Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Jennifer VanAntwerp, Calvin College; Rachel Reed, Calvin College; Crystal Bruxvoort, Calvin College; Neil Carlson, Calvin College

Tagged Divisions

Educational Research and Methods

retention: a longitudinal and cross-institutional study. Proceedings - American Society for Engineering Education Southeast. Page 13.522.118. Pieronek, C., McWilliams, L. H., & Silliman, S. E. (2003). Initial observations on student retention and course satisfaction based on first-year engineering student surveys and interviews [Electronic version]. Proceedings of the American Society for Engineering Education Annual Conference.9. Pomalaza-Raez, C., & Groff, B. H. (2003). Retention 101: where robots go ... students follow [Electronic version]. Journal of Engineering Education, 92(1), 1-6.10. Richardson, J

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

if they just had some confidence, sat down and did it, that—I mean I'm sure they could all do it, you know, just as well.Elizabeth, a Computer Engineering major, had a great deal of experience with classes wherethere were relatively few women. Elizabeth explained that men tended to talk more than womenin class because they were more confident in themselves and cared less about others’ perceptionsof them. [S]ometimes [guys] don’t care how people are going to react, you know, like I think girls tend to care more about the emotions of other people, you know…what Page 14.614.8 they’re going to think of us and so on

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

B. Kyun Lee, LeTourneau University; Paul Leiffer, LeTouneau University; R. William Graff, LeTourneau University; Vicki Sheafer, LeTourneau Iniversity

Tagged Divisions

Educational Research and Methods

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Becka Morgan, Western Oregon University; Heidi J.C. Ellis, Western New England University; Gregory W Hislop, Drexel University

Tagged Divisions

Educational Research and Methods

work from the periphery to moreactive core participation. Student participation can also be viewed as a form of cognitiveapprenticeship [9] and fits easily with notions of active learning, and problem-based learning[19]. For HFOSS, the community can help provide a support system of experts with a variety ofbackgrounds [28]. In addition, [34] concludes that such collaboration can help reduce theimpact of gender stereotype. 2.1.2 HFOSS in Education. Open source software has been used as a basis for studentsoftware engineering learning since the late 1990’s [31]. A common approach is to utilize aFOSS project as the basis for a capstone project [3, 10]. One obvious way for students toparticipate in a FOSS project is via code contributions

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua Earnest, National Institute of Technical Teachers' Training and Research (NITTTR), Bhopal, India; shashi kant Gupta, National Institute of Technical Teachers' Training and Research, Bhopal, India; Susan Sunny Mathew, National Institute of Technical Teachers' Training and Research, Bhopal, India; Sthuthi Rachel Joshua, Ramrao Adik Institute of Technology

Tagged Divisions

Educational Research and Methods

, India Susan S. Mathew, is an Associate Professor. Presently she is also the Associate Dean (Academics and Research) and Head, Department of Electrical and Electronics Engineering. In NITTTR, for the last 29 years, she has been involved in outcome-based curriculum design, teaching postgraduate students, content updating and laboratory management programmes, induction training of new teachers, research in areas of technical education, projects concerned with the development of instructional material for polytechnics, engineering colleges as well as industries, etc. Prior to NITTTR, she was working as a lecturer in MANIT, Bhopal and SGSITS, Indore and was involved in teaching undergraduate & postgraduate students.Ms

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shannon Massie Chance, Dublin Institute of Technology ; Gavin Duffy, Dublin Institute of Technology

Tagged Divisions

Educational Research and Methods

aligned system in Figure 1, institutional programs and policies are not able to movemany individuals themselves. Their energy transfers to individuals via champion(s) and sage(s)who help groups of individuals work together to learn and to enact change. At DIT, this created asense of movement that has encouraged more and more individuals to get involved and toimplement changes. The process wherein individuals contemplate and adopt new behaviors isrepresented by the belt (which moves from left to right in this machine) as defined by Prochaska,Redding, and Evers (2002). With increasing personal involvement, the changes scaled-up andbecame more sustainable. This suggests triple loop learning, as described by Senge (1991), has atleast begun to occur

