Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

growth following the lessons. Most students did not change their level ofinterest or self-efficacy after the lessons, and we observed mixed results among those that did:some students increased and a similar number decreased in engineering perceptions. We examinethe number of students with changing self-efficacy and interest and draw conclusions aboutcurriculum revisions.IntroductionAccording to the National Center for Science and Engineering Statistics (NCSES), womenremain underrepresented in the science and engineering workforce [1], despite the breadth ofattention STEM demographics have received in the past several decades. Furthermore, femalesworking in the STEM disciplines are largely concentrated towards the social sciences andbiological

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Markeya S. Peteranetz, University of Nebraska, Lincoln; Duane F. Shell, University of Nebraska, Lincoln; Leen-Kiat Soh, University of Nebraska, Lincoln; Elizabeth Ingraham, University of Nebraska, Lincoln; Abraham Flanigan

Tagged Divisions

Educational Research and Methods

computer science (CS) education byteaching computational creativity in both CS and non-CS courses. The purpose of this paper is topresent the methods used in this project, summarize previous findings, and report new resultsrelated to students’ retention in CS courses. Computational creativity integrates computationalthinking and creative thinking so that each can be used to enhance the other in improving studentlearning and performance in class [1]. Whereas computational thinking brings a structured andanalytic approach to problem-solving situations, creative thinking introduces novelty andinnovative, non-standard solutions. While numerous components of computational thinking have been identified (e.g., [2]),the focal components within our

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cory Hixson, Rowan University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee, Knoxville; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

valuable to our peers in engineering education. Given these goals, werecognize that some terms we use are new to the engineering education community; therefore,Table 1 serves to introduce common vocabulary.Table 1. Key definitions of terms associated with Lean LaunchPad® and Customer Discovery. Term Definition Customer An individual or group who will buy or use the product or service Stakeholder An individual or group who has a vested interest in the product or service (e.g., customer, manufacturer, regulator, gatekeeper, etc.) Opportunity Space The area of interest for the entrepreneur, program developer, researcher, etc. (e.g., green housing, student

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Glenn R. Gaudette, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

, as well, student ability to transfer and integrate knowledge across domains. This paperdescribes our assessment methods and explores the difficult collaborative process we undertook todesign these methods. The blind men said to each other, “what is an elephant?” But, as none of them had ever seen anelephant, none of them could give an answer. Because the six blind men very much wanted to find out what an elephant looked like, the next day they set out for the village to find the elephant. —Indian folk taleIntroduction and Statement of the Problem:In 2004, The National Academy of Engineering published The Engineer of 2020: Visions ofEngineering in the New Century [1]. That report drew on insights

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

FrameworkDespite its identified importance for learning, cognitive engagement is often a difficult constructto measure. Chi and Wylie developed the ICAP framework (Chi & Wylie, 2014), whichrepresents four modes of engagement: 1) Interactive, 2) Constructive, 3) Active, 4) Passive. Thepurpose of this framework is threefold. First, it brings further definition to generally-broadrecommendations for actively engaging students (i.e., moving away from vague actions such asengage students). Second, it provides instructors with criteria to evaluate learning activities inrelation to cognitive engagement. And third, it offers guidelines for the modification of existingassignments to promote active learning (Chi & Wylie, 2014). In short, the ICAP

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

Tagged Divisions

Educational Research and Methods

the Development of Metacognition in Engineering Students in a Problem-Based Learning Program with a Think-Aloud ProtocolThis evidence-based practice paper focuses on how an engineering education program thatpromotes self-regulated learning impacts students’ problem-solving skills. Iron RangeEngineering (IRE) is an innovative, problem-based-learning (PBL) engineering program inVirginia, Minnesota. Throughout the curriculum of this program, students learn about and applymetacognitive skills necessary for self-regulating their learning. For the past several years, wehave been conducting research funded by the National Science Foundation1 to (1) identify themetacognitive skills inherent in self-regulated

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bashirah Ibrahim, Ohio State University; Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

Tagged Divisions

Educational Research and Methods

of reliable and validinstruments provides the foundation for potential curriculum changes in the design and teachingof capstone courses to improve motivational growth and better prepare students for careers.IntroductionFor decades, the engineering profession has expressed concerns that US universities are notpreparing engineering graduates adequately to keep the nation competitive [1]. A recent nationalworkshop [2] of engineering employers identified 36 basic knowledge, skills, and abilities(KSAs) that are important in engineers entering the workforce. Among these, 15 KSAs wereidentified as most important and yet under-developed in graduates—one of which is self-driveand motivation. A subsequent workshop [3] of engineering students revealed

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Sanders, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, including backward design(Wiggins & McTighe, 2005), Webb’s depth of knowledge (2007), and Principles of Learning(Resnick, 1999). These frameworks represent some of the material faculty interact with duringthe Intensive and, as such, guide what aspects of the classroom observers attend to when usingthe ELCOT. The categories observers code include student organization, student talk, studentactivity, and instructor activity, each of which includes subcodes (see Appendix A). The studentactivity codes are grouped into levels according to Webb’s depth of knowledge (2007; seeAppendix C for operational definitions). Level 1 tasks require low cognitive engagement, withtasks such as taking notes, following procedures, or recalling information. Level 2

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Behbahanian, Utah State University; Erin L. Davis, Utah State University; Nick A. Roberts, Utah State University

Tagged Divisions

Educational Research and Methods

thermophysical properties, and advanced thermal management. Prof. Roberts is also interested in engineering education, specifically on understanding the role of, adopting, and creating open educational resources for the engineering curriculum. c American Society for Engineering Education, 2018 Open Educational Resources in the Undergraduate Engineering Curriculum: A Materials Science Case Study Amir Behbahanian1 , Erin L. Davis2 , Spencer Wendel1 , and Nick A. Roberts1 1 Department of Mechanical and Aerospace Engineering 2 Merrill-Cazier Library Utah State

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Virginia Tech; Cassandra J. Groen, Virginia Tech; Amy L. Hermundstad Nave, Virginia Tech; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

-institutional analysis reveals variations in student perceptions that suggest ways inwhich local cultures may influence approaches to learning and perceptions of teaching practiceslocally, indicating that local cultures may override traditional characterizations of engineeringdisciplines. These emerging findings suggest that changes at departmental and institutional levelscan significantly impact students’ experiences of disciplinary practices and values and challengethe idea of engineering culture as monolithic and immovable. As a result, these local cultures can– and should – play a transformative role in revolutionizing students’ development as engineers.1. IntroductionBeginning with the pioneering work of Anthony Biglan [1], scholars have explored

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tom McCormick, Virginia Military Institute; James C. Squire, Virginia Military Institute; Gerald Sullivan P.E., Virginia Military Institute

Tagged Divisions

Educational Research and Methods

to make the device aesthetically pleasing. Thesecond type of demonstrator is a professionally manufactured device which has been specificallyconstructed for classroom use. It has been designed to clearly delineate its individualcomponents and demonstrate their functionality in an aesthetically pleasing manner. Thisresearch compares the effectiveness of these devices in order to determine which type of deviceis most conducive to student learning and retention.Prior ResearchThis investigation builds upon our prior research which showed that “raw” demonstrations weresuperior to “polished” demonstrations for all measures of learning [12]. This researchdifferentiated raw and polished demonstrations by characteristics listed in Table 1. However

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

proposed tobe widely adopted in engineering education because prior research have suggested its effectivenessin improving students’ problem-solving skills, collaboration skills, and academic achievement [1].By converting lecture-based courses into a project-based learning environment, students learn tocollaboratively solve multidisciplinary, complex problems.Moreover, it has been reported that students’ participation in PBL activities could be beneficial fortheir epistemological development [2]. Personal epistemology refers to students’ reflections on “thelimits of knowledge”, “the certainty of knowledge”, and the “criteria for knowing” [3]. Expertengineers demonstrated higher level of epistemological development than novices [4]. Priorresearch

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Indiana-Purdue University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

are presented first. Next a history ofABET’s accreditation policies and practices, and a limited account of present-day accreditationprocedures as practiced is presented to provide vital evidence related to ABET’s evolvinggovernance model. Preliminary conclusions from the data set are then presented, with openquestions suggested by the analysis to date.Theory and MethodThe interpretive findings of this paper draw from the larger project, which was organized as anexploratory qualitative study of engineering education governance built around the use ofgrounded theory methods [1-3]. The study is built on semi-structured interviews with a multi-site, multi-scale design. The interview protocol was derived from the project’s seven coreresearch

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Gwendalyn Camacho, University of Washington ; Crystal Farh, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

looking incompetent, to avoid a lowscore, etc. Students can be high in all three, low in all three, or have a mix of motivations. Thereis a strong literature on achievement orientation in higher education, though it typically is notspecific to the engineering context; most studies suggest that students with a high learningorientation are more likely to persist in a difficult context and more likely to take on a task with alower degree of expectancy of success. It also seems that men are more likely to hold highperformance orientations than women [1-4].In the academic orientation literature, achievement orientation is hypothesized to affect howstudents select academic tasks in a rather neutral-of-context process: Students with high

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University

Tagged Divisions

Educational Research and Methods

innovation processes, through studying experi- ences of individuals and teams that lead to innovative thinking and through integrating that knowledge into organizational change. c American Society for Engineering Education, 2019 An Exploration of Course Design Heuristics Identified from Design Meetings, Design Artifacts, and Educator InterviewsIntroductionThis research paper investigates differences between course design heuristics used in engineeringthat have been identified from three distinct data sources: course design meetings, course designpapers, and educator interviews. Heuristics are used in the daily practice of many diversedisciplines, including industrial design [1], orienteering

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

results also exhibit a high degree of variability between types offeedback provided on student work. The findings of this study are useful in informinginstructional design and changes to assessment practices.IntroductionIt has been established that not all forms of feedback are equally effective in promoting learning[1]–[6]. Using only grades to improve learning, for example, is not an effective approach [7],[8]. Black and Wiliam’s review of 250 studies pertaining to formative assessment found thatdescriptive feedback targeted to specific solution errors can improve student learning andretention, particularly for underperforming students, as compared to grades alone [9].There is growing interest in assessment for learning as a conceptual

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Luis Miguel Procter, University of Texas, El Paso; Anita Patrick, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

underrepresented in engineering fields. According to the National Academy ofEngineering’s (NAE) [1] renewed call for change, “Only 40 to 60 percent of enteringengineering students persist to an engineering degree, and women and minorities are at the lowend of that range. These retention rates represent an unacceptable systems failure to supportstudent learning in the field [...] Without refocusing and reshaping the undergraduate engineeringlearning experience, America’s engineering preeminence could be lost [by 2020].” Prior researchstudies had discovered this trend and tried to interpret it in their own way [2], [3]. Some, e.g.,[2], [4], sought to substantiate further the narrative of why retention of engineering students islow, but few consider identity

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette; Nathan M. Hicks, Purdue University, West Lafayette; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

relates to the expandingemployment opportunities related to data analysis skills. Further, these results may help toinform potential programmatic evaluations and changes.BackgroundDuring the last three decades, there has been controversy about what data analysis knowledge isrequired by engineers in order to make sound decisions. An important precedent to the modernABET criteria asserted that engineers should appreciate five aspects of statistics [1]: • the omnipresence of variability, • the use of graphical tools such as histograms, scatterplots and control charts, • the concepts related to statistical inference, • the importance and elements of well-planned experimental designs, and • philosophies of data quality derived from

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy Ryan Duckett, Acumen Research and Evaluation, LLC; Matthew W. Liberatore, University of Toledo; Uchenna Asogwa, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation; Amanda Portis Malefyt, Trine University

Tagged Divisions

Educational Research and Methods

the field of engineeringeducation more broadly.IntroductionEngineers require precision and reliability in the tools they use to conduct research. For instance,the optimal design of planning vessels that transport goods around the world relies on theconsistency of repeated particle image velocimetry measurements of flow characteristics arounda ship [1, 2]. Yet much work is still required to develop tools for use in engineering educationthat meet the same rigorous standards of accuracy and repeatability when it comes to theassessment of student outcomes [3-5].The attempts in engineering education to meet the demands of accountability and to provideassurances in the assessment of student knowledge have been marked by several components.There are

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Jamie Gomez, University of New Mexico Jamie Gomez

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shane Paul Lorona, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

-ended work they face inengineering practice [1]. The study described in this paper was part of a broader institutionalchange initiative where we are attempting to address this issue. Shifting student activity fromabstract decontextualized assignments to meaningful, consequential learning, we put students inthe role of engineers working on teams [2]. We believe this shift will more effectively developthe next generation of engineering practitioners, innovators, and entrepreneurs. In theserealistically situated tasks, students engage in activities that require them to activate disciplinaryknowledge and practices to solve real world problems.The change initiative has focused on shifting student activity in collaborative learning sessions,or

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

understanding about faculty development processes andoutcomes. Our results demonstrated that faculty development is a complex and dynamic processthat can be elucidated by using multiple tools.KeywordsProgram Evaluation, Logic Model, Design Science, Conjecture Map, Faculty DevelopmentMotivation and BackgroundEngaging students in learning using interactive teaching strategies has become increasinglyimportant within undergraduate STEM education. Assistance for faculty to adopt and implementinteractive teachings strategies within STEM education is critical for successful change.However, faculty development of teaching has historically been challenging [1]. Even motivatedfaculty may have difficulty enacting and sustaining changes [2]. Intentional design of

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

worth noting that therewere other factors and supports across campus that accelerated the institutional changes. Tounderstand our approach to change, we begin with a brief overview of organizationalcommunication, institutions and systