Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University; Philip Harding, Oregon State University; Edith Gummer, Northwest Regional Educational Laboratory

Tagged Divisions

Educational Research and Methods

= 6.94, df = 2)The Critical Thinking category is ranked higher in the virtual laboratories than in the physicallaboratories (64% vs. 42 and 51%). Again, this increase is consistent with the premise that thevirtual laboratories promote high level cognition. Similarly, the statements that were coded asExperimental Design averages 62% for the virtual laboratory. This value is significantly higherthan the first physical laboratory which averages 7%. This result is consistent with theinstructional design of the virtual laboratories, which, in part, is to engage students in an iterativeexperimental design approach that is reflective of the approach used by practicing engineers.2Indeed, a significant portion of instruction was devoted to explaining

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

college degree without completing it by the study’send. Other theoretical departures included dying or declining to participate further in the study,but these departure types were eliminated by the design of the data collection. Students werepurged from the study if they died, were not selected for further sample inclusion, could not belocated for the fourth and final follow up (F4), or declined to participate in the fourth follow up.The 12,144 records in the NELS:88/2000 dataset reflected all students that were chosen forinclusion in F4 and responded to the survey. Students who actually achieved a STEM degreenever experienced the event of interest because they did not depart the STEM track. The 12,144records were sorted to remove from analysis

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Todd Johnson, Washington State University; Reid Miller, Washington State University

Tagged Divisions

Educational Research and Methods

theirunderstanding through reflective writing. In this paper, we will share with you the pilot studyoutcomes regarding student learning, retention, and satisfaction based on the implementation ofthe Collaborative Learner-constructed Engineering-concept Articulation and Representation Page 11.918.2(CLEAR) instructional model. The study compared students from two sections (blended vs.traditional instruction) taking a sophomore level chemical engineering course.Theoretical FrameworkSocial constructivists view learning as being a product developed from individuals interactingwith each other and the environment10-12. One form of this social constructivists

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

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.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Mitikaa Sama; Rohini N. Abhyankar, Arizona State University; Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

survey were also modified or removed.Following revisions, the survey contained 15 items to measure the four hypothesized dimensionsof the STV construct. The dimensions and their items are shown in Table 1. Notably,respondents were instructed prior to seeing these items that “first position” could includeemployment and/or graduate/professional school to accommodate the broad range of career pathsthat engineering students take after graduation. This language was reflected in many of the itemstems used to measure the various STV dimensions as well. Table 1 – Items Developed to Measure STV Related to Finding a First Position Construct: Item Dimension No. Item Stem

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Educational Research and Methods

thatprovided them with additional reading material and then questions to reflect upon. Rather theypreferred quests that provided them with information and asked them to complete a task basedupon this new material.The results from quest design also aligned with some comments from students’ expectations.For instance, the correlation between point value and difficulty of assignment was a concern asstudents didn’t expect to have to do more work for a difficult task. Another concern raisedrelated to expectations was the name of the platform. It can be a bit of a misnomer that thegamification platform is called 3D GameLab which implies for students that the activities theywill be doing are all game-based. Although the platform does employ best

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karolina Doulougeri, Eindhoven University of Technology; Gunter Bombaerts, Eindhoven University of Technology

Tagged Divisions

Educational Research and Methods

technologies; 5. to reflect now on the responsibilities ofprofessional engineers; 6. to work as members of multidisciplinary teams; 7. to communicatethe results of their work to involved stakeholders; 8. to be motivated to take USE aspects intoaccount when developing technologies.Through the three courses of every USE trajectory, students are gradually exposed to thetheory and practice of a given topic. The first course (exploration) is based mostly on lecturesand students have to conduct only small cases studies. At the end of the course there is a finalexam. In the second course (specialization), there is a mix between theory and practice.Students attend lectures on a weekly basis but they also have to conduct one or two smallprojects with a group

