Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University; Bryce E. Hughes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

formative assessments to favordifferent learning styles (Wang, Wang et al. 2006). Both learning style and formativeassessment strategy significantly affected student achievement, though, consistent with Pashler etal.’s conclusion, the interaction between these factors was not significant. Additionally, as thisstudy was performed with a web-based middle-school biology course, a gap remains with regardto undergraduate engineering education.As the primary motivation for this study is increasing the diversity of the engineering graduatesthat colleges and universities prepare for the workforce, some evidence demonstrates thatvarying teaching approaches to favor a multitude of learning styles may aid in achieving thatparticular end. A validation study of

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Engineering Programs, 2016-2017 (p. 25). Baltimore, MD.Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with Understanding: Lessons from Research on Problem- and Project- Based Learning. The Journal of the Learning Sciences, 7(3/4), 271–311.Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3/4), 369.Boaler, J., & Greeno, J. G. (2000). Identity, Agency, and Knowing in Mathematics Worlds. In J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning (pp. 171– 200

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Luciane de Greef, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

Polytechnic State University, San Luis Obispo Dr. Trevor S. Harding is Professor of Materials Engineering at California Polytechnic State University where he teaches courses in materials design, sustainable materials, and polymeric materials. Dr. Harding is PI on several educational research projects including the psychology of ethical decision making and promoting the use of reflection in engineering education. He serves as Associate Editor of the journals Advances in Engineering Education and International Journal of Service Learning in Engineering. Dr. Harding has served numerous leadership positions in ASEE including division chair for the Materials Division and the Community Engagement Division. Dr. Harding received

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

Tagged Divisions

Educational Research and Methods

can note that 99% of students reported professional and personal useand 100% of practitioners reported professional and personal use. Further, for faculty, 100%reported personal use and 97% reported professional use. These data suggest that reflection isassociated with a range of uses, and also that reflection is being used by students, faculty, andpractitioners. While Carberry et al.’s data do not address the frequency of use, the effectivenessof use or the satisfaction associated with use, the data do speak to a prevalence of use [7].Carberry et al. point to a limitation of their data collection methodology noting that “the mode ofsurvey delivery may have led to shorter and less thoughtful responses” [7]. In our work, wecomplement Carberry

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Mendoza-Garcia, University of Florida; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Monica Cardella was serving at the National ScienceFoundation. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. References[1] R. Yin, Qualitative research from start to finish, 2 nd ed., New York, NY: The Guilford Press, 2016.[2] F. Marton, “Phenomenography - Describing conceptions of the world around us,” Instr. Sci., vol. 10, no. 1, pp. 177–200, 1981.[3] M. F. Pang, “Two Faces of Variation: On continuity in the phenomenographic movement,” Scand. J. Educ. Res., vol. 47, no. 2, pp. 145–156, Jun. 2003.[4] F. Marton, “Phenomenography: A

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

productivity. The Journal of Higher Education, 86(6), 923-954.12. Potter, H., Higgins, G. E., & Gabbidon, S. L. (2011). The influence of gender, race/ethnicity, and faculty perceptions on scholarly productivity in criminology/criminal justice. Journal of Criminal Justice Education, 22(1), 84-101.13. Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students' research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791-805.14. Lev, E. L., Kolassa, J., & Bakken, L. L. (2010). Faculty mentors’ and students’ perceptions of students’ research self-efficacy. Nurse Education Today, 30(2), 169-174.15. Bieschke, K. J., Bishop, R. M., &

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

. 141-147, 2010.[3] D. Xu, & S.S. Jaggars, “The impact of online learning on students' course outcomes: Evidence from a large community and technical college system,” Economics of Education Review, vol. 37, no. 46-57, 2013.[4] L.L. Long, & J. A. Mejia, “Conversations about diversity: Institutional barriers for underrepresented engineering students,” Journal of Engineering Education, vol. 105, no. 2, pp. 211-218, 2016.[5] D. Lawton, N. Vye, J. Bransford, E. Sanders, M. Richey, D. French, & R. Stephens, “Online learning based on essential concepts and formative assessments,” Journal of Engineering Education, vol. 101, no. 2, pp. 244-287, 2012.[6] S. Badjou, & R. Dahmani, “Current status of online science and

