Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods

appreciative email was also received from a parent who acknowledgedthe effectiveness of the technique on his son’s skill to communicate and to engage in an effectivediscussion. This paper assessed, compared and documented the impacts of clustering fromgrouping teaching technique on students’ classroom engagement.Keywords: Engagement, clustering, cognitive, behavioral, affirmative.1. Introduction:Technology increase in our society had greatly impact students’ interaction in various classroomsdiscussions and had in one way or another, degraded student classroom engagement. Although,student low engagement has been attributed to instructor inability to motivate students in theclassroom. Notwithstanding, student classroom engagement is a complex issue

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods

engineering from MIT (2007) and a master’s degree in systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

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Diversity

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Educational Research and Methods

teaching focused professor where he is heavily involved in design education and diversity studies.Dr. Steffen Foss Hansen Steffen Foss Hansen currently is Associate Professor in Regulatory Engineering at the Technical Univer- sity of Denmark (DTU), Department of Environmental Engineering and NanoDTU. He has a Master of Techn. Soc. from Roskilde University, a PhD degree in environmental engineering from DTU and a Doc- tor Technices (dr.techn.) from DTU. He conducts research into 1) how science and engineering can best be used in regulatory settings in situations pervaded by scientific uncertainty and complexity and 2) risk analysis, regulation and governance of nanotechnologies, and the applicability of decision-making

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Stephen Barner, Oregon State University; Shane A. Brown P.E., Oregon State University; Sean Lyle Gestson, Oregon State University

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Educational Research and Methods

engineeringstudents for their professional careers.Introduction: Several studies of the engineering workplace have demonstrated a gap betweenengineering education and practice [1-4]. One reason for this education-practice gap is that “[t]oooften in engineering classrooms, the instructional activities required of the students are notaligned with the kind of knowledge those activities are intended to foster” [5]. Another proposedreason for this gap is that engineering practice entails solving complex, ill-structured problemswith knowledge that is distributed amongst other engineers and engineering tools; whereasengineering students are often trained to solve simple problems with little to no ambiguity usingknowledge distributed amongst their instructors

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

learning, engagement, and success [1], [4], [6]. Walberg andBoy et al., for instance, reported that educational productivity is dependent on the psychosocialaspect of the classroom, which combines psychological factors with the surrounding socialenvironment [7], [8], [9], [10]. These prominent results indicate that educators must not onlyprepare to disseminate content with clarity, structure, and enthusiasm, but should focussimultaneously on creating an environment that engages diverse learning styles and stimulatesacademic development.Despite the research endeavors conducted on the laudable effects of classroom environments, andthe increased attention it has received by educators and administrators given its immediate andlong-term benefits, not

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lawrence Anderson P.E., United States Air Force Academy; Karen Elaine Anderson, Destination Imagination Inc.; Daniel D. Jensen, Singapore University of Technology and Design/MIT International Design Center

Tagged Divisions

Educational Research and Methods

improvements inCreativity Index scores compared to the controls. However, the statistical significance of thesefindings are not strong, presumably due to the small sample size. Therefore, the research willcontinue in subsequent years. In addition, evaluation of the design teams’ concepts byexperienced engineering design faculty indicated that the teams that participated in the creativityexercises exhibited greater innovation in their design process versus the control. Finally, studentsreported that the exercises are fun and help them expand their way of thinking to considerunexpected solutions to a diverse array of challenges.1. IntroductionThe capstone design experience is common in Accreditation Board for Engineering andTechnology (ABET) accredited

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

Tagged Topics

Diversity

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Educational Research and Methods

Experiences within EngineeringAbstractThis theory paper continues an ongoing conversation about the use of critical theories to examinerace in engineering. Critical race theory was popularized in the 1980s for its use in legal studies[1] – and a decade later in education. Although three decades have passed since this movementof race research ignited, the engineering profession still lacks diversity. Whites are still themajority within engineering, which in turn culturally defines the field. In this setting, onepotential response from Blacks is that they hide their Black identity to blend into the dominantWhite workplace culture. To study this situation, we offer an extension to the work of WendyFaulkner and her concept of in/authenticity that women

Conference Session

ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Anastasia P. Samaras, George Mason University; Jill K. Nelson, George Mason University

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Educational Research and Methods

Science Foundation funded design-based researchfaculty development project [1]. No extant approaches met the evaluation goals for the project.Therefore, we developed an evaluation approach to meet the needs of this design-based researchproject. In this paper, we extracted those characteristics and elements of design-based evaluationapplicable to the evaluation of design-based research.What Do We Mean by the terms “Evaluation” and “Evaluation Approach?”The purpose for evaluation is to judge the merit or worth of a program. Evaluation is distinctfrom research and assessment. Each endeavor has a different purpose and poses differentquestions. This can be confusing because evaluations often use assessment and research results,in addition to

