Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; James Duvall, Oklahoma State University

Tagged Divisions

Educational Research and Methods

project are considered independent. In reporting scores the namingconventions from the previous section are used to identify different elements of the peerevaluation instrument. Mean scores given to students are reported in italics, for exampleOverall. Scores given by students are identified by the subscript G and scores received by thesubscript R, for example OverallR corresponds to the mean score received on the overallevaluation section of the evaluation. The range of scores given or received was determined bythe standard deviations and are reported as s(OverallG), i.e. the standard deviation of the overallscores given by the students in the sample.There were few significant correlations between scores students gave or received for

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; H. Ronald Clements, Harding University

Tagged Divisions

Educational Research and Methods

instructor: I mean I loved the teacher that we had. He was an awesome teacher. He would engage with us on a personal level. I mean, not extremely personal, but more of— he would break into the world that we know. Um, so that we could translate the material that he was teaching us into understandable experience[s], like our phones, or the computers that we have or laptops. Just, or just even everyday examples. . . Just—examples like that would help me, um, cope with like, with the things that I actually didn’t know, and was trying to learn from him.David felt warmth toward the instructor, and he described how this instructor taught in a waythat made the course topics easy to understand, and relatable to the

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Patrick Marcel Danner, Technical University of Munich; Shannon Katherine Gilmartin, Stanford University; Carol B. Muller, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Gerhard Sonnert, Harvard University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

chemistry sets, kitchen chemistry Took care of or trained an animal Planted seeds, watched plants grow, watched animal behavior, collected things in nature (e.g., butterflies, rocks) Observed or studied stars and other astronomical objects Participated in science groups/clubs/camps Participated in science/math competition(s) Read/Watched non-fiction science Read/Watched science fiction Played computer/video games Wrote computer programs or designed web pages Talked with friends or family about scienceTable 5. Students’ intensity of experience with out-of-school experiences with follow up Tukey’sHSD for significant differences between groups. Tukey’s HSD Outcome

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Catherine Mcgough Spence, Clemson University; Joseph Murphy, Clemson University; Rachel Lanning, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students that consistently ratelow and others that consistently rate high. Additional analysis of groups of students in the upper andlower thirds or quartiles will be conducted in the future as part of our ongoing studies. Similarly, in astudy that clustered engineering students based on quantitative measure of non-cognitive factors,including engineering identity and belongingness, over 40% of the participants did not fit into clusters(Scheidt, Senkpeil, Chen, Godwin, and Berger, 2018). In Scheidt et al.’s study, engineering identity andbelongingness were 2 of just 5 factors (out of about 20 total factors analyzed) that drew distinctionsbetween clusters; in other words, engineering identity and belongingness are two of the most variedaffective

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

from engineering; it also attracted others from across campusencompassing such diverse disciplines as education, library science, chemistry, biology, andatmospheric science. The group’s intended purpose was to lower the activation barrier to helpinterested faculty try flipping, by sharing group knowledge and experiences. Accordingly, thelearning community was planned as a “working” community where members would learn fromeach other as they redesigned and flipped their respective course(s) and created online material.The specific goals of this learning community were to: 1) Explore pedagogy of a flippedclassroom. What do students do within and outside of a flipped class? 2) Explore technologiesavailable to support flipping a course. 3) Flip

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rongrong Yu, Virginia Tech; Denise Rutledge Simmons PE, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. San Francisco: Jossey-Bass.4. Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., . . . Lund, D. (2010). Enabling engineering student success: The final report for the center for the advancement of engineering education. San Rafael, CA: Morgan & Claypool Publishers.5. Whitt, E. J. (2006). Are all of your educators educating? About Campus, 10(6), 2-9.6. Lichtenstein, G., McCormick, A. C., Sheppard, S. D., & Puma, J. (2010). Comparing the undergraduate

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

capstone design project, but will help build their identity as engineers and better preparethem for professional practice 41, 42. Research points to several contributing factors which play arole in improving student learning during engineering design experiences, including the impactof active, project-based, and hands-on learning methodologies, and the development of a sense ofcommunity and a peer support network23, 43-45. Cooperative learning approaches that are hands-on and interactive are particularly appealing to underrepresented students 46-49. First-yearengineering design was highlighted as one of six key areas in engineering education innovationat the 2011 ASEE Annual Conference 50. Pioneered in the 1990’s and implemented in severalNSF

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

), 339.2. Heller, R. S., Beil, C., Dam, K., & Haerum, B. (2010). Student and Faculty Perceptions of Engagement in Engineering. Journal of Engineering Education, 99(3), 253-261.3. Lin, C., & Tsai, C. (2009). The relationship between students' conceptions of learning engineering and their preferences for classroom and laboratory learning environments. Journal of Engineering Education, 98, 193- 204.4. Prince, M

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Engineering’s Bernard Gordon Prize for Innovation in Engineering and Technology Education and the recipient of the National Society of Professional Engineers’ Educational Excellence Award and the ASEE Chester Carlson Award. He is a fellow of the American Society for Engineering Education and the National Society of Professional Engineers.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. Her research is concentrated in three interconnecting areas: cross-disciplinary thinking, acting, and be- ing; design cognition and learning; and theories of change in linking engineering education research and practice

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

author(s) and donot necessarily reflect the views of the National Science Foundation (NSF). Page 22.208.2This paper has materials that will appear in: Ganesh, T. G. (in press). Children-produced drawings: aninterpretive and analytic tool for researchers. In E. Margolis & L. Pauwels, (Eds.). The Sage Handbook ofVisual Research Methods. London, UK: Sage. The author thanks Sage for the use of these materials.Review of the LiteratureThe use of children-produced drawings in research is not new. Margaret Mead used subject-produced drawings as contemporary responses by the public to events that represented rapidtechnological change after

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology

Tagged Divisions

Educational Research and Methods

learning) [1], [8], [9], [10]. For the “Minute Paper” the instructor takes a few minutes atthe end of class for students to answer two questions, generally what they learned and whatquestion(s) remains unclear/unanswered. The instructor can review the comments and address themost common comments in the next class as well as quickly assess a student's learning andunderstanding [8]. Eliciting information from students on the topic that is most confusing, or the“muddiest point”, has been applied for years in many different classrooms including GeneralChemistry [8], [9], [10]. For example, King [10] used clicker questions in a large enrollmentGeneral Chemistry course to have students anonymously identify the “muddiest point” from aselection of topics

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

by our survey instrument can bemeaningfully compared in two dramatically different learning contexts. More qualitative work isneeded to understand how students make sense of survey items that were originally developed andvalidated in a familiar, in-person context.References [1] A. Hartocollis, “‘An Eviction Notice’: Chaos After Colleges Tell Students to Stay Away,” The New York Times, Mar. 2020. [2] D. Lederman, “How Teaching Changed in the (Forced) Shift to Remote Learning,” INside Higher Ed, Apr. 2020. [3] N. Salari, A. Hosseinian-Far, R. Jalali, A. Vaisi-Raygani, S. Rasoulpoor, M. Mohammadi, S. Rasoulpoor, and B. Khaledi-Paveh, “Prevalence of stress, anxiety, depression among the general population during the COVID-19

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students.References [1] J. Feldman, Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Press, 2018. [2] ASEE, “Reaffirming commitment to diversity, equity, and inclusion,” 2020. [3] E. Lee, A. R. Carberry, H. A. Diefes-Dux, S. A. Atwood, and M. T. Siniawski, “Faculty perception before, during and after implementation of standards-based grading,” Australasian Journal of Engineering Education, vol. 23, no. 2, pp. 53–61, 2018. [4] J. Mendez, “Standards-based specifications grading in a hybrid course.” ASEE, 2018. [5] A. Carberry, M. Siniawski, S. A. Atwood, and H. A. Diefes-Dux, “Best practices for using standards-based grading in engineering courses,” in Proceedings of the ASEE Annual

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheena Miao Ying Tan, Simon Fraser University; Taco Niet Ph.D., P.Eng., School of Sustainable Energy Engineering, Simon Fraser University; Kamaria Kuling, Simon Fraser University

Tagged Divisions

Educational Research and Methods

qualitative and quantitative data gathered suggest that theprelab problem sets helped the students to be better prepared for the lab sessions due to thecomplementary nature of the prelab problems and the lab problems. Coupled with thefeatures of WeBWorK, the prelab problem sets provided better support for the students’learning and also deepened their understanding of the concepts during the actual lab sessions.AcknowledgmentsThis research was funded by the Simon Fraser University Teaching and LearningDevelopment Grant. We also note that DORE provided a waiver from full ethics review forpublishing this at the conference. Lastly, we would like to thank the students in this coursefor their kind participation in the study.References[1] S. J. Greenwald

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

prompts in ill-structured tasks for collaborative problem solving in undergraduate engineering courses. Ill-structured tasks are important to engineering courses because they are similar to authenticproblems that students will encounter in their future workplaces [1], [2]. Solving ill-structuredtasks collaboratively allows students to expand their learning beyond “drill-and-practice”-typeproblem solving and engage in higher order thinking and co-construction of knowledge [3].Nevertheless, studies have indicated that it is necessary to scaffold ill-structured tasks becausethey are complex [4], [5], and students do not naturally implement effective collaborativeinteractions while solving these tasks [6]. However, it is not clear what type(s) of

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Stephen Crown; Arturo Fuentes; Bob Freeman

Tagged Divisions

Educational Research and Methods

invest energy and time in mastering itsconcepts, but also provide opportunities to involve students in the development process topromote greater engagement and learning.Bibliography1. Fuentes, A. A., and Crown, S., “Improving Conceptual Learning in Mechanics of Materials by Using Web-BaseGames and the Involvement of Students in the Game Design Process”, 2007 ASEE Annual Conference &Exposition, Honolulu, Hawaii, June 24-27, 2007.2. Crown, S., and Fuentes, A. A., “Web-Based Forums for Student Learning Through Teaching”, 2007 ASEEAnnual Conference & Exposition, Honolulu, Hawaii, June 24-27, 2007.3. Crown, S., and Fuentes, A. A., “Student Learning Through Teaching”, 2007 ASEE-GSW Annual Conference

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; David Wormley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

coalitions in the early 1990’s, the NationalScience Foundation, ARPA, and other government agencies as well as private foundations havemade substantial investments to improve engineering curricula, teaching and learning practices,and the ‘pipeline’ from K-12 into engineering. In 2001, Bjorklund and Colbeck1 reported theresults of their interviews with 27 leaders of engineering colleges and professional organizationsin which they discussed change that had taken place over ten years since the founding of the firstcoalitions. The participants were asked what they believed were the two most significantchanges over that decade. Greater exposure to design and emphasis on effective teaching werementioned by ten of the 27 participants, followed closely by

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Educational Research and Methods

andcontextual metrics these students use in describing what success means to them will be useful ininfluencing programs aimed at ensuring students success in colleges and universities.References1. Lent, R. W. (2013). Career-life preparedness: Revisiting career planning and adjustment in the new workplace. The Career Development Quarterly, 61(1), 2-14.2. Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., Streveler, R. A., Smith, K. A., Miller, R. L., Leifer, L. J., Yasuhara, K., & Lund, D. (2010). Enabling engineering student success: The final report for the Center for the Advancement of Engineering Education. San Rafael, CA: Morgan & Claypool Publishers.3. Arnett, J. J. (2000

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

University Doctoral Student, for her assistance in the development of journal protocol. - Dr. Ann-Marie Vollstedt, for knowledge and experiences around the implementation and use of active learning activities.References1. Prince, M. Does active learning work? A review of the research. Journal of Engineering education- Washington 93, 223–232 (2004).2. Hutchison, M., Follman, D. K., Sumpter, M. & Bodner, G. M. Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education 95, 39–47 (2006).3. Freeman, S. et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

doctoral level to developtheir communication skills are relatively lacking. Furthermore, the basic realities of doctoralprograms make it difficult for students to make use of available resources to help them improvetheir writing and oral competencies.This research paper presents results of an exploratory survey of Ph.D. students and identifiesseveral communication-related needs that should be addressed in their programs to enable themto function as independent researchers. The ability to communicate effectively supportsengineering Ph.D.’s ability to fully participate in the many communication-related aspects oftheir scholarly community such as the exchange of ideas, informal and formal collaborations,and collegial interactions. They need

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Nancy Evans, Indiana University

Tagged Divisions

Educational Research and Methods

Classroom in a ComputerProgramming Course”, Journal of College Science Teaching, 2018.[4] D. Berrett, “How “flipping” the classroom can improve the traditional lecture,” The Chronicle ofHigher Education, 2012. Retrieved from http://chronicle.com/article/How-Flipping-theClassroom/130857/, Last Accessed: February 04, 2018.[5] E. Huber and A. Werner, “A review of the literature on flipping the STEM classroom:Preliminary findings,” In S. Barker, S. Dawson, A. Pardo, and C. Colvin (Eds.), Show Me TheLearning, Proceedings ASCILITE 2016 Adelaide, 2016. pp. 267-274.[6] “Flipped classrooms turning STEM education upside down.”Retrieved from http://news.psu.edu/story/413452/2016/06/06/academics/flipped-classrooms-turning-stem-education-upside-down Last

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University

Tagged Divisions

Educational Research and Methods

expressed in thispaper are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References:[1] Crawley, E.F., Malmqvist, J., Östlund, S., Brodeur, D.R., and Edström, K., "Historical accounts of engineering education", Rethinking engineering education, pp. 231-255, Springer, 2014.[2] Nicholls, J.G.," Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance", Psychological review Vol. 91, No. 3, pp. 328, 1984.[3] Weiner, B.," An attribution theory of motivation and emotion", Series in Clinical & Community Psychology: Achievement, Stress, & Anxiety, 1982.[4] Schunk, D.H.," Introduction to the special section on motivation and efficacy", Journal of

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Ona Egbue, University of South Carolina Upstate; Arshia Khan, University of Minnesota, Duluth; Darynne Kathleen Hagen, University of Waterloo

Tagged Divisions

Educational Research and Methods

ability of the instructor to know if the students areunderstanding the materials or not.ReferencesBarber, M., & Njus, D. (2007). Clicker Evolution: Seeking Intelligent Design. CBE Life Science Education, 1-8.Benson, L. C., Orr, M. K., Biggers, S. B., Moss, W. F., Ohland, M. W., & Schiff, S. D. (2010). Student-centered active, cooperative learning in engineering. International Journal of Engineering Education, 26, 1097-1110.Burton, L. (1984). Mathematical thinking: The struggle for meaning. Journal for Research in Mathematics Education, 15,3549Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001). Immediate Feedback During Academic Testing. Rider University. Lawrenceville: Psychological Reports.Gilson, R

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, CYS Structural Engineers Inc.; Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

," Science and Engineering Ethics, vol. 10, no. 2, pp. 343-351, 2004.5. M. A. Holsapple, D. D. Carpenter, J. A. Sutkus, C. J. Finelli and T. S. Harding, "Framing Faculty and Student Discrepancies in Engineering Ethics Education Delivery," Journal of Engineering Education, vol. 101, no. 2, pp. 169-186, 2012.6. C. J. Finelli, M. A. Holsapple, E. Ra, R. M. Bielby, B. A. Burt, D. D. Carpenter, T. S. Harding and J. A. Sutkus, "An Assessment of Engineering Students' Curricular and Co-Curricular Experiences and Their Ethical Development," Journal of Engineering Education, vol. 101, no. 3, pp. 469-494, 2012.7. A. Van den Broeck, M. Vansteenkiste, H. De Witte, B. Soenens and W. Lens, "Capturing Autonomy, Competence, and

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

an Analytic Lens. Journal of Research in Science and Teaching 2007, 44, 1187-1218. 2. Meyers, K. L.; Ohland, M. W.; Pawley, A. L.; Silliman, S. E.; & Smith, K. A. Factors relating to engineering identity. Global Journal of Engineering Education 2012, 14 (1), 119-131. 3. Ohland, M. W.; Sheppard, S. D.; Lichtenstein, G.; Eris, O.; Chachra, D.; & Layton, R. A. Persistence, Engagement, and Migration in Engineering Programs. Journal of Engineering Education 2008, 97 (3), 259- 278. 4. Meyer, M.; Marx, S. Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering. Journal of Engineering Education 2014, 103 (4), 525-548. 5. Godwin, A.; Potvin, G.; & Hazari, Z. The Development

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gayle Lesmond, University of Toronto; Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

. Describe future research directions 7A. Outline ‘next steps’ or future work 7B. Suggest methodological improvements 8. Engage in learning 8A. Appropriately connect/use course concepts in the investigation process 8B. Identify/reflect on “lessons learned” 8C. Manage time and resources effectively to complete the investigationIn problem analysis, the student displays the ability to: 1. Define the problem 1A. State the problem in their own words 1B. Identify primary problem goal(s) 1C. Characterize the type of problem and the type of solution sought 1D. Represent the problem visually (e.g., free body diagram, circuit schematic) 1E. Identify known information 1F. Recognize

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Gwendalyn Camacho, University of Washington ; Crystal Farh, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, interpretation is that teams who embraced the competitiveaspects of the class and made the competition their motivation ended up designing and buildingvessels that performed better. In this study, men tended to embrace that competitive componentmore than women. Teams with men might have an advantage on tasks framed as competitionsdue to team state motivation. This finding would have important implications for the design ofproject-based learning tasks.References[1] ​Elliot, A. J. (2005). A conceptual history of the achievement goal construct. ​Handbook ofcompetence and motivation​, ​16 ​(2005), 52-72.[2] Alkharusi, H, & Aldhafri, S. (2010). Gender differences in the factor structure of the 2x2achievement goal framework. ​College Student Journal, 44

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Samuel T Hunter, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Education, Vol. 94, No. 1, 2005, pp 103 – 120.2. “HMC Department of Engineering”, http://www.eng.hmc.edu/EngWebsite/index.php, accessed on Jan. 13, 2008.3. Okudan, G., Ogot, M., Zappe, S., and Gupta, S., “Assessment of Learning and its Retention in the Engineering Design Classroom Part A: Instrument Development,” (CD) Proceedings, ASEE Conference and Exhibition, 2007.4. Okudan, G. Ogot, M. and Gupta, S., :Assessment of Learning & Its Retention in the Engineering Design Classroom Part B: Instrument Application,” Proceedings, ASME International Design Engineering Technical Conference IDETC, 2007.5. Torrance, E. P., Bau, E. O., & Safter, H. T. (1992). Torrance Tests of Creative Thinking: Streamlined scoring