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

. 13Litzinger, T., Van Meter, P., Firetto, C., Passmore, L., Masters, C., Turns, S., Gray, G., Costanzo, F., & Zappe, S. (2010). A Cognitive Study of Problem Solving in Statics. Journal of Engineering Education, 99(4), 337–337.Lutz, B. D., Ironside, A. J., Hunsu, N., Groen, C. J., Brown, S. A., Adesope, O., & Simmons, D. R. (2018). Measuring Engineering Students’ In-Class Cognitive Engagement: Survey Development Informed by Contemporary Educational Theories. ASEE Annual Conference & Exposition, Salt Lake City, UT. https://peer.asee.org/30795McCord, R. E., & Matusovich, H. M. (2019). Naturalistic observations of metacognition in engineering: Using observational methods to study metacognitive

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

. Developing Shared Vision seeks to engage stakeholders in collectivelydeveloping new environmental features that encourage new teaching conceptions and/orpractices.Henderson et al.’s framework does not imply that all four change strategies are equally effective.In fact, Henderson identified two approaches - testing “best practice” curricular materials andmaking these materials available to other faculty and “top down” policy-making meant toinfluence instructional practices - as ineffective change strategies in STEM education(Henderson et al., 2011). Additionally, their review found that effective change strategies arethose that are aligned with or seek to change beliefs of the individuals involved, involve long-term interventions, and recognize

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Zixuan (Victoria) Zhao, Purdue University

Tagged Divisions

Educational Research and Methods

writing behavior, educators can support graduate students throughthe critical and necessary process of writing up their research in disciplinary discourse. In additionto better understanding writing, we also feel that this work has large implications for other real-time and time-resolved data in educational settings. References1. Leydens, J. A. Sociotechnical communication in engineering: an exploration and unveiling of common myths. Eng. Stud. 4, 1–9 (2012).2. Paretti, M. C. & McNair, L. D. Introduction to the Special Issue on Communication in Engineering Curricula : Mapping the Landscape. IEEE Trans. Prof. Commun. 51, 238– 241 (2008).3. Ross, P. M., Burgin, S., Aitchison, C

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Lanci, Colorado Mesa University; Louis Nadelson, Colorado Mesa University; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Katherine L. Youmans, Utah State University; Adam Lenz, Oregon State University

Tagged Divisions

Educational Research and Methods

she teaches introductory design, materials science, and manufacturing-focused courses. Sarah’s research interests include aspects of project-based learning and enhancing 21st century skills in undergraduate engineering students.Dr. Louis Nadelson, Colorado Mesa University Louis S. Nadelson has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher pro- fessional development, program evaluation, multidisciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Qi Dunsworth, Penn State Behrend; Yi Wu, Penn State Behrend

Tagged Divisions

Educational Research and Methods

,”in Flipping the College Classroom: Practical Advice from Faculty, B. Honeycutt, Ed. Madison,Wisconsin: Magna Publications, 2016, pp. 13-15, 42-45.[2] G. S. Mason, T. R. Shuman and K. E. Cook, "Comparing the Effectiveness of an InvertedClassroom to a Traditional Classroom in an Upper-Division Engineering Course," IEEETransactions on Education, vol. 56, (4), pp. 430-435, 2013.[3] J. Moffett, "Twelve tips for "flipping" the classroom," Medical Teacher, vol. 37, (4), pp. 331-336, 2015.[4] S. J. DeLozier and M. G. Rhodes, "Flipped Classrooms: a Review of Key Ideas andRecommendations for Practice," Educational Psychology Review, vol. 29, (1), pp. 141-151,2017.[5] L. C. Hodges, "Making Our Teaching Efficient: Flipping the Classroom," The

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University, College of Engineering; Lisa Schneider-Bentley, Cornell University, College of Engineering

Tagged Divisions

Educational Research and Methods

2003.Colbeck, C.L., Campbell, S.E. and Bjorklund, S.A. 2000. Grouping in the dark: What collegestudents learn from group projects. The Journal of Higher Education, 71 (1): 60-83.Felder, R. M., G. N. Felder and E. J. Dietz. 1998. A Longitudinal Study of Engineering StudentPerformance and Retention. V. Comparisons with Traditionally-Taught Students. Journal ofEngineering Education, 87 (4): 469-480.Felder, R. M., and L. K. Silverman. 1988. Learning and teaching styles in engineeringeducation. Engineering education, 78 (7): 674-681.Froyd, J.E. and M.W. Ohland. 2005. Integrated Engineering Curricula. Journal of EngineeringEducation, 94 (1): 147-164.Graham, T., S. Rowlands, S. Jennings, and J. English. 1999. Towards whole-class inter- activeteaching