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

constructs, we would not necessarily expect that these two facultygroups share similar pedagogical approaches.Our data also reveal a correlation between ILS alignment score and pedagogical choices, with ahigher A-R or S-G misalignment corresponding to a more lecture-centric teaching approach.Faculty with higher mismatch on the S-I and V-V dimensions tended to use more of the research-based pedagogies including active and collaborative learning.Are ILS results a proxy for expertise in this case?In reflecting on these results, one cannot help but wonder why the ILS misalignment betweenfaculty and students is so dramatic across several ILS dimensions—more dramatic than has beenpreviously reported[31]. This observation is intriguing, and acknowledging

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

factor into two categories namely; personal andcontextual factors that influenced engagement. Psychologically, the term affirmative has be usedto describe student classroom engagement [13]. According to Appleton et al.’s [12] findings,indicators are considered as the student levels of connection with learning. This paper on clusteringand grouping technique primarily focused on the indicators, because students are the primary targetin the classroom engagement.Further, Marzano et al acknowledged in their findings that the dynamics of how ateacher/instructor produced the skill required for an effective classroom management is not easyto come by. Therefore, it is necessary that teachers are creative in their teaching strategies.Likewise, in 2011, Li

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jinjushang Chen, Florida State University; Jeannine E. Turner, Florida State University; Min Tang, College of Education, Learning and Cognition Program,Florida State University

Tagged Divisions

Educational Research and Methods

related field or discipline, and their experiences or examples had to be related tothe item’s intent. Finally, for coherent response choice, students’ option made on the Likert scalehad to be coherent with their elaboration. We used Muis et al.’s [12] definitions and range ofacceptable beliefs (See Table 1) to guide our data analysis. We rated the cognitive validity scorefor the three sections first and then summed the scores to obtain a global validity score for eachitem. Based on the coding principles and criteria, two trained raters independently rated eachstudent’s responses of the items in terms of all three aspects of cognitive validity. We alsoallowed additional codes to emerge and group them into new emergent themes during analyses[19

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

-generation college students. While students who responded their parent/guardianlevel of education was “bachelor’s degree” or “master’s degree or higher,” were coded as 0 =continuing-generation college students. This dataset includes 804 (22%) students who identifiedas first-generation college students, 2,057 (55%) who identified as having one or more parent(s)with a bachelor’s degree or higher, and 850 (23%) who did not indicate parental level of education.It is difficult to determine why students do not report their parents’ level of education, somepossible reasons may include survey fatigue, inadequate time allocated to administering the surveyin class, or the student did not know parents’ level of education. The breakdown of first

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

. A key outcome of this research is a Framework of Professional Responsibilities toconsider how future research can examine student cognitions, behaviors, and dispositionsabout professional and ethical responsibilities. Components of the proposed framework havebeen previously described in the engineering education literature. For example, Gilbuena etal. (2015) described project management and timeline development as developed within acapstone project. However, the students’ discussion of professional and ethicalresponsibilities aligned most closely with Besterfield-Sacre et al.’s list of professional traits.Specifically, we identified self-management, task management, and team management as thekey components of students’ experience of

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Educational Research and Methods

practices of constructing an engineering identity in a problem-based learning environment. Eur J Eng Educ. 2006;31(1):35-42. doi:10.1080/03043790500430185.7. Meyers KL, Ohland MW, Pawley AL, Silliman SE, Smith KA. Factors relating to engineering identity. Glob J Eng Educ. 2012;14(1):119-131.8. Chachra D, Kilgore D, Loshbaugh H, McCain J, Chen H. Being and becoming: gender and identity formation of engineering students. In: American Society for Engineering Education Annual Conference & Exposition; 2008.9. Johnston S, Lee A, McGregor H. Engineering as captive discourse. Techné Res Philos Technol. 1996;1(3/4):128-136.10. McNair LD, Paretti MC, Kakar A. Case study of prior knowledge: Expectations and identity

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Camila Aguirre, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

keeping pace and routines, such as arriving on time. Finally, our study echoesprevious research in engineering education in that self-efficacy can be altered (negativelyand positively) in relatively short periods of time, which has an important effect onacademic achievement.   References1. Meyer, M., & Marx, S. (2014). Engineering dropouts: A qualitative examination of why undergraduates leave engineering. Journal of Engineering Education, 103(4), 525– 548.2. Pascarella, E. T. & Terenzini, P. T. (2005). How college affects students, volume 2. San Francisco, CA: Jossey-Bass.3. DesJardins, S. L., Ahlburg, D. A., & McCall, B. P. (1999). An event history model of student departure

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

- Page 26.108.2income students, and/or students who start college significantly later than 18 years of age are atbest underrepresented, and at worst socially marginalized in many engineering classrooms.Furthermore, McIntosh explains that the myth of monoculture assumes that there is a single“normal” experience8. Recognizing and acknowledging that a “monoculture” is embeddeddeeply in the engineering education system may not be easy for those of us who are engineeringeducators and researchers. McIntosh points out that such a monoculture mirrors that of the USsocial system, not merely by what she calls “active forms” of interlocking oppressions, but moredeeply—in embedded forms—forms which “member[s] of the dominant group are taught not tosee”9

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Educational Research and Methods

completion. The twotools were tested in various engineering courses and mixed results were found: While both toolswere adoptable, only the exam wrapper appeared to be efficacious in this study.Introduction     Metacognition, which has as its simplest definition thinking about one’s thinking, is themodern term used to capture the processes that learners use to reflect upon and take actions toimprove their learning. The psychologist John Flavell1 introduced the term in the 1970’s whileadvancing research on the topic, but ideas about the usefulness of reflection in improvinglearning began much earlier, starting with John Dewey2. Both Piaget and Vygotsky – bothrecognized widely for their theories in education – wrote of the role of metacognition in

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Linda Vanasupa, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

creativity and innovation. The instructordecides what should be learned based on their own paradigm of what a good engineer shouldknow, but this does not take into account the interests of the student or the ever-changing needsof the world. The underlying assumption of this predominant system is that human beings are notnatural learners and must be forced to learn through external behavioral motivations such asreward and punishment.A look through the literature shows that in the 1990’s, before No Child Left Behind (NCLB),there was much talk about grading and assessment, mostly related to standards-based grading.The discussion faded from view as the consequences of NCLB focused on the detrimental effectsof standardized testing. During these early

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

for Applied Research. Retrieved from http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012[3] Flowers, L., Pascarella, E. T., & Pierson, C. T. (2000). Information technology use and cognitive outcomes in thefirst year of college. Journal of Higher Education, 637-667.[4] Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, selectedlearning and personal development outcomes, and other college experiences. Journal of College StudentDevelopment, 42(3), 217-232.[5] Kvavik, R. B., Caruso, J. B., & Morgan, G. (2004). ECAR study of students and information technology 2004:Convenience, connection, control, and learning. Boulder, CO: EDUCAUSE

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Educational Research and Methods

research, 24(3), 366-385.3. Branford, J. D., & Donovan, S. M. (2005). How students learn: history, mathematics, and science in the classroom. National Academies Press, Washington.4. Sadler, D. R. (1998) Formative assessment: revisiting the territory, Assessment in Education, 5(1), 77–84.5. Butler, D. L. & Winne, P. H. (1995) Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65(3), 245–281.6. Yorke, M (2003) Formative assessment in higher education: moves towards theory and thenhancement of pedagogic practice. Higher Education, 45(4), 477–501.7. Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International 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