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

as children, and fourstudents did not cite either one of these experiences. The different experiences of first-generationcompared to continuing-generation college students were further captured by interview questionsthat asked students to think back to experiences/activities they engaged in as children oradolescence and determine if they now see them as engineering related experiences. By askingstudents to reflect on the pre-college activities that fostered their interest in engineering, we wereable to understand the cultural and historical practices that brought them to seek an engineeringdegree. With this theme, we sought not to capture every micro experience students have had intheir life, rather obtain a general understanding of the

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

0.88, indicating high internal consistency between the items. The U.S faculty membersreported higher self-efficacy related to performing general research tasks than both U.S. graduatestudents and Indian faculty members did. They also reported higher self-efficacy related toperforming qualitative research tasks than Indian faculty members did. There were no differencesin self-efficacy related to performing quantitative research tasks among the three groups.Practically speaking, this instrument has the potential to be helpful for evaluating the efficacy oftrainings and workshops focused on increasing the EERSE of faculty and students. Engineeringeducation researchers can also use this instrument as a tool to self-reflect on their

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

suggest that institution type may providevaluable insight into student identity formation. A potential explanation for this result is the cultural differences in place at eachinstitution. Students at the HSI may attend college with the expectation that they are receiving adegree to pursue a very specific career (e.g., “I’m getting an engineering degree to be anengineer”) while students at the PWI may attend college with the perspective that it will openmany different opportunities for them in the future (e.g., “I’m getting an engineering degreebecause it will allow me to do many different things with my career”). This trend is reflected inthe higher engineering interest and plans to work at an engineering job at the HSI

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Valentine, RMIT University; Iouri Belski, RMIT University; Margaret Hamilton, RMIT University

Tagged Divisions

Educational Research and Methods

may be expected, students from all year levels utilized the Mechanical, Thermal andChemical fields the most. Many of the ideas proposed by students overlapped between thegroups, and reflected familiar methods for cleaning, such as use of chemicals, and manualremoval. Example ideas generated by first year students include “use force at an angle(chisel+hammer) to chip barnacles off the hull”, “use hydrochloric acid to dissolve thebarnacles“, “move ship to the arctic so barnacles freeze to death” and “pass current throughhill, electrocuting the barnacles”. Examples of ideas generated by postgraduate studentsinclude “spray toxic gas that has a reaction with the barnacles”, “introduce a bacteria or livingorganism that can destroy the barnacles

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

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

preferences for group work atthe board versus at tables on paper are illuminating. These show a strong majority of studentspreferring to work at the board, and noting the greater opportunity for collaboration that thismethod afforded.ConclusionThe value of group work at the board - for promoting collaboration, effectively reaching asolution with limited time, and learning something new – has been demonstrated here. However,it is important to take into account the diversity of student learning styles in a classroom, andpromote facilitation methods to engage, inspire, and accommodate the strengths of both activeand reflective learners (Felder and Silverman, 1988). While active group engagement is a centralgoal of the workshops, many students will gain

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

based on work supported by the National Science Foundation (NSF)under Grant Number 1148666. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe NSF nor the educational institutions with which the authors are affiliated.References[1] F. Arpan, "Opportunities, Mentoring, Education, Growth, and Academics (OMEGA) Scholarship Program evaluation." Report for the Jerome J. Lohr College of Engineering, South Dakota State University, Brookings, SD, 2015.[2] F. Arpan, "Opportunities, Mentoring, Education, Growth, and Academics (OMEGA) Scholarship Program evaluation." Report for the Jerome J. Lohr College of

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

Tagged Divisions

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

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

Dictionary Wordscould not simply select the most common feedback (e.g. “good” or “great work”) because it didnot add meaningful information. Instead, we cut through the noise by selecting unique words andphrases that provided rich meaning but were used frequently enough to be matched. Table 2 showssome sample dictionary key words. Questions and answers were created from the selected wordsand phrases and grouped based on the category under which they best fit (Section 4.3). Every ques-tion has three answers with the exception of overall score, which has eight. Answers were chosento provide the maximum possible semantic distance between choices. For the third iteration of thereview algorithm, answers were chosen to reflect the question weight of 0