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick J. Cunningham, Rose-Hulman Institute of Technology; Kristine R. Csavina, Colorado School of Mines; Michelle Choi Ausman, California Polytechnic State University, San Luis Obispo; Diana Lau, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

Polytechnic State University, San Luis Obispo Dr. Trevor S. Harding is Professor and Chair of Materials Engineering at California Polytechnic State University where he teaches courses in synthetic and biological polymers, materials selection, and fracture mechanics. He has conducted educational research in the areas of ethical decision making, reflection and innovative pedagogies for the past 19 years. He serves as Associate Editor of the journal Advances in Engineering Education. He has served as division chair for the Community Engagement Division and Materials Division of ASEE. Dr. Harding was invited to deliver a workshop on Ethics in the Engineering Curricula at the 2009 NSF Engineering Awardees Conference and to

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zachariah J. Beasley, University of South Florida; Les A. Piegl, University of South Florida; Paul Rosen, University of South Florida

Tagged Divisions

Educational Research and Methods

one that maynever reach a final resting state, however, it is accurate, scalable, and defendable, all of which areof utmost importance in assessment today.References [1] C. E. Kulkarni, R. Socher, M. S. Bernstein, and S. R. Klemmer, “Scaling short-answer grading by combining peer assessment with algorithmic scoring,” in Proceedings of the first ACM conference on Learning@ scale conference. ACM, 2014, pp. 99–108. [2] M. Zhang, “Contrasting automated and human scoring of essays,” R & D Connections, vol. 21, no. 2, 2013. [3] K. N. Ballantyne, G. Edmond, and B. Found, “Peer review in forensic science,” Forensic science international, vol. 277, pp. 66–76, 2017. [4] C. H. Davis, B. L. Bass, K. E. Behrns, K. D. Lillemoe, O. J

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Emily Parry; Joanna Wright, University of Washington; Lauren Summers, University of Washington

Tagged Divisions

Educational Research and Methods

for addressing Sustainability: a = 0.88 global resource scarcity in my work/career. Table 3: Effect Coding of Independent Variables for Linear Regression Models Characteristic Variable Effect Coding Name(s) Engineering Business = -1; Education = -1; Environment = -1 Business Type of Major Business Business = +1; Education = 0; Environment = 0 Education Education Business = 0; Education = +1; Environment = 0 Environment

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

teacher training: A critical literature review, Journal of Turkish Science Education,vol. 2, pp.2-18.[3] Levin, T. and Wadmany, R. (2006). Teachers’ beliefs and practices in technology-basedclassrooms: A developmental view, Journal of Research on Technology in Education, vol. 39,pp.417-441.[4] Mcmahon, G., 2009. Critical thinking and ICT integration in a Western Australian secondaryschool. Educational Technology and Society, vol. 12, pp.269–281.[5] Fu, J. S. (2013). ICT in Education: A Critical Literature Review and Its Implications.International Journal of Education and Development using Information and CommunicationTechnology, 9(1), 112.[6] Lowther, D. L., Inan, F. A., Strahl, J. D. and Ross, S. M. (2008). Does technology

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter M Ostafichuk, University of British Columbia, Vancouver; James Sibley, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Navid Shirzad, Biomedical Engineering Graduate Program, UBC

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

preferences is shown in Table 1. The value of nshown for each cohort is the total number of students registered (summing the numbers forMBTI preference pairs in the table yields a slightly lower value since not all students reportedtheir MBTI). The distribution of MBTI by gender is shown for all years in Table 2. Page 26.813.5Table 1: Distribution of MBTI Types by Cohort. I: Introversion, E: Extraversion, S: Sensing,N:iNtuition, T: Thinking, F: Feeling, J: Judging, P: Perceiving. Gender MBTICohort N M F I E S N T F J P 2013 121 91 30 66 54 64 56 92

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assimilationist goals, ratherthan attacking and undermining the very processes by which (some) subjects become normalizedand others marginalized” (3).9 Relatedly, as McRuer summarizes, representation is not a once-and-for-all attainment: “visibility and invisibility are not after all, fixed attributes that somehowpermanently attach to any identity” (2).5 Rather, we believe that small-n studies, relying ontechniques such as qualitative analysis or narrative reporting by subjects, may shed light onindividual and collective experiences that are far more layered than conventional STEMeducational research normally admits.Most profoundly, researchers’ very definition of their “n”s as small or large reiterates theanalytic value or necessity for established and

