. This correlation was strongest for students who had the lowestsolution scores
Conference Session
Innovative Teaching and Assessment Tools
Collection
2010 Annual Conference & Exposition
Authors
Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Untra Corporation; David Delaine, Drexel University; David Hansberry, Drexel University
Tagged Divisions
Educational Research and Methods
body and maximizelearning outcomes.Figure 3: Relative proportions of Active and Reflective Learners among Current BiomedicalEngineering Students at Drexel (Active learners prefer to learn through engaging in a physicalactivity or discussion while reflective learners are more comfortable using introspectivetechniques11)Initial results from the proof-of concept trials have begun to provide insight into the depth ofinformation available from these suggested practices. Data from the Myers-Briggs showed thatas the students progress through the program, they become more satisfied with how and whatthey are learning. An approximate rating of 1.75 satisfaction for freshmen develops intoapproximately 3.0 for upperclassmen on a scale 1 to 4. The
Conference Session
Choice and Persistence in Engineering Education and Careers
Collection
2014 ASEE Annual Conference & Exposition
Authors
Brianna L. Dorie, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Meagan C. Pollock, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette
Tagged Divisions
Educational Research and Methods
need for increased STEM awareness, partly to increase interestin STEM majors & STEM careers, but also to develop an overall more technologically literatepopulace. Additionally, there is a concern that engineering should better reflect the nationalpopulation. Increasing diversity amongst engineering practitioners is important both from anequity perspective as well as a workforce development perspective (a more diverse populationmeans more diverse perspectives are represented, leading to innovation; also, to attract asufficient workforce we will need to attract women and underrepresented minorities). Researchsuggests that a majority of engineering undergraduates have a parent or another close familymember who is an engineer, and that this is
Conference Session
Trends in Engineering Education 2
Collection
2014 ASEE Annual Conference & Exposition
Authors
Conrad Tucker, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Peifeng Yin
Tagged Divisions
Educational Research and Methods
studies in learning, thinking, and reaction time2. Below, we summarize some ofthe relevant works on cognition relating to our research based on the extended summary ofcognition, value and decision-making research by Sprehn18.Earlier studies on cognition began in 1940s, where laboratory studies aimed at identifying groupsof people with significant differences in their cognitive processes. Some of the predominanttheories of this epoch are: 1) Perceptual versus Conceptual Groupers3, 2) Sharpeners andLevelers4, 3) Field Dependency/Independency5, and 4) Impulsive versus Reflective Thinkers6,7.We refer the readers to Kozhevnikov8 for an in depth review in this area. One salient criticism ofthese early theories, as voiced by Walker9, Kogan and Saarni10
Conference Session
Innovative Use of Technology and the Internet in Engineering Education
Collection
2014 ASEE Annual Conference & Exposition
Authors
Paul S. Steif, Carnegie Mellon University; Luoting Fu; Levent Burak Kara, Carnegie Mellon University
Tagged Divisions
Educational Research and Methods
feedback onseparate subtasks, then we might indeed observe improvement in their ability to execute thedifferent subtasks.Thus, our goal is to sensibly designate the different subtasks or distinct skills that must bemastered to ultimately solve such problems. Of course, we also want the clarity of being able tocharacterize each attempt to use a skill as unambiguously correct or correct. We hope thefrequency at which those attempts are correct increases with practice. How then should wedivide up the overall task? Critical to that division is its granularity – how small are the actionsthat are deemed to reflect individual skills and how many different skills are recognized amongthe different actions of the same general type.To illustrate issues of
Conference Session
ERM Potpourri
Collection
2013 ASEE Annual Conference & Exposition
Authors
Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle; Elizabeth Burpee; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College
Tagged Divisions
Educational Research and Methods
satisfaction with the college experience than some othermajors, the source of that dissatisfaction does not appear to be reflected in a lack of involvementin extracurricular activities. In fact, undergraduate engineering majors are on par with othermajors in the amount of time spent on extracurricular activities. Extracurricular involvement caninclude a wide range of activities, which can have numerous academic and personal benefits (andsome drawbacks). However, little is known about the nature of extracurricular involvementspecifically among engineering and other STEM students, how it evolves year-to-year, and howit differs according to gender, ethnicity, and institutional culture. In this paper we analyze surveydata to examine STEM undergraduate
Conference Session
Preparing for Practice
Collection
2013 ASEE Annual Conference & Exposition
Authors
Alisha A Waller, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Wendy C Newstetter, Georgia Institute of Technology
Tagged Divisions
Educational Research and Methods
