Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hannah Smith, Queen's University; Brian M. Frank, Queen's University

Tagged Divisions

Educational Research and Methods

final score (r = 0.35, p < 0.001). These results raisequestions concerning the baseline skill level of some graduating engineering undergraduates, andwhen combined with prior literature also question adequacy of low-stakes standardized tests formeasuring complex cognitive skills.1 IntroductionBoth employers and students expect the post-secondary system to enhance and hone students’abilities, knowledge, and skillsets, ultimately enabling them to contribute productively in theworkplace. Professional programs such as engineering are held to an even more exactingstandard through program accreditation requirements. The Business Council of Canada [1] citesadequate literacy and numeracy, problem solving and critical thinking, effective

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

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Educational Research and Methods

asfrom underrepresented minority groups. An integrated model, based on Lent’s et al. SocialCognitive Career Theory [1], combines several strategies that include faculty mentoring,communities of learners, reflection, apprenticeship, peer-led team-learning, and cooperativelearning to target attrition and improve graduation rates.Peer-Led Team LearningThe Peer-led Team Learning model [2] was created to address retention and enhance in-depthknowledge of students in chemistry courses. In PLTL student leaders are trained to teach otherstudents the core or fundamental concepts in a course. Students who have done well in previouscourses are selected to be peer leaders and to run weekly workshops on fundamental topics in acourse. Leaders are trained in

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

Tagged Divisions

Educational Research and Methods

curriculum changes to help align studentexpectations with the lived experiences of practicing engineers.IntroductionCommunication skills are crucial for success as a practicing engineer, with survey data showingthat working engineers spend up to 64% of their time at work on communication [1]. Further,communication across the disciplines scholars (i.e., a focus on how communication skills may fitand translate in a variety of majors) have stressed the importance of embedding communicationinto program curriculum [2]. More specifically, they call programs like engineering to considerhow these skills will prepare their students to communicate with various audiences and throughdifferent communication channels (i.e., types) [3].Despite the importance of

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Roger Straus, North Dakota State University; Stanley Shie Ng, University of North Dakota

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

communication efforts [1].One of the major trends in higher education is supplementing traditional modes of education withonline learning platforms and environments [2]. Schools have collaboratively developedasynchronous learning environments that allow for up-to-date lectures with on-demand access,making courses available to students with differing schedules [3]. Beyond a lecture-exam modeof instruction, institutional programs are creating courses that allow students to engage ininnovation-based learning. In addition to learning course basics, students are required to formgroups to tackle a group-defined project where success is marked by the degree of impact outsideof the classroom and beyond the university.This paper seeks to provide a case study of

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guangming Yao, Clarkson University; Kelly Black, University of Georgia; Michael W. Ramsdell, Clarkson University; Matthew K. Voigt, San Diego State University; Kalani Kithuliya Rubasinghe Kattadige, Clarkson University; Wen Li, University of California, Los Angeles

Tagged Divisions

Educational Research and Methods

materials and sound instructional designs.Keywords: CoOrdinated Math-Physics Assessment for Students Success (COMPASS),Differential Equations, Calculus, Progress Through CalculusIntroduction In the United States (US) and elsewhere introductory mathematics courses, specificallycalculus, often serves as a bottleneck, preventing large numbers of STEM-intending students fromadvancing in their majors [1]. The need for increasing the number of STEM graduates [2, 3, 4, 5, 6,Preprint submitted to ASEE April 24, 20207] has resulted in various programs to attract and retain students in STEM fields. Bressoud, Mesaand Rasmussen [8] identified several characteristics of successful calculus programs

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning experiences for our students as they prepare to engage withan ever-changing world [1],[2]. This increase also responds to the diverse nature of course designand implementation, in which educators often take different approaches [3],[4] and fulfill avariety of functional roles [5]. By working together, educators can focus on specific facets andlearn from others. Yet, designing a course together can be challenging. Some have notedchallenges in resolving pedagogical, ideological, and functional differences [3]. Others have alsoreported time management challenges and concerns over autonomy [2]. In our experience,reward structures, personal bandwidth concerns, and collaboration dynamics can also play a role.We (the authors) have begun engaging

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Oenardi Lawanto, Utah State University; Sherry Marx, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instruction, and online learning.Dr. Sherry Marx, Utah State University Sherry Marx, PhD, is a professor of qualitative research methodologies, ESL education, and multicultural education. c American Society for Engineering Education, 2020 Departures from the “norm”: How nontraditional undergraduates experienced success in an alternative engineering transfer programThis research paper presents findings from a narrative qualitative research study conducted with14 nontraditional undergraduates (14 white; 13 male 1 female) enrolled in a 2-year engineeringtransfer program. The engineering transfer program was offered by a four-year, public land grantinstitution, located in the western United States, to