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University; Wade H. Goodridge, Utah State University; Christopher Green, Utah State University

Tagged Divisions

Educational Research and Methods

. Page 26.1405.14Funding for the study came from Utah State University’s Office of Graduate Studies via thePresidential Doctoral Research Fellowship for Benjamin Call, the Utah State UniversityResearch Catalyst SEED Grant for Maria Manuela Valladares, attained from Dr. IdalisVillanueva, and the College of Engineering for Christopher Green as the lead Statics teacher’sassistant and undergraduate researcher.References1. Presidents Council of Advisors. (2012). Engage to Excel: Producing One Million Additional College Graduateswith Degrees in Science, Technology, Engineering, and Mathematics. Washington D.C.: Executive Office of theWhite House.2. Steif, P. S., & Dantzler, J. A. (2005). A Statics Concept Inventory: Development and Psychometric

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Graduate School: A Realistic Expectation or a Dangerous Dilemma,” New Dir. Student Serv., vol. 115, pp. 31–45, 2006, doi: 10.1002/ss.[10] S. K. Gardner, “Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education,” Innov. High. Educ., vol. 33, no. 2, pp. 125–138, Mar. 2008, doi: 10.1007/s10755-008-9068-x.[11] C. M. Golde, “Should i stay or should i go? Student descriptions of the doctoral attrition process,” Rev. High. Educ., vol. 23, no. 2, pp. 199–227, 2000, doi: 10.1353/rhe.2000.0004.[12] S. K. Gardner and S. K. Gardner, “Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments : A Qualitative Analysis of

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Angeles Dominguez, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Juan Felipe Calderón, Universidad Andres Bello, Chile

Tagged Divisions

Educational Research and Methods

. D. Graaff, "The philosophical and pedagogical underpinnings of Active Learning in Engineering Education," Eur. J. Eng. Educ., vol. 42, no. 1, pp. 5– 16, 2017.[2] P. Shekhar, M. Demonbrun, M. Borrego, C. J. Finelli, M. Prince, C. Henderson, and C. Waters, "Development of an observation protocol to study undergraduate engineering student resistance to active learning," Int. J. Eng. Educ., vol. 31, no. 2, pp. 597–609, 2015.[3] A. Kirn and L. Benson, "Engineering Students Perceptions of Problem Solving and Their Future," J. Eng. Educ., vol. 107, no. 1, pp. 87–112, 2018.[4] S. Tharayil, M. Borrego, M. Prince, K. A. Nguyen, P. Shekhar, C. J. Finelli, and C. Waters, "Strategies to mitigate student

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

William Lee, University of South Florida; Mernet Larson, University of South Florida; Jack Heller, University of South Florida; Douglas Lunsford, University of South Florida

Tagged Divisions

Educational Research and Methods

signification processes are often exclusively aimed at the sense ofvision. Thus the movement to representational signs is often synonymous with the removal ordenying of non-vision sensory experiences. Our signs and symbols usually produce visualstimuli, not acoustic, tactile, taste, or smell stimuli. In the spirit of the Good Will Hunting quote,imagine studying a diagram of a guitar and proceeding to claim detailed knowledge of a “guitar”without ever having played or listened to one. Imagine studying a recipe for a particular dishand then claiming to have an appreciation for the culinary aspects without ever experiencing theactual eating experience. Without a basis of direct knowledge of the real or representedobject(s), one might perhaps be able to

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Razi Nalim P.E., Indiana University Purdue University, Indianapolis; Manikanda K Rajagopal, Indiana University - Purdue University Indianapolis; Robert J Helfenbein, Indiana University-IUPUI, School of Education

Tagged Divisions

Educational Research and Methods

“best practices” of implementing PEL projects include providing time for project development,advance notice for students to ensure clear expectations, and that projects designed to besemester long should include a variety of course concepts. One faculty member suggests that it isbest to assign the project early in the semester “so that they can get thinking on a concreteexample[s].” This additional time allows student groups to review the project concept severaltimes as a group and turn to instructors throughout the semester for clarity. Due to theassessment weight and the length of the project, student project groups are often strategicallycomposed to provide an intellectual balance. Instructors also hope to encourage peer-to-peerinstruction