Paper ID #6903What makes an effective engineering diagram? A comparative study of novicesand expertsDr. Alisha A Waller, Georgia Institute of Technology Dr. Alisha A. Waller has been active within ASEE since 1991, serving the ERM Division in multiple capacities. She has won the Helen Plants Award three times and was awarded the Distinguished Service award in 1998. Her research interests include diversity, reflective learning, and multiple representations. Her teaching interests include optimization, probability, and statistics. She is currently affiliated with Biomedical Engineering Department at Georgia Tech.Prof
Conference Session
Research on Diversity, Equity, and Inclusion
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
citationpractices belie a more complex system of relationships. Historically, they have established powerrelationships among authors, ideas, and larger sociotechnical systems within the university[26].Our citations reflect our reading practices while establishing field boundaries and contours andultimately funneling into the larger economy of the university. They undergird this universityeconomy in a number of ways: (a) we form communities of practice/discourse communities inhow we cite, excluding and including particular ways of knowing; (b) we give particular ideaspower and visibility in how we cite; (c) we decide whose work matters, who should be tenuredand promoted, who belongs; and (d) we teach ethics and intellectual property through citations.These
Conference Session
Medley of Undergraduate Programming and Pedagogies
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
. American c Society for Engineering Education, 2021 Identifying Signature Pedagogies in a Multi-Disciplinary Engineering ProgramAbstractThis work-in-progress is part of a larger research and evaluation project designed to realignprogram goals with teaching and learning practices in a large, multi-disciplinary engineeringscience program at a research-oriented Canadian university. The ultimate goal of this work is todefine and develop a set of key teaching and learning practices that reflect program goals andfuture directions. Drawing from Shulman’s work on signature pedagogies, which are defined asthe modes of teaching and learning that are unique to a particular discipline or
Conference Session
Medley of Undergraduate Programming and Pedagogies
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
performance criterion considered, often withanchored details at each level [16]. For subjective or summative artifacts, like reflective essays ordesign reports that may not have specific required components, a holistic rubric may align betterwith the desired outcomes. Often, a holistic rubric has performance criteria defined within asingle rating system for the entire work and doesn’t provide much performance feedback as partof the rubric itself [16]. For either type of rubric, performance criteria must be developed. Forthis project, students would not be gaining any feedback and would be scored based on theirapplication, placing it in a summative category rather than formative. Student essays would nothave specific required components and instead
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
required changes as these models arenonlinear in nature. The descriptive nature of these models provides a platform to use the designer’sprinciples/beliefs in developing the curriculum, and during the process of decision making this leadsto deliberation which eventually results in curriculum design. On comparing the three models ofcurriculum design, we found that the Weinstein and Fantini’s Humanistic model only concentrateson the learners’ needs and interests. However, Taba's Instructional Strategies model and theEisner’s systemic-aesthetic model focus on all aspects that may affect the teaching and learningprocess. Taba's Instructional Strategies model and the Eisner’s systemic-aesthetic models are morebalanced and integrated. They reflect on
Conference Session
Studies of Student Teams and Student Interactions
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
]. Previous studies suggest thatstudent self-reflection on their contribution to project activities [2] and required reporting bystudents about other team members’ contributions [11, 17, 18] can increase overall teamaccountability.Strategic formation of student teams is a critical step in establishing effective conditions forteam-based learning. Ensuring a fair distribution of students from different backgrounds in termsof technical skills, prior educational experiences, and demographic characteristics helps to ensureteam members bring different perspectives to the project [19]. Prior studies of team-basedlearning report the use of screening surveys, established personality or disposition inventories(e.g., Kolb Learning Style Inventory, Myers-Briggs
Conference Session
Approaches to Encouraging Student Engagement
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Nicole Barclay, University of North Carolina at Charlotte; Carl D. Westine, University of North Carolina at Charlotte; Angie Claris, University of North Carolina at Charlotte; Florence Martin, University of North Carolina at Charlotte
Tagged Divisions
Educational Research and Methods
learning technology,students experience a tailored learning experience, specific to their learning path towards theirmastery of the given topic. Expanded research in the engineering education context can lead tomore closely aligning instructors’ teaching styles and students’ learning styles.IntroductionIt is well established that there is often conflict between the instructor’s teaching style andstudents’ learner styles in the engineering classroom [1]. The use of adaptive learning as ateaching style facilitates several learning styles, complementary to the traditional lecture style.Learning styles including sensory, intuitive, visual, auditory, inductive, deductive, active,reflective, sequential, and global [1], can all be incorporated into