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

Tagged Divisions

Educational Research and Methods

Manufacturingindustrial segments. For each industrial segment, two engineers were invited to engage in face-to-face qualitative interviews. Interview is one of the most important sources of evidences incase studies and is commonly found in this research design (Yin, 2017). At the time when theinterviews occurred, all participant engineers were working in senior leadership positions,ranging from managers to directors, and had between 15 and 34 years of professional experience.Purposeful and convenience sampling (Creswell, 2013) were utilized in the process of selectingthese engineers, since participants were identified from the alumni pool of Utah State University.In this study, interviews with practicing engineers were expected to reflect their

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

). Categories not relevant to active orinteractive pedagogies removed from original framework. Lecture and guided practice categories added.These strategy descriptions were used to create survey items for student self-report measures(example items are including in the measures section below). The first six instructionalapproaches align with Chi’s (2009) descriptions of interactive learning, and the last two alignwith Chi’s (2009) descriptions of active learning. Although not entirely comprehensiveaccording to more recent accounts (Borrego, et al., 2013), the categories likely reflect manyforms of instructional strategies students engage with in their engineering courses and can beused to conduct a multidimensional examination of classroom

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

stepsfor solving problems: (1) define the problem, (2) gather pertinent information, (3) generatemultiple solutions, (4) analyze and select a solution, and (5) test and implement the solution.Pappas [36] stated that in order to solve engineering design problems, students require the use ofcreative critical thinking approaches that include: reflection, writing as thinking, visualization,unstructured brainstorming, and understanding the nature of “intentional change” in personalgrowth.Despite the proliferation of definitions, frameworks, and step-by-step approaches for problemsolving, there is a consensus regarding some of the important skills associated with effectiveproblem solving. It seems that all the approaches identify that effective problem

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lynette Frances Johns-Boast, Australian National University; Gerry Corrigan, Australian National University

Tagged Divisions

Educational Research and Methods

terms “studentskills” and “learning objectives” were each used by a single individual.Using fewer terms to identify and describe course outcomes and using them moreconsistently, suggests participants had greater familiarity with the design and development ofcourses as opposed to programs. Participants were also more comfortable talking about theircourses and course outcomes rather than the program, again suggesting greater familiaritywith the concept of courses having outcomes than they were with programs having outcomes.Familiarity with courses rather than program curricula was noted by Stark et al. 36. Theliterature that discusses curriculum in higher education also reflects this focus on courses 1,with an emphasis on course rather than

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

”indicates the validation team’s certainty about their judgements using a three level scale: 1 = notvery sure, 2 = pretty sure, and 3 = very sure, and “Relevance” reflected how well they thought anitem measured what was intended to be measured, using the following scale: 1 = low/norelevance, 2 = somewhat relevant, 3 = highly relevant. Netemeyer, et. al.9 also recommendedretaining items with sureness and relevance levels higher than the means. The items included inthe questionnaire have Sureness > 2.17, which means the judges were quite sure about theirjudgments, and Relevance > 66%, which means more than 66% of the judges rated this item asrelevant to what was intended to be measured. After the content validation process, all 37 itemswere

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Educational Research and Methods

used with cautionand only adjust the model if they are consistent with theory. In this case, the wording ofQ8Eng_k and Q8Eng_l are very similar and these measurement items capture similarinformation about students’ competence beliefs; therefore, this modification was made and theresulting model better reflects the data implied matrix.Figure 2. Confirmatory factor analysis of the latent constructs of identity: interest (Int),recognition (Rec), and performance/competence (PC) beliefs for 2790 students in first-yearengineering at four U.S. institutions during the fall semester of 2015. All paths are significant atthe p < 0.001 level. Image generated using the semPlot package in R74,75.The confirmatory factor analysis indicates that the data do

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Stafford Sands II, Virginia Tech; Denise Rutledge Simmons, Virginia Tech