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia; Edward Pan, University of Virginia; Amy Orange, University of Houston-Clear Lake; Walter Fredrick Heinecke, University of Virginia

Tagged Divisions

Educational Research and Methods

support learning. We donot consider the full spectrum of social media tools, nor do we focus on the most current (forinstance, twitter). The origins of this study were shaped by the most rapidly-maturingtechnologies of the late 2000’s, as well as those that appeared to offer the highest relativeadvantage compared to other technologies (see the diffusion of innovations discussion below).These rapidly-maturing technologies are blogging and video, and both lend themselves tosubstantial user-generated content.The scholarship on blogging as an educational tool continues to emerge. Much recent work hasfocused on the use of blogs for reflective, self-expressive, peer critique, or highly-individualizedauthoring, and in many cases each student in a class

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Tameka Clarke Douglas, Purdue University; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

students may have. This framework is based on the works ofReiner, Slotta, Chi and Resnick 1 and Chi 2. The second framework from the works of Steif 3describes the common errors that students make in their solutions of Statics problems and theStatics concepts that they represent. Findings of this study show that students who got the answerincorrect made four common errors. In conjunction, when explaining the reasoning behind theseerrors, students talked about the force(s) as represented in the problem and solution as asubstance or a material object. Introduction The scientific principle taught in Statics is the principle of equilibrium. The primaryscience prerequisite to understanding the principle of

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Noah Salzman, Purdue University, West Lafayette; Russell Andrew Long, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

such time variant models, colloquiallyreferred to as growth curve models by HLM researchers, Morrell et al.’s research provides anexample of avoiding such a quagmire. 29 By investigating in both a visual and statistical manner,Morrell et al. demonstrate the importance of considering how HLM time measurements areimplemented. Specifically, they compare a growth curve model based on the first age of patients,and then introduce a “follow-up” patient time variable, leading to significantly different results.Their conclusion notes that implementing another time variable allowed them to compare andcontrast a true, longitudinal model with a more cross-sectional one. Whereas Morrell et al.’s work warns us of the folly inherit to considering a

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Prashant Rajan, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea H. Choi, Purdue University; Ji Hyun Yu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, J., Bornholdt, S., 2002. Dynamics of Social Networks. Complexity, 8(2), 24-27.9. Hollis, A. (2001). Co-authorship and the output of academic economists. Labour Economics, 8(28), 503–530.10. Jisiek, B.J., Newswander, L.K., & Borrego, M. (2009). Engineering education research: discipline, community, or field? Journal of Engineering Education, 98(1), 32-59.11. Johri, A. (2010). Creating theoretical insights in Engineering Education. Journal of Engineering Education, 99(3), 183-184.12. Mele, S., Dallman, D., Vigen, J., & Yeomans, J. (2006). Quantitative analysis of the publishing landscape in high-energy physics. Journal of High Energy Physics, 12, 1–23

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

of reflection isthen the attempt to make meaning from the situation and incorporate the experience into alteredknowledge structures or assumptions 25. Atkins 27 describes this as “an awareness ofuncomfortable feelings and thoughts is followed by a critical analysis of feelings and knowledgeleading to the development of a new perspective” (p 1191).The moment that can initiate the reflective or experiential learning process is thus the emotionaldisturbance and the particular feelings experienced in a situation. In Schön‟s description, thereflective practitioner ideally “allows himself” to experience these emotions and is aware of theirmeaning for his learning process. Returning to the difficulties that students experience withreflection, we

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Svetlov, Texas A&M University; Aamir Fidai, Texas A&M University; Christine M. McCall, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. 623-637, 2019.[9] R. W. Roeser, J. S. Eccles and A. J. Sameroff, "School as a context of early adolescents'academic and social-emotional development: A summary of research findings," The ElementarySchool Journal, vol. 100, (5), pp. 443-471, 2000.[10] *E. M. Dell, J. Christman and R. D. Garrick, "Assessment Of An EngineeringTechnology Outreach Program For 4th-7th Grade Girls," American Journal of EngineeringEducation (AJEE), vol. 2, (1), pp. 19-34, 2011.[11] *E. Baran et al, "The impact of an out‐of‐school STEM education program on students’attitudes toward STEM and STEM careers," School Science and Mathematics, vol. 119, (4), pp.223-235, 2019.[12] *M. A. Mac Iver and D. J. Mac Iver, "“STEMming” the swell of absenteeism in themiddle years