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ed LeRoy Michor, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

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Educational Research and Methods

contexts [1], [2]. This study is part of a broadcurricular reform project in 11 core studio courses using assignments that support students’learning of engineering practice [3], [4]. The reform is motivated by research that relates thedevelopment of higher-level capabilities such as systems thinking, communication skills, ethicalstandards, and critical thinking to students’ success in the workforce [5]. It also addresses callsfor greater emphasis on complex, open-ended design problems reflecting work done byprofessional engineers [6].Such tasks contrast with more typical school worksheets that require an algorithmic applicationof course concepts, with an emphasis on reaching a single correct solution through an instructor-determined solution path

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Robert Renaud PhD, University of Manitoba

Tagged Divisions

Educational Research and Methods

attributes cluster for a new engineer in engineering practice asperceived by key engineering stakeholders. The data consisted of perceived similarities between eachpossible pair of graduate attributes collected from engineering student, faculty and industrystakeholders. Multidimensional scaling analysis showed that the 12 graduate attributes can beconceptualized as four clusters, which we have suggested be titled, Problem Solving Skills,Interpersonal Skills, Ethical Reasoning, and Creativity and Innovation. These findings, supported bythe relevant literature, highlight the need to further explore how engineering competencies cluster inpractice to add empirical support for program changes aimed toward educating the whole engineer.1. Introduction and

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan Torralba, University of Miami; Rob Rouse, Southern Methodist University

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Diversity

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Educational Research and Methods

the SMU Maker Education Project, a project based out of the Caruth Institute of Engineering Education at SMU’s Lyle School of Engineering. c American Society for Engineering Education, 2019 Developing an Engineering Identity through Immersive Design Challenges in Academic Makerspaces: A Qualitative Case Study IntroductionAcademic makerspaces are becoming commonplace in engineering schools across thecountry [1-3]. These spaces, often blending aspects of community makerspaces withaspects of traditional engineering school spaces (e.g., machine shop, wood shop), areplaces where creative individuals have access to a variety of digital and physical tools andcan work

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods

research interests are in the areas of K-12, program evaluation and teamwork practices in engineering education. His current duties include assessment, team development, outreach and education research for DC Col- orado’s hands-on initiatives. c American Society for Engineering Education, 2019 Development of an Ethics Education Survey Based on the Four-Domain Development DiagramAbstractThis research paper presents the development of a survey for students based on the four-domaindevelopment diagram (4DDD) by Vanasupa and others 1. There are many challenges forengineering faculty to successfully incorporate ethics education into their courses and programs.Lack of formal

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; William J. Schell IV P.E., Montana State University; Brett Tallman P.E., Montana State University; Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University

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Educational Research and Methods

universities need to increase the number of studentsgraduating with engineering degrees in order to meet anticipated near-term future needs[1].Fields like engineering are critical to the nation’s economic strength and competitivenessglobally, and engineering expertise is needed to solve society’s most pressing problems [2]. Yetonly about 40% of students who aspire to an engineering degree complete one, and an evensmaller percentage of those students continue into an engineering career [3].A primary factor undergirding student persistence in an engineering major is the student’s senseof engineering identity [4-6]. Identification with engineering has been referred to as a “compass”for navigating pathways into engineering careers [7]. Development of this

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Greg L. Heileman, University of Kentucky; William G. Thompson-Arjona, University of Kentucky ; Orhan Abar, University of Kentucky; Hayden W. Free, University of Kentucky

Tagged Divisions

Educational Research and Methods

accompanymany of the courses in engineering programs, as well as the long prerequisite chains that tend toexist in these curricula.To gain a better understanding of the aforementioned factors, consider the electrical engineeringdegree plan shown in Figure 1, offered by a university in the southwest of the United States that hasa high curricular complexity score. The analysis provided in this figure was created by utilizingthe Curricular Analytics Toolbox, an open source framework created for the purpose of analyzinguniversity curricula.6 The complexity associated with a given course c is a function of the numberof courses that are “blocked” by c (i.e., the number of courses that cannot be attempted until cis successfully completed), and the longest

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

success andthat students spend the most amount of time doing activities they rate the lowest in effectiveness(e.g., reading). Additionally, while students do make behavioral changes from exam-to-exam,those changes are only moderate in size and scope. Gender differences were also found to besignificant in how students studied. Based on the results of this study, recommendations forinstructors are to 1) use technology that is familiar and facilitates peer comparison, 2) conductanalysis of recommended study strategies to assess effectiveness, and 3) stress to students thathow they study is much more important than how long they study.Introduction In 2014, Purdue University released a report that detailed the DFW (grade D, F, orWithdrawal