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constanza Miranda, Pontificia Universidad Católica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile; Bruk T. Berhane, Florida International University; Trinidad Sotomayor, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

methods. This approach will operationalize the development of a comprehensiveinstrument that seeks to fill a lacunae in literature as it relates to conceptualizing and assessingthe entrepreneurial mindset. We began in early 2019 by developing an initial set of dimensionsof the entrepreneurial mindset by conducting a thorough review of extant literature. Thedimensions that we identified were grouped into the following categories: (1) Behaviors; (2)Examples; and (3) Educational Practices associated with the entrepreneurial mindset inengineering. Then, in the first few months of 2019, our team jointly developed researchprotocols that employed these dimensions, and then conducted qualitative workshops, which wedefine as a structured conversation

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

), quantitative research tasks such asdesigning a survey instrument and choosing an appropriate statistical technique for data analysis(7 items), and qualitative research tasks such as creating an interview protocol and describingpatterns seen across a set of interviews (9 items). The instrument was electronically administeredin the spring of 2019 to three groups: (1) U.S. faculty members who conduct EER, (2) U.S.graduate students enrolled in engineering education doctoral programs, and (3) Indian facultymembers who are new to but interested in conducting EER.An exploratory factor analysis revealed three factors along the expected general, quantitative, andqualitative research dimensions. Cronbach’s alpha for the three dimensions ranged between 0.81and

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of new engineering pedagogy that help to improve student engagement and understanding.Dr. Jennifer M Bekki, Arizona State University She teaches courses in the engineering and manufacturing engineering programs as well as programs in the Engineering Education Systems and Design PhD program. Her research interests include topics related to student persistence, STEM doctoral student experiences, faculty mentorship and development, modeling and analysis of complex manufacturing systems, and the development of new discrete event simulation methodologies. Bekki is the co-director of the interdisciplinary, National Science Foundation supported CareerWISE research program, which strives to: 1) understand the experiences

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

coupled with cultural stereotypesof who can become an engineer leave many at the margins of the field rather than at the center ofit. This research paper investigates how participation in the ENGR-Diversity course may buildstudents’ awareness of social aspects in engineering. Through an examination of students’ designconsiderations, we provide empirical data to two research questions (1) To what extent dostudents consider social issues in design problems? (2) What are the changes, if any, in students’social awareness after they participate in a course experience on culture, diversity, and equity inengineering communities?Participants included 74 students at a university in California enrolled in the course during the2019 winter quarter. Through a

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw-Hill ; Michelle Soledad, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Herein, wedescribe the development of a survey instrument to measure engineering students’learning strategies (ESLS) in concept-heavy courses, by answering the followingresearch questions: 1. What factors emerge from an Exploratory Factor Analysis used to develop the ESLS survey? 2. What are the validity and reliability measures of the ESLS instrument based on a pilot implementation of the survey? 3. For a pilot implementation of the survey instrument, how do students compare on learning strategy use by gender and grade expectancy?This effort is part of a larger project exploring the link between motivation andconceptual understanding. Prior qualitative analysis of interviews with students (e.g.,(Morelock et al., under

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Amber Gallup, University of New Mexico; Sung "Pil" Kang, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

/ Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program fo- cused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Amber Gallup, University of New MexicoDr. Sung ”Pil” Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

attitudes towardscollaborative and interdisciplinary learning.1. IntroductionWhile engineering graduates are well versed in the technical aspects of the profession, it is likelythat many graduates do not possess sufficient skills to understand the socio-economic context oftheir work and to engage other stakeholders in addressing engineering challenges in the 21stcentury effectively. To remain a world economic leader, the U.S. must realize growth in theengineering workforce, and perhaps more importantly, produce engineers who are morecompetent in their problem-solving approaches. However, addressing only the matter of quantitywill not attend to the increasing complexity of 21st-century engineering challenges. Engineershave been deficient in skill

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stefanos Papanikolaou, West Virginia University

Tagged Divisions

Educational Research and Methods

approaches to provide non-trivial classification of large data sets. His main teaching interests are crystal plasticity, sta- tistical mechanics, gas dynamics and kinetic theory, numerical methods in engineering, thermodynamics, solid mechanics, mechanics of materials. He is also interested in developing online courses and using online tools for facilitating active learning techniques in engineering classrooms. c American Society for Engineering Education, 2020 E-Learning And Assessment in the Cloud: Engineering Courses S. Papanikolaou1,2 1 Department of Mechanical & Aerospace Engineering, West Virginia University 2 Department of Physics, West

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Behzad Beigpourian, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(hierarchical) modeling, interaction with teammatesIntroductionEngineering graduates should be able to work in multidisciplinary teams [1], and for thispurpose, teaching students to work effectively in a team is necessary, especially in the first yearof study, in which teaching teaming skills is much easier [2]. For teaching teamwork skills, thereshould be enough knowledge about any factors related to team members as individuals and ateam as a whole. One important factor is psychological safety (explained in more detail later inthis paper), which increases team effectiveness by making team members confident that theirteam is a safe place for taking risk and participation. However, team effectiveness has notinvestigated in the engineering context as

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

-specifichands-on research by utilizing small internal grants designed for undergraduate research. Thisstudy mostly focuses on the strategies of engaging undergraduate students in teaching focuseduniversity settings. The teaching focused primarily undergraduate institutes (PUI) have limitedresources and funding for research compared to that of major research universities (R1).Therefore, some of the strategies may work better at the PUI setting compared to R1 setting.Literature ReviewThere have been many research studies on the various aspects of undergraduate research (UR)including benefits of UR, faculty perceptions of UR, students’ perceptions of UR, strategiestaken by individual faculty, or discipline or even universities. Craney et al. [1

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Divisions

Educational Research and Methods

in students’ affective domain valuing of the roles of creativity, analysis, andinvestigation in engineering design. The adoption of Engineering Design Days is expandingacross the Faculty of Engineering as a result. We discuss lessons-learned and strategies forensuring the sustainability of Engineering Design Days.1 Introduction1.1 HackathonsHackathons have been gaining in popularity for many years. For example, the University ofWaterloo’s annual “Hack the North” hackathon has been running since 2014 [1] and smallerstudent society-sponsored internal hackathons have been running for several years. Hackathonsare broadly appealing, widely recognized to improve non-technical skills, and are typicallycharacterized by focused intensity

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

field and prior engineering identity studies. In particular, we seek tounderstand which factors may influence Hispanic students’ engineering identity development.We begin by answering the following research questions: 1. How do the engineering identity, extracurricular experiences, post-graduation career plans, and familial influence of Hispanic students attending a Hispanic Serving Institution (HSI) differ from those of Hispanic students attending a Predominantly White Institution (PWI)? 2. How do the same measures differ for Hispanic students attending a PWI from those of non-Hispanic white students at that PWI? 3. How do the same measures differ for Hispanic students attending an HSI from those of non-Hispanic

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Jacek Uziak, University of Botswana; Andreas Febrian, Utah State University

Tagged Divisions

Educational Research and Methods

. Two research questions guided the study: (1) What are the gaps, if any,between the instructor’s and students’ interpretation (explicit and implicit task features) of aproblem-solving task?; and (2) How do students’ task interpretation (explicit and implicit)change after engaging in self-evaluation of their problem-solving processes? One hundredtwelve (112) second year engineering undergraduates voluntarily participated in the study. Thepreliminary analysis revealed that students faced challenges interpreting tasks related to theassigned thermodynamics problems, even after engaging in self- evaluation of their problemsolutions. It was also found that students experienced greater difficulty identifying the implicittask information than the

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Karen Hazel Washburn Washburn, Utah State University; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering and ME in Environmental Engineering from Utah State University. c American Society for Engineering Education, 2018 Establishing Quality in Qualitative Research with Linguistically and Culturally Diverse Research ParticipantsQualitative research is becoming increasingly prominent in the field of engineering education aspractitioners and researchers seek diverse methods for understanding the human dimensions ofengineering.[1],[2] All research, whether qualitative or quantitative, must meet standards of rigorand quality in order to lead to reliable insights that advance research and practice.[3] However,due to the diverse methods and theoretical stances embraced by qualitative

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Georgia; James John Bale Jr., University of Georgia ; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

investmentin the infrastructure of PROGRAM. “[The purpose of PROGRAM is to] Promote and sustain a culture of engineering education scholarship and innovation that reaches across all programs in the College of Engineering and promotes educational excellence and institutional diversity.”The emphasis on culture, as a key element of the proposed initiative, was notably restated withinan accompanying figure from the proposal (Figure 1). This figure conceptualizes a developingEngineering Education (ENED) culture as providing connections between educational researchand pedagogical innovation and practice. Figure 1: Conceptual Diagram of PROGRAM EcosystemIn addition, the following key principles were developed by PROGRAM

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado Boulder

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Educational Research and Methods

coursemodel traverses from one location in time and space to another.Background: Replication vs. Mutation of the Wright State Model for EngineeringMathematics EducationThe Wright State Model (WSM) is a semester-long math course that teaches fundamentalconcepts of Calculus 1, 2, 3, and Differential Equations in an engineering context through hands-on laboratory experiences and application-rich problems. The WSM is designed to disrupt thetraditional rigid sequencing of undergraduate engineering curricula by decoupling mathematicsprerequisites from engineering coursework—introducing undergraduates to sufficientmathematical tools in the one-semester course to enable them to get started and make progress intechnical engineering coursework, regardless of