Conference Session
Care and Inclusive Teaching
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jorge A. Baier, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Ximena Hidalgo, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile
Tagged Divisions
Educational Research and Methods
emotions such as sympathy,empathy, and sensitivity, and views persons as relational and interdependent.The study of care has permeated other areas of knowledge, including education. Noddings [2]described the attributes of the teacher as a carer. In such a role, she proposes teachers should beattentive to the needs of students, responding always in such a way that the caring relation ismaintained. She emphasizes additional attributes of caring teachers: the ability to listen, theability to empathize with the student, and the ability to reflect upon the actions to be taken in caseof need. Finally, caring teachers should also promote a caring environment, encouraging theirstudents to read and respond to their peer’s feelings. Gholami and Tirri [3
Conference Session
Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
engineering, who are particularlyvulnerable to dropping out of engineering careers.Career commitment reflects students’ intention to work in the field of engineering. Measures ofstudents’ self-reported commitment to career have primarily been used by others as outcomevariables [10], [11]. In our analysis, we model the possibility that commitment to an engineeringcareer may serve as a motivator to obtain the knowledge and credential often necessary forstudents to obtain their occupational goals. Because these are early career students, we expectthem to have relatively low commitment to the field of engineering in this baseline data, butmodeling their expressions of commitment throughout their undergraduate education may helpus better understand their
Conference Session
Student Perceptions of Self-efficacy, Success, and Identity
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Catholica de Chile
Tagged Divisions
Educational Research and Methods
]. According to recent studies, the MM-GTresearch approach has become useful to develop and test theory in the fields of education[8], [9]. In this study, we plan to develop theoretical models of difficulty at a course level,following best practices of MM-GT application to provide insights for course curriculumdevelopment and teaching reflection in the field of engineering education.2. Research Design and Current Data CollectionIn this study, we plan to use an exploratory sequential design based on MM-GT to developand test theoretical models in four phases (see Figure 1). This paper presents the results ofthe first phase, which consisted of a grounded theory approach to identify the factorsassociated to what students perceive as easy courses and
Conference Session
Studies of Student Teams and Student Interactions
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Taylor Tucker, University of Illinois at Urbana - Champaign; LuEttaMae Lawrence, Carnegie Mellon University; Emma Mercier
Tagged Divisions
Educational Research and Methods
ofpedagogy.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1628976. Any opinions, findings, conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] S. Freeman, S. L. Eddy, M. McDonough, M K. Smith, N. Okoroafor, H. Jordt, and M.P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” in Proceedings of the National Academy of Sciences, (111,23), 2014. pp. 8410-8415.[2] D.H. Jonassen, J. Strobel, and C. Lee, “Everyday Problem Solving in Engineering: Lessons for Engineering Educators,” Journal of Engineering Education, vol
Conference Session
Educational Research and Methods Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
S. Zahra Atiq, Purdue University, West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
; Huggard, M. (2005). Computer Anxiety, Self-Efficacy, Computer Experience: An investigation throughout a Computer Science degree (pp. S2H–3–S2H–7). IEEE. https://doi.org/10.1109/FIE.2005.161224621.  Turner, D. W. (2010). Qualitative Interview Design: A Practical Guide for Novice Investigators. The Qualitative Report, 15(3).22.  Walther, J., Sochacka, N. W., & Kellam, N. N. (2013). Quality in Interpretive Engineering Education Research: Reflections on an Example Study. Journal of Engineering Education, 102(4), 626–659. https://doi.org/10.1002/jee.2002923.  Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice (4 edition). Thousand Oaks, California: SAGE Publications, Inc.24
Conference Session
Motivation and Engagement
Collection
2017 ASEE Annual Conference & Exposition
Authors
Olusola Adesope, Washington State University; Nathaniel Hunsu, Washington State University; Bernard J. Van Wie, Washington State University; Bruce Austin, Washington State University; Robert F. Richards, Washington State University; Prashanta Dutta, Washington State University
Tagged Divisions
Educational Research and Methods
IntroductionAlthough there are many standardized questionnaires used to assess students’ self-regulatorybehavior and motivation to learn, the MSLQ is one of the more widely used in general educationresearch [1, 2, 3]. The MSLQ is a self-report instrument specifically designed to assess students'motivational orientations and their use of different learning strategies. . By focusing on the rolesof both motivation and cognition during learning, the MSLQ reflects the research on self-regulated learning, which emphasizes the interface between motivation and cognition [4, 5].Prior research using the MSLQ has found relationships between constructs on its motivationalsubscales such as: intrinsic goals, extrinsic goals, task value, control of learning beliefs, self
