Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Katie A. Shoemaker, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Education, 2018 Early Career Plans in Engineering: Insights from the Theory of Planned BehaviorIntroductionCalls to address labor market demands in engineering industry often cite the need to increaseengineering degree attainment at postsecondary institutions. However, prior research onengineering students’ career decision making indicates that degree attainment in engineeringdoes not guarantee students’ plans to pursue engineering careers after graduation [1]. While thereare numerous studies of engineering career decision making processes, most researchers studycareer decisions as students exit college or enter the workforce. In this paper, we suggestengineering students’ career plans are a set of evolving

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

addedinteractive features for class in spring 2018. In this paper, we will present our material designrationale and the results from the spring 2018 class. A list of must-have features for reviewvideos and instructor reflection on course and video production will also be shared.II. Course Set-Up and Course Material DesignA. Course set-upLike other engineering courses in the curriculum, student academic performance in ME 491 isassessed through a variety of assignments. The weight of each category of assignments are listedin Table 1. Five assignments were designed to help students review prerequisite knowledge andskills. They are distributed across different learning units with a total weight of 7% of the coursegrade. Each review assignment includes a video

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Fair and effective assessment of engineering knowledge and skills in a way that can beinstructionally useful is a formidable challenge. With calls for learning of deeper levelengineering skills [1], [2], the use of open-ended problems for assessment has become of greaterimportance. While multiple-choice or fill-in-the blank type assessments allow for fast, reliablegrading, both options severely limit the range of skills that can be authentically and accuratelyevaluated. Alternatively, open-ended problems enable students to demonstrate a wider range ofskills but require significant time to grade. Hence, large scale courses that hope to assess a widerange of skills authentically rely on graders to help manage the heavy workload. Open

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gareth W. Figgess, California State University, Sacramento; Rustin G. Vogt, California State University, Sacramento

Tagged Divisions

Educational Research and Methods

toincorporate the work of the project into their coursework. Others worked on the project in apurely volunteer manner.Expectations for team unity were not explicitly addressed. As a result, the project progressed asa team of teams. CM students acted as the hub around which the subsidiary teams operated.(See Figure 1) While this approach held certain inherent benefits (the ability for elements of the project to progress in parallel, for example) it also had Interior Design some negative impacts on the ability of some sub-teams Students (3) some course

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernhard Schadl, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Educational Research and Methods

Associate Vice Provost for Graduate Education.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford Univer- sity. Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University. Her current research interests include: 1) engineering and en- trepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript. c American Society for Engineering Education, 2017

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assumptions about these aspects that match “how we dothings around here.”For example, a traditional lecture-style mechanics course might be typified by what Kingdescribes as the "Sage on the Stage" dynamic [1]. This may also include an expectation ofweekly tightly-defined problem sets with black-and-white answers, teaching assistant officehours which students are expected to attend only when they have concrete questions, limitedlecture attendance, and a strict curve grading system that implies a limited number of top marks.Another lecture class might involve clickers, expectations of both attendance and participation,teaching assistant support for collaborative work on open-ended problems, etc. Although boththe classes described above are lecture

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

students are “forced” to talk about their approaches toproblem solving, and listen to others’ approaches, because of the need to reach an agreed-uponsolution, they will ultimately attain a fuller understanding of the workshop problems. Thediagram in Figure 1 illustrates our central hypotheses, with the expectation of positiverelationships between each aspect.Figure 1: Central hypothesis of study comparing workshop formats.Our observational data – from classroom observations, limited videotaping of the pairedexperimental (chalkboard) and traditional (paper) sections, and instructor perceptions – stronglysupported our expectation of increased engagement and interaction among students workingtogether at the chalkboard on a common solution. The noise

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

design and conduct37, 38, 39 to guide our process. We piloted ourinterview protocol with several returning and direct-pathway engineering PhD students or recentgraduates who were not a part of our survey sample. Feedback from participants in our pilotinterviews helped us to test and refine our protocol.Our final interview protocols addressed seven primary topics: 1) an introduction to the interviewand basic background information about a participant’s current position in their PhD program, 2)a characterization of their pre-PhD work and research experiences, 3) their process in deciding topursue a PhD, 4) characterization of academic experiences and the their doctoral research,including the progression of their research agenda, 5) students’ plans

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

students (in the ILS sense) tend to lecture more. Inour data, faculty learning preferences and teaching preferences do not appear to be stronglycorrelated. Results suggest that faculty who are more instructor focused than average tend to useactive and collaborative learning activities, and formative evaluation to a lesser extent.Conversely, faculty who are more student focused than average use lecture as a teaching tool to alesser extent.IntroductionFaculty choices about how they teach in undergraduate engineering courses have importantimpacts on student learning. Past research has found that faculty’s implicit beliefs and thoughtsinfluence their behavior in class [1]–[3]. The strategies and actions faculty adopt to teach in class, ithas been