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

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Diversity

Tagged Divisions

Educational Research and Methods

as Head of the Department of Computer Science at Virginia Tech, and retired on September 1, 2016. Dr. Ryder served on the faculty of Rutgers from 1982-2008. She also worked in the 1970s at AT&T Bell Laboratories in Murray Hill, NJ. Dr. Ryder’s research interests on static/dynamic program analyses for object-oriented and dynamic programming languages and systems, focus on usage in practical software tools for ensuring the quality and security of industrial-strength applications. Dr. Ryder became a Fellow of the ACM in 1998, and received the ACM SIGSOFT Influential Educa- tor Award (2015), the Virginia AAUW Woman of Achievement Award (2014), and the ACM President’s Award (2008). She received a Rutgers School of

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

rubric13 forinstructional design as a way to describe the details of the case. The College ExperienceFramework captures influences and outcomes associated with the “system” and contextsurrounding the design and implementation of course innovations, and the culture, attitudes, andbeliefs of the faculty member, see Figure 1.Figure 1. Systems framework of influences on faculty and student beliefs and outcomes12,14The Quality Matters program focuses on designing a process for course quality assurance. Thisscalable process is presented in a rubric, which offers course design standards and a replicableprocess for peer review13. Below are three of the main Quality Matters foci: • Train and empower faculty to evaluate courses against these standards

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hilton Heydenrych, University of Cape Town; Jennifer M. Case, Virginia Tech

Tagged Topics

Diversity

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Educational Research and Methods

a recent process of curriculum reformin an undergraduate engineering program. Curriculum continues to hold a prominent spacein discussions around engineering education, yet there are limited exemplars of full scalecurriculum reform around the globe. At the University of Cape Town (UCT) in South Africa,the design of the new chemical engineering curriculum drew on contemporary shifts inthinking about the engineering profession [1, 2], as well as a focus on widening access to thedegree and coupling this with success. Furthermore, engaging with current deliberations onthe problem-based curriculum, this design took on a problem-centered focus [3]. Thiscurriculum design demanded a far more integrated mode of course delivery than is typical ina

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Universidad de los Andes; Andres Felipe Lara Contreras, Universidad de los Andes

Tagged Divisions

Educational Research and Methods

-engineer students) performed a second pilot using an improvedprotocol. Finally, a panel of experts was asked to review the process for a final protocol. For theactivity designed, participants were asked to review 118 profiles of people with diverse academicand social backgrounds. The goal was to choose 3 profiles for each of four categories, aiming toidentify those participants who were the best representatives of each of the categories: 1.Engineers with a low level of Lifelong Learning (ELL), 2. Non-Engineer with a low level ofLifelong Learning (nELL); 3. Engineers with a high level of Lifelong Learning (EHL), and 4.Non-Engineer with a high level of Lifelong Learning (nEHL). The time for the assignment waslimited to 90 minutes, and a think-aloud

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Mary Wyer

Tagged Topics

Diversity

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Educational Research and Methods

viewers. Her primary research interest is science identity, STEM education, and participation in online communities.Mary Wyer c American Society for Engineering Education, 2018 Fitting In Across STEM: Comparing Science/Math and Engineering/Technology Students’ Perceptions of Their Fields and Futures IntroductionIncreasing the recruitment and retention of students into STEM has been a goal of the field forsome time now [1]–[3]. Not only are more STEM majors still needed to meet projectedemployment goals, but there remain ongoing issues with representation and diversity [4]–[6].Confronting these issues and recruiting more equally from marginalized

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

Tagged Divisions

Educational Research and Methods

engineeringpedagogy is sub-optimal to fostering student engagement and meaningful learning [1]. Somereports have also indicated that students’ motivation for learning engineering concepts are on thedecline – the result of which is observed in a progressing pattern of low student-retention inengineering programs [2, 3]. However, dwindling student retention in STEM and engineeringprograms could undermine our strategic national objective of training and graduating a sufficientpool of science and engineering personnel to minimize a STEM professional deficit. Researchershave proposed and studied several approaches to fostering student engagement within andbeyond the classroom. In some cases, entire curricular changes are proposed to promote‘pedagogies of student

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan D. Stolk, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

appear intraditionally taught courses, with women reporting lower autonomous motivations and highercontrolled motivations compared to men. The motivations of men and women are both moresimilar, and more positive overall, in STEM courses that employ non-traditional and mixedpedagogies.Introduction and Research BackgroundLearner motivation, the psychological intention and energetic drive to do something [1], is acritically important aspect of the learning process. While learner motivations are complex andmultifaceted, a simplified model positions motivational processes between personal andcontextual factors as antecedents, and learning engagement, behaviors, and outcomes asconsequences (Figure 1). Research shows that positive forms of motivation