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods

tasks.Engineering graduate students (EGS) remain an understudied population in STEM and highereducation research within the United States [1]. The limited body of work and the lack ofunderstanding of the difficulties that students encounter allows for the propagation of negativestudent experiences in graduate education. Particularly, it was found that nearly 40% ofengineering graduate students leave their engineering graduate program [2]. Factors that maycontribute to such high attrition may include the increased likelihood of being diagnosed with amental health issue [3], [4] and conflicting identities that undermine the values of academia (e.g.,teacher and researcher [5] or simply being female [6]). These ongoing problems increase strainon both faculty

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods

. Specificquestions we are examining include: • What differences exist between students’ sense of belonging based on academic and social demographics their academic level (year in college, gender and race/ethnicity)? • What differences exist for two student cohorts, sophomores and juniors, from Year 1 to Year 2 in the project? • What is the nature of students’ experiences in CE that affect their sense of belongingness in engineering?MethodsStudy ContextIn 2017, a CE department at a southeastern land grant institution was awarded a National ScienceFoundation (NSF) Revolutionizing Engineering and Computer Science Departments (RED) grant, whichaims to achieve “significant sustainable changes necessary

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

’ learning. Two effective strategies include utilizing collaborative teamwork andproviding opportunities for students to reflect on their learning experiences. We simultaneouslyintroduced these two strategies in an engineering class of 120 students to explore the relationshipbetween engineering students’ self-reflection, teamwork, and academic performance. The datawere collected using two specific technology tools. We used CourseMIRROR [1]–[3] to collectstudents’ reflection data, and CATME Smarter Teamwork [4]–[6] to collect students’ peerevaluation of team membership. CourseMIRROR was used in 26 lectures to collect students’reflection data, and we collected a total of 3430 student reflections (~60% completion). Thereflection data comprised of two

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Tanner, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Educational Research and Methods

with whether those students eventually leaveengineering. We use this information to compare students who stayed in engineering againstthose who left using quantitative data on how certain and interested they initially were inengineering as well as qualitative responses describing why they switched disciplines or leftengineering.IntroductionAs STEM students and workers gain national attention, a growing body of research seeks toexamine why students choose to pursue STEM-based majors as demonstrated in many previousreports [1]-[4]. Supporting this growth, the National Science Board put together a reportexamining the STEM pipeline, the process of students moving from early education, throughhigh school and college, and into STEM careers [5

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Aaron W. Johnson, University of Michigan; Timothy G. Chambers, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Divisions

Educational Research and Methods

typically required to take at least 10 engineering science courses. Therefore, we can estimatea typical engineering student spends 720 hours working on these type of problem sets duringtheir undergraduate career. Yet, there is little research about how students are learning whileworking on these problem sets. The first author of this paper has addressed this in her prior work,and this study of open-ended modeling problems is derived from her findings [1]. Examiningstudents working on homework in control systems and fluid mechanics courses, she foundstudents are mostly engaged in conversations to get their homework done instead ofconversations to build knowledge about disciplinary concepts. We as a research team areinterested in designing and

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Woodcock, University of Michigan; Nicole Erin Friend, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Educational Research and Methods

interdisciplinaryengineering field to inform adaptive undergraduate curricular reform. Interdisciplinaryengineering programs and courses, those that focus on solving problems that require skills andtechniques of multiple disciplines [1], have gained traction in engineering education [2], [3].Such programs have also been shown to promote 21st century skills (critical thinking, complexproblem solving, self-efficacy, etc.) [4] and diversity in the engineering pipeline [5]. One fieldthat both embodies the characteristics of interdisciplinary engineering and has motivated thedevelopment of undergraduate specific programming is tissue engineering and regenerativemedicine (TERM). TERM, a subfield of biomedical engineering (BME), brings togetherresearchers from a variety of

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Paul Hummel, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Joseph Callenes, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods

requiredparts kit or lab fee. At the same time laptops have become ubiquitous among students allowinguniversities to save money on computer labs and IT expenses by requiring students to providetheir own laptop. Not all students are able to afford laptops, and even among those that can thereis a disparity between the quality and capabilities of the laptops purchased. These increasedexpenses can add an inequitable burden on students of different social and economic status. Thispaper explores the impact of these expenses on students of different social and economic status.The impacts are measured using student survey data from a variety of computer and electricalengineering courses.1 IntroductionThis draft is for a full paper in the Research track and

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

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Diversity

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Educational Research and Methods

freshmen at the institution, with lessaccess to student supports such as housing, orientation, retention efforts, or scholarships, as theytransition to the four-year institution [1]. Transfer students also have fewer opportunities toparticipate in high-impact learning experiences such as undergraduate research and internshipsthan first-time freshmen [2]. STEM transfer students can have challenges as they adjust tocampus life [3], [4], including course credit loss [5], which can delay graduation or lead toattrition, perception of lack of advisor support or misinformation [6], or perception of “stigma”as a transfer student [3]. Providing resources, supports, and access to select activities in the earlytransfer period thus is a critical time to

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jae-Eun Russell, University of Iowa; Mark S. Andersland, University of Iowa

Tagged Divisions

Educational Research and Methods

of itseffectiveness has grown (e.g., [1], [2], [3]), multiple institutions have promoted the creation ofactive learning classrooms (ALCs) designed to facilitate this pedagogy. Traditional, teacher-centered passive approaches to learning are primarily focused on efficiently presenting subjectmatter to students through lectures [3]. In contrast, the active learning pedagogy, through in-class activities, hands-on tasks, and more frequent and richer instructional feedback, seeks toengage students in higher order thinking about, and application of, the subject matter.Crucial to the success of the active learning pedagogy is the instructional feedback and helpstudents receive as they think about and try to apply the subject matter they are

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

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Educational Research and Methods

, PacificVis 2014, and SIBGRAPI 2013 and honorable mentions at the VAST Challenge 2017 and CG&A 2011 best paper. c American Society for Engineering Education, 2019 Designing Intelligent Review Forms for Peer Assessment: A Data-driven Approach AbstractThis evidence-based practice paper employs a data-driven, explainable, and scalable approach to the de-velopment and application of an online peer review system in computer science and engineering courses.Crowd-sourced grading through peer review is an effective evaluation methodology that 1) allows the use ofmeaningful assignments in large or online classes (e.g. assignments

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

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Educational Research and Methods

on the hiring process andthe early years of engineers at the workplace (Norback & Hardin, 2005).Nicometo et al. (2010) summarized what can be considered the ideal engineering communicationskills in the industry setting in three main themes: 1) the ability to effectively speak, write, andinteract with audiences outside of engineers’ specific discipline, work group, or focus; 2) thewillingness and self-motivation to initiate communication with others, and to seek out resourceinformation through informal interactions; and 3) the ability to listen carefully to others in orderto do the best work and achieve results that are valued by different stakeholders (clients,managers, coworkers). From the perspective of executives, the communication

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier; Michael Wolf, Rice University; Megan McSpedon, Rice University; Ann Saterbak, Duke University

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Educational Research and Methods

, particularly inlower-resourced schools, are designed to meet general state education standards rather thanteaching STEM as a “scientific discipline” [1]. In particular, Black and Hispanic students aremore likely to attend high schools that have fewer academic resources and advanced courseoptions [2] and graduate from high school underprepared for college-level science and math [3].Further, high-ability college students from less competitive high schools may have been unableto choose college-track courses, meaning that their courses may not have been challengingenough to engage in and develop in-depth STEM study skills [4]. When these students entercollege, they may struggle to achieve high performance in their STEM classes for the first time.More

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods

, beliefs, self-regulation, and achievement.Min Tang, College of Education, Learning and Cognition Program,Florida State University The research interests of mine are: 1) to understand teachers’ pedagogical practices and the potential effects of those practices on students’ critical thinking and epistemic beliefs in engineering domain, 2) to quantify epistemically-related emotions that occur during the epistemic activity, 3) to explore the best pedagogical practices to improve the efficiency integrating classroom project-based learning and students’ real-world problem-solving practice. I have MS degree from Florida State University in Curriculum and Instruction and BA degree from China Nanchang University in English

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; Kacey Beddoes; Rachel Miriam Vriend Croninger, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

discussion of the advancement of EER. More broadly, identifying such boundaryknowledge can facilitate new understanding of how the social construction of knowledge occursin interdisciplinary fields beyond engineering education. As a first step toward these largerobjectives, we review relevant literature and outline our participants as well as our analytic plan.BackgroundDisciplinary-specific norms reflect a field’s priorities and values, as well as assumptions aboutwhat qualifies as rigorous, trustworthy, or quality scholarship [1]. The ramifications ofdisciplinary normativities include which methodologies are widely endorsed, which questionsare investigated, and what is considered knowledge. As such, these normativities set theboundaries of a

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland

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Diversity

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Educational Research and Methods

University Mary- land. Her primary research is in writing pedagogy and assessment, and she has taught a wide variety of writing courses including first year composition, professional writing, rhetoric, and style. c American Society for Engineering Education, 2019 WIP: Integrating Writing into Engineering Labs: Developing Curriculum and Creating a Writing Fellows Program I. IntroductionThis paper presents a Works-in-Progress. Communication competency is critical for practicingengineers [1]. Research demonstrates that learning to write and communicate in engineering islinked to learning to think like an engineer and to developing a professional identity as an engineer[1], [2]. ABET lists