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gregory L. Heileman, University of New Mexico; Michael Hickman; Ahmad Slim; Chaouki T. Abdallah, University of New Mexico

Tagged Divisions

Educational Research and Methods

curricular analytics techniques to these patterns in order to quantify the extent to whichparticular reforms should improve graduation rates. Our work involves breaking curricular com-plexity into two components: (1) the structural complexity, which is determined by the manner inwhich the courses in a curriculum are organized, e.g., prerequisites, number of courses, etc., and(2) the instructional complexity, which is determined by the inherent difficulty of the courses inthe curriculum, the quality of the faculty and academic support, etc. We then demonstrate howthese measures can be used within a simulation environment to estimate the impact that particularcurricular improvements will have on student outcomes. This will reveal that many

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

is amethod developed from a diverse range of fields for empirically identifying groups among data.Despite its wide use, in engineering education research few examples of cluster analysis wereidentified in a content analysis of articles from the Journal of Engineering Education. Wedescribe cluster analysis for the educational researcher in terms of 1) selecting features uponwhich to cluster, 2) computing similarities among cases, 3) clustering methods, and 4) calculatingand verifying cluster results. To further introduce cluster analysis we present an example of usingdecision-making ratings to identify high-performing, moderate-performing, and low-performingdesign teams in our freshman design thinking course. We verify this cluster solution

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tejasvi Parupudi, Purdue University; Sarah Knapp, Purdue University; Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Dawn Laux, Purdue Polytechnic Institute

Tagged Divisions

Educational Research and Methods

during the final project in the Design Thinking course. For thisstudy, only the team member contribution scores for the final design journal and final teampresentation were collected from the surveys. CATME surveys yield numerical data based on thevarious levels of interaction between team members on a scale of 1 to 5 where high qualityinteractions receive a score of 5, intermediate interactions receive a 3 and poor interactionsreceive a 1. The CATME interface asks students to rate themselves and their peers by selectingone of five behavioral descriptions per metric pre-selected by the instructor. These five standardcategories in brief are: 1.Contributing to the Team’s Work, 2.Interacting with Teammates, 3.Keeping the Team

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Gwen C. Marchand, University of Nevada, Las Vegas

Tagged Divisions

Educational Research and Methods

research needs withinengineering education. We provide a comprehensive definition of complex systems educational research(Hilpert & Marchand, under review; Jacobson et al., 2016) and an overview of methods specific to theapproach (Hollenstein, 2013; Koopsman & Stavalomsis, 2016; Strogatz, 1994). After this, we delineate aresearch-based framework that can be used to develop and conduct complex systems research andevaluation. We identify two areas within the field of engineering education where complex systemsresearch can be useful: 1) educational research focused on student interaction and cognition and 2)assessment and evaluation of collaboratives such as grant funded projects and communication/publication networks. We discuss existing

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

projectsaffected how they design now. Other questions focused specifically on the main takeaways fromthe first-year course and how they learned them.Responses were iteratively open coded to identify emergent themes. All six subjects identified aone-week project done in the first week of class as 1) a key part of the class and 2) the place inthe class where they learned that an engineer must engage in problem formulation activities. Allsubjects also discussed the term-long projects, but only one connected the term-long project toproblem formulation. The one-week project is described along with key characteristics that ledto its heavy influence on student learning about problem formulation.IntroductionA one-week project drove the more than doubling of

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

but little understood question that has motivated her program of research is: How can we effectively and ef- ficiently promote cyberlearning in complex knowledge domains such as STEM (science, technology, en- gineering and mathematics)? Towards this direction, she (1) investigates the development of higher-order thinking and complex problem-solving competencies following a comprehensive framework that includes cognition, metacognition, cognitive regulation, motivation, emotion, and epistemic beliefs; (2) develops innovative assessment methods that can benchmark progress of learning and the development of com- plex problem-solving competencies; (3) develops new and effective approaches to design state-of-the-art

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

thisstudy provide valuable insights into the similarities and differences across groups, which can beused to inform how the professional skill of reflection is taught and practiced within engineeringcurricula.IntroductionReflection has long been considered an important aspect of professional practice. Educatedpractitioners utilize reflection to connect the knowledge of their fields, infuse this knowledgewith meaning, and intertwine knowledge with their own personal identities [1-7]. We arereflecting any time we draw on prior experiences and use our interpretations of these experiencesto inform our choices and actions to impact the present or future. Grossman further specifies fourlevels of reflection: content-based reflection, metacognitive