. Bates, C. Allendoerfer, D. Jones, J. Crawford, and T. Floyd Smith, “The relationship between belonging and ability in computer science,” in Proceeding of the 44th ACM technical symposium on Computer science education - SIGCSE ’13, 2013, p. 65.[4] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi- Year Single Institution Study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, 2012.[5] B. Geisinger and D. R. Raman, “Why They Leave: Understanding Student Attrition from Engineering Majors,” Int. J. Eng. Educ., vol. 29, no. 4, pp. 914–925, 2013.[6] J. L. Smith, K. L. Lewis, L. Hawthorne, and S. D. Hodges, “When Trying Hard Isn’t Natural: Women’s Belonging with and Motivation for

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven; Jean Nocito-Gobel, University of New Haven; W. David Harding, University of New Haven

Tagged Divisions

Educational Research and Methods

University of New Haven Faculty, Madison, CT, March, 2003. See NSF Engineering Coalitions Website: http://www.foundationcoalition.org/home/keycomponents/firstyearcurriculum.html http://www.foundationcoalition.org/home/sophomore/index.html6. Collura, M., Daniels, S., Nocito-Gobel, J., Aliane, B, Development of a MultiDisciplinary Engineering Foundation Spiral, ASEE 2004 Annual Conference, Curricular Change Issues, session 26307. Collura, M.A. A Multidisciplinary, Spiral Curricular Foundation for Engineering Programs., NSF Department-Level Reform Planning Grant, EEC-0343077, $99,928 August 14, 2003.8. Bruner, J., Toward a Theory of Instruction, Cambridge, MA, Harvard University Press, 1966.9

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

intervention techniques for the promotion of positive self-efficacy beliefs among students, aimed at ultimately increasing their achievement, success, andretention.Bibliography1. Bandura, A., Self-Efficacy: The Exercise of Control, W. H. Freeman and Company, New York, 1997.2. Pajares, F., "Self-Efficacy Beliefs in Academic Settings," Review of Educational Research, vol. 66, no. 4, 1996,pp. 543-578.3. Lent, R. W., S. D. Brown, J. Schmidt, B. Brenner, H. Lyons and D. Treistman, "Relation of ContextualSupports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models,"Journal of Counseling Psychology, vol. 50, no. 4, 2003, pp. 458-465.4. Schaefers, K. G., D. L. Epperson and M. M. Nauta, "Women's Career Development

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

Computing Surveys, 38(3), 1-24. 5. Totten, R. A., & Branoff, T. J. (2004). Online learning in engineering graphics courses: What are some of the big issues? Paper presented at the 59th Annual Mid-Year Conference of the Engineering Design Graphics Division of the American Society for Engineering Education,, Williamsburg, VA. 6. Sorby, S. A. (1999). Developing 3-D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21-32. 7. Smith, M. (2009). The correlation between a pre-engineering students's spatial ability and achievement in an electronics fundamentals course. PhD, Utah State Unversity, Logan, UT. 8. Ferguson, E. S. (1992). Engineering and the mind's eye. Cambridge, MA: MIT Press. 9

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Pao-Chi Chen, Lunghwa University Science and Technology; Kwannin Kuo, Lunghwa University of Science and Technology; Meei-Ruey Hsu, Ming-Chuan University

Tagged Divisions

Educational Research and Methods

data. In this manner, five subjects were obtained by open coding on one hand, while twoconvergent subjects were observed by axial coding on the other hand. The outcomes of opencoding and axial coding are tabulated in Table 1. Table 1 Open coding and axial coding list Open coding Axial coding 1. Promoting the basic chemistry competence of 1.Basic chemistry students competence in occupation 2. Occupation domain domain 3. Basic Chemistry Competence in work place and performance of student 4. The viewpoint about attaining certificate(s) or 2.Curriculum of Chemistry certificate in vocational education system 5

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie H. Magnell, KTH Royal Institute of Technology; Lars Allan Geschwind, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH, Department of Learning; Anette Jepsen Kolmos, Aalborg University

Tagged Divisions

Educational Research and Methods

: ideals and practice inresearch oriented universities, in press Higher Education Research and Development.2 Christensen, S. H., & Erno-Kjolhede, E. (2011). Academic drift in Danish professional engineering education. Page 24.594.12Myth or reality? Opportunity or threat?, European Journal of Engineering Education, 36, 3, 285-299.3 Harwood, J. (2010). Understanding Academic Drift: On the Institutional Dynamics of Higher Technical andProfessional Education, Minerva, 48, 413-427.4 Kyvik, S. (2009). The Dynamics of Change in Higher Education: Expansion and Contraction. HigherEducation Dynamics 27, Springer, Netherlands.5 Jorgensen, U

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Jim L. Borgford-Parnell, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods

engineering education.A framework for thinking about elements of reflectionReflection on experience can be framed as an intentional and dialectical thinking process wherean individual revisits features of an experience with which he/she is aware and uses one or morelenses in order to assign meaning(s) to the experience that can guide future action (and thusfuture experience). We can use pathways of reflection to delineate combinations of theseelements. In this section, we unpack the elements of this framing (i.e., experience, lens, meaning, Page 24.776.2action, intentional, and dialectical) of reflection and then illustrate the ideas through a

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of the factors. Several criteria exist to extract the number of factors underlying thedata: the point of inflexion of the curve in the scree plot31 and the number of eigenvalues greaterthan one32. Following Kaiser (1960)’s criteria32, we retained factors with eigenvalues greaterthan one. Thus, seven factors were considered for the possible number of factors of the TESS.Since a putative factor structure of the TESS is identified, the factor loadings of the items foreach factor were gauged to decide which items constitute which factors. Based on Stevens’(2002)33 guideline about the relationship between the sample size and cutoff factor loading, itemswith a factor loading greater than .40 were considered significant for the designated factor

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

instruction, and iv) PBL promotes deep learning and problem–solving skills.A. Essentials of PBL: Problem–based learning is a philosophy that has to be adapted to thespecific conditions and situation of an institution, and the nature of the specific field in which itis to be implemented. This is apparent in the different models of PBL implementation throughout the world. Therefore, there is no one –size-fits-all approach to PBL that can simply beimplemented from one institution to another 20. There are essential and required steps that have tobe mobilized at the start of PBL. At the start of learning in PBL is the selection of realproblem(s). This is, in fact, the major driving force for learning. Effort and time dedicated to theselection of problem(s

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

. Therefore, there is no one –size-fits-all approach to PBL that can simply beimplemented from one institution to another. (20) There are essential and required steps that haveto be mobilized at the start of PBL. At the start of learning in PBL is the selection of realproblem(s). This is, in fact, the major driving force for learning. Effort and time dedicated to theselection of problem(s), is time well-spent and will eventually pay off. The problem(s) should bewell crafted to engage and immerse students in learning new materials, new issues, as well aschallenging existing knowledge, skills, and attitudes. It is important to note that PBL is not onlyabout giving problems and solving them in classroom, but it is also about creating opportunitiesfor

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

. Another page of the survey asked students to select one or two nouns(among 14 options) that best describe the nature of the role they took in the context of the team.Nouns connoted various conceptions of leadership (e.g., Director, Sheriff), fellowship (e.g.,Therapist, Referee), and followship (e.g., Assistant, Secretary).Part 4. Explain Choices. The final page required participants to offer some explanation orclarification of their previous responses by answering at least one of two prompts: (a) “How didYOU decide how much individual effort to invest in each design task?” (b) “What other verb(s)or noun(s) describe how YOU contributed to the design project and functioned within yourTEAM? Why?”AnalysisThe WTCS data were analyzed using quantitative

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Russell Korte, The University of Texas-Tyler; Sheri Sheppard, Stanford University; William Jordan, CRL-Stanford University

Tagged Divisions

Educational Research and Methods