Tagged Divisions

Educational Research and Methods

. Page 24.1355.3The original eight-vignette test was developed from ethical concepts that were found to be majorissues of the construction industry. The test embedded 14 issues of the construction industry intothe eight vignettes (i.e. 14 pilot test items). The 14 issues were: claims games, collusion, bidshopping, bid peddling, theft, abuse of client resources, unfair labor allocation through overtime,labor issues, frontloading, payment games, low competence of work performance, improperclient relations, use of joint ventures to increase satisfaction of prequalification requirements, andbid rigging.Response generation of the TESC requires students to read and reflect on the vignette andprovide 3 statements or questions regarding each vignette

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Education, 2015 Development and Pilot Test of the Rate and Accumulation Concept InventoryAbstractMany of the rate of change and accumulation processes that we commonly encounter reflect thebehaviors of complex systems. Solving complex system problems within engineering requiresthe ability to interpret the meaning of a function that is modeling a dynamic situation. Thisability is essential for engineers. Thus, knowing how students think and learn about rate andaccumulation processes in complex systems can help educators better prepare students for theirengineering careers.Engineering students often have various robust misconceptions that can persist throughout theireducation and may hinder their

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

documents. To address the quality of the data, I took notesduring the interview, which were incorporated into the data analysis, and reflected on the qualityof the data after the interview by answering post-interview reflection questions29 such as: “Howdid the interviewee react to the questions?” and “How was the rapport?” After I developed adraft of the findings in the form of themes, I conducted member checks via a phone call with Page 26.629.5twelve of the participants. During this phone call, I asked the participants for their feedback andcomments on the themes. All of the twelve participants agreed with the themes. Prior to this project

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

homes. While assuming that these two populations are similar is not without its limitations, the immersion of the lead author in both cultural environments and reflective conversations between the authors on a weekly basis allows us to make this assumption with confidence. Reasons as to why this assumption would not be valid (e.g., background demographics, institutional cultures, and other similar factors) are not explored and are grounds for future work. Exploratory instrument development seeks to determine how qualitative results generalize quantitatively.Participants Qualitative interviews of engineering students (n=9) were collected from a southeastern land-grant institution. Interviews focused on students’ perceptions of the future

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the studentswith the higher incoming confidence, regardless of tasks completed). Page 26.1328.14AcknowledgmentsWe are grateful for support provided by the National Science Foundation under EEC-0953698.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.2. Vogt C. Change: Motivational Factors for Women in Engineering: Self-Efficacy and Academic Self- Confidence.; 2005.3. Vogt CM

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado, Boulder; Frederick A. Peck, University of Montana; Julie Cafarella, University of Colorado, Boulder; Jacob (Jenna) McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

QuestionsFollowing from this perspective, we aim to address the following questions: • How do representations of students by instructors function during a meeting in which instructors are working to determine grades for the course? More specifically: o How do the instructors position themselves and one another? o How do the instructors position students within categories that have consequences for success and lack of success? o How do these positionings reflect an instantiate particular ideologies and sets of values regarding calculus and its role in engineering?4. Research Context, Data, and MethodsOur research focuses on a the Access Program, a diversity-promoting program in

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

environment19.In more recent work, these benchmarks are replaced with engagement indicators that arecategorized into four themes: academic challenge, learning with peers, experiences with facultyand campus environment48. The course material delivery framework outlined in this paper 1focuses on some of these benchmarks including higher order learning, reflective and integrativelearning and learning strategies (all under the “academic challenge” theme).There have been several research efforts over the past many years to improve engagement inengineering classrooms. These include the use of a technology-centered classroom20, formationof learning

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin; Robert Matthew DeMonbrun, University of Michigan; Charles Henderson, Western Michigan University ; Michael J. Prince, Bucknell University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Educational Research and Methods

Paper ID #14971Measuring Student Response to Instructional Practices (StRIP) in Traditionaland Active ClassroomsMr. Kevin A. Nguyen, University of Texas, Austin Kevin Nguyen is currently a Ph.D. student in the Science, Technology, Engineering, and Mathematics (STEM) Education department at University of Texas at Austin. He has a B.S. and M.Eng in Environ- mental Engineering both from Texas Tech University. As an engineering education researcher, he has worked on projects regarding self-reflection, teamwork, active learning, and participatory science com- munities.Dr. Maura J. Borrego, University of Texas, Austin