Conference Session
Retention
Collection
2017 ASEE Annual Conference & Exposition
Authors
Marisa K. Orr, Clemson University; Rachel K. Anderson, Clemson University; Maya Rucks, Clemson University
Tagged Divisions
Educational Research and Methods
by choosing a different path of study. Phase II of the project begins in Fall 2017with data collection on self-regulated decision making, major fit, and self-regulated learning inorder to map real-world behaviors (major changes) to self-regulated decision-making theory20.AcknowledgementThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1554491. 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.References1. Pascarella ET, Terenzini PT. Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto’s model. J
Conference Session
Retention
Collection
2017 ASEE Annual Conference & Exposition
Authors
Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University
Tagged Divisions
Educational Research and Methods
addressing students’ metacognitive skills and the ability to self-regulate their learning. To that end, the instructor began the semester with a reflective exercisethat asked students to read Robert Leamson’s (2002) essay “Learning (Your First Job),”comment online about their impressions of the article, and be prepared to discuss in class. Thereflective comments from students regarding this essay were revealing: “These are all things thatwere not explicitly obvious to me as a student and I would have very much liked to have readthis as a freshman.” This piece is especially important as we believe it made an importantdifference in students’ capacity to persevere in this class.The difference in DFW outcomes between the two engineering courses for this
Conference Session
Understanding the Discipline of Engineering
Collection
2017 ASEE Annual Conference & Exposition
Authors
John Tingerthal P.E., Northern Arizona University
Tagged Divisions
Educational Research and Methods
, problem based learning andactive learning approaches, combined with laboratory courses. The use of formative assessmentis reflected in the literature. Enhancement comes in the form of providing supplemental learningopportunities that go beyond the textbook and include teaching assistant (TA) guided instruction,use of web resources and enhanced guided notes. There is a prevalence of leveraging technologyto blend or flip classes. Authentic environments that include interdisciplinary, experiential,collaborate, inquiry, challenge, and service learning are also prevalent.Future WorkA trend analysis of the frequently identified practices may help characterize whether a particulartopic is becoming more or less popular. Additional work to characterize
Conference Session
Curricular Innovations 1
Collection
2017 ASEE Annual Conference & Exposition
Authors
Branislav M. Notaros, Colorado State University; Ryan McCullough, Colorado State University; Pranav S. Athalye, Colorado State University; Anthony A. Maciejewski, Colorado State University
Tagged Divisions
Educational Research and Methods
quiz as seen by students. At the beginning of each class, the instructor poses each ofthe Conceptual Questions from the pre-work assessment to the class, takes a “vote” on it, andthen leads a discussion on the different answers and approaches. These discussions encouragestudents to reflect on the reasoning behind their misconceptions and how it relates to thereasoning behind the actual solutions. Namely, the students and the instructor discuss why some(incorrect) answers appeared attractive and seemed right, and ultimately what is (or should be)the reasoning behind choosing the one correct answer. However, these interactive discussions are rather brief, taking just a very small portion of the class, to enable the other components ofinstruction
Conference Session
ERM Technical Session 7: Learning and Research in Makerspaces
Collection
2019 ASEE Annual Conference & Exposition
Authors
Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. c American Society for Engineering Education, 2019 WIP: Practice-Facing Equity Bifocals for University Makerspaces[I’m thinking about... ] Nasir’s work on achieving equity throughdiversity, “successful learning contexts also attend to students’ need fora sense of belonging and identification” through the organization of thepractice itself and the social interactions that occur [1]. How was thiscontext not a place where this student felt he could ask which machine hecould
Conference Session
ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education
Collection
2019 ASEE Annual Conference & Exposition
Authors
Hadi Ali, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology
Tagged Divisions
Educational Research and Methods
research and theoryhas devoted too little attention to the study of problem-solving processes.” In PBL, prototypingactivities should help students become more reflective on their design. Lande (2017) suggestedthat scaffolded activities in prototyping support “self-regulated learning by offloading feedbackfrom the instructor to students’ evaluation of their own prototype in the context of iterativefeedback from a user.” In this pilot, exploratory study, the research question we try to address is:What are design educators’ conceptions of prototyping in design courses? Understanding theseconceptions represents a first step to transform design teaching by employing scaffoldedprototyping.Research methodIn this exploratory study, three faculty members