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard P.E., South Dakota State University; Joanita M. Kant, South Dakota State University; Gregory J. Michna, South Dakota State University; Ross Peder Abraham, South Dakota State University; Richard Reid P.E., South Dakota State University

Tagged Divisions

Educational Research and Methods

joined the faculty at SDSU in 2009. He teaches courses in thermodynamics, fluid mechanics, heat transfer, and energy systems. His main research interests lie in the areas of thermal management of electronics and two-phase heat transfer.Dr. Ross Peder Abraham, South Dakota State UniversityDr. Richard Reid P.E., South Dakota State University c American Society for Engineering Education, 2018 1 Reflections of CSEMS and S-STEM Faculty Mentors Suzette R. Burckhard Joanita M. Kant Gregory

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhi Fang, Beihang University; Shuiting Ding, Beihang University; Qing Lei, Beihang University; Dandan Hou, Beihang University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

- and Long-term Education Reform and Development Plan(2010-2020)’ has identified ‘adhering to the people-centered approach and promoting quality-oriented education’ as the ‘strategic theme’ of China’s educational reform and development[1].” “‘Quality’ refers to the relatively stable psychological quality gradually formed byinternalization of knowledge through influences of education and social environment on thebasis of human nature [2].” “Quality-oriented education is designed to promote students’comprehensive development and improve China’s national educational level by enhancing thequality of each educated person, who would accept education in ideology, morality, culture,science, professional skills, as well as physical and mental quality [2

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Jane Wilson Orndoff Esq., Florida Southwestern State College; Elizabeth W. Schott, Florida Southwestern State College

Tagged Divisions

Educational Research and Methods

programs.Literature ReviewOne of the current challenges facing the engineering community is the both finding and keepingqualified students. Over the last few decades, significant research has been done on thegraduation rates of engineering programs in the United States amidst concerns that we will nothave enough engineers to meet the ever-growing need [1] [2] [3]. Increasing the number ofgraduates from engineering programs will depend both on increasing the number of studentsenrolling in engineering programs, as well as increasing the year-to-year retention rate so thatthese students graduate [3].Studies have shown that a student’s motivation for studying engineering are tied to theirexposure to the activities that engineers engage in [4]. With the goal of

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

LinkedIn accounts, for instance) and through their participation in variousresearch activities, we also observe student growth in establishing their professional STEMidentity.IntroductionThe National Science Foundation (NSF) S-STEM program [1] provides scholarships to highachieving financially needy students in science, technology, engineering, and mathematics. TheCity Tech’s S-STEM project “Advancing Student Futures in Science, Technology, Engineering,and Mathematics” supports students in five associates and baccalaureate majors (Applied Math,Computer Science, Biomedical Informatics, Chemical Technology, and Applied Chemistry).This work-in-progress project provides comprehensive support in multifaceted ways: (1)financial support through

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hieu-Trung Le; Aditya Johri, George Mason University; Aqdas Malik, George Mason University

Tagged Divisions

Educational Research and Methods

meaningfulactivities that are part of a community of practice [17]. Although previous work on situatedcognition and situated activity has focused specifically on tasks and learning withinorganizational settings [17, 25] recent work [5] suggests that it can provide as with anappropriate lens to look at other elements of organizational cognition as well. This perspectiveemphasizes that the context, tools, and relationships people have significantly affect how theylearn and what they learn. The situated cognition approach is uniquely suited for a study onworkplace practices as learning to participate is a cognitive process, it entails learning aboutothers, and it occurs in specific context. According to Billett [1], to conceptualize workplaces aslegitimate

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

National Events on the Political and Social Attitudes of First-Year Engineering StudentsIntroductionThis research paper focuses on the effect of recent national events on first-year engineeringstudents’ attitudes about the role of sociopolitical events on their lives and the value ofdiscussing these topics in the engineering classrooms. The purpose of this study is to exploredepoliticization in the college engineering classroom and student awareness of current politicalevents at the local, national and global levels. To better address this issue we used data fromstudent interviews to examine: 1. Do students feel that the the current political climate has an influence on them, if any? 2. Do students feel that current social

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

engineering continues to be an importantdiscussion in the engineering education community and rightfully so. In fall of 2013, enrollmentrecords in engineering showed that women only made up 19.2% of the total student engineeringpopulation, and only 37.3% of the total student engineering population identified as non-white [1].New reports show these numbers have improved somewhat over time [2], [3], but there continuesto be a persistent gap in the numbers of women, people of color, students with disabilities, andlow-socioeconomic students that enter engineering degree programs [4]. Thus, further effort isnecessary to create a balance in representation that represents the diversity of the United States.Historically, movements to increase diversity in

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

, and provide an opportunity to improve their grades. Overall, itwas found that the interactive activities discussed in this paper increased engagement,information retention, critical thinking skills and overall learning experience of the engineeringstudents.1. IntroductionIncorporating interactive teaching methods into post-secondary classrooms is not commonplacein North America, and there is uncertainty as to the efficacy of certain methods for engineeringeducation. Traditionally, engineering education has not included interactive activities focussedon real world applications. Rather, teaching methods have been restricted to traditional formatsincluding equations and step-by-step procedures which can restrict students’ creativity

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Benjamin David Lutz, Oregon State University

Tagged Divisions

Educational Research and Methods

meaning.IntroductionEngineering education research has historically paid much heed to student engagement [1]–[3].Despite continued reinforcement as a classroom best practice [4], [5], there are a lack of tools tomeasure student engagement. One potential reason for a lack of tools is a lack of consensusamong researchers regarding the meaning of engagement. Fredricks, Blumfeld, and Parissynthesized much of the existing research on engagement in 2004, developing a three-part modelof understanding student engagement [6]. Students are said to engage behaviorally, cognitively,and emotionally; by understanding all three modes of engagement, a comprehensive picture canbe generated of how students are engaged [6]. While an educator may be able to observe thebehavior and even

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

positions as a Lecturer at Iowa State University and as a Post-Doctoral Research Associate at Rensselaer Polytechnic Institute, and joined the faculty at SDSU in 2009. He teaches courses in thermodynamics, fluid mechanics, heat transfer, and energy systems. His main research interests lie in the areas of thermal management of electronics and two-phase heat transfer. c American Society for Engineering Education, 2018 1 Student Preferences in Mentoring Practices and Program Features in a Scholarship/Mentoring Program Suzette R. Burckhard

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Faye Linda Wachs, California State Polytechnic University, Pomona; Juliana Lynn Fuqua, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona; Michael Pavel Ramirez, California State Polytechnic University, Pomona; Laura Queiroz DaSilva, California State Polytechnic University, Pomona ; Nguyen Nguyen; Cheyenne Romero, California State Polytechnic University, Pomona

Tagged Divisions

Educational Research and Methods

the traditional lecture classroom also had access to the videos,but were not required to watch them; class time consisted of students hearing lectures on newmaterial and discussing example problems. Both sections were assigned readings and homeworkproblems through the McGraw-Hill Connect platform as a prior study [1] demonstrated itspotential benefit in boosting student performance in the course.The impact of the flipped classroom pedagogy on students’ academic performance and attitudeswas assessed by comparing the flipped and traditional lecture sections’ performance on similarquizzes and exams, Connect assignments, concept inventories, psycho-social scales, and focusgroups. Students in the flipped class had a much lower repeat rate (D and F

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Divisions

Educational Research and Methods

world asan empty vessel, waiting to be filled with knowledge. These ideas influenced subsequent earlyscholars in education. Locke’s work suggests that the responsibility of teachers is to inputknowledge into students, and that students demonstrate that they have learned by outputting thatsame knowledge, providing the foundation for what is widely recognized as the “traditionalist”form of education today. While later philosophers and educational scholars pushed back againstthe idea that students are little more than passive, empty vessels and that the simple input-outputmodel is representative of learning [1], Locke’s philosophy persists in many disciplines,particularly those that historically involve traditionally rigid ways of thinking and

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University

Tagged Divisions

Educational Research and Methods

Society for Engineering Education, 2018 The Graphic Novel: A Promising Medium for Learning ResearchAll education requires a medium for facilitating learning. Oral education gave way to books, whichhave remained an educational staple until the present day. Thanks to the Internet and more recentlymassively open online courses (MOOCs), learning through video has become more widespreadthan before (see [1], [2] for review). As we become more familiar and proficient with creating thesemultimedia artifacts, we can better understand their limitations and possibilities. Videos can offeran audiovisual experience that evolves in a linear manner. Books can offer a multimedia experience(mainly a verbal-visual one) that readers can determine the rhythm

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Michael Geoffrey Brown, Iowa State University; Stephanie D. Teasley, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

enrolled in an introductory programming course in theElectrical Engineering and Computer Science program. This course is a prerequisite formany computer science and computer engineering students, while also serving asubstantial non-major population at the institution. Our sample includes 948 students whotook this course from four instructors in the Fall 2016 academic semester. The course isstructured as two lectures per week and one weekly lab section. All instructors used thesame instructional resources, including all assignments and exams. Demographics forstudents in the course are shown in Table 1. Students in the sample were 61% male andpredominantly White (49.6%) or Asian (31.3%). We included also included EWS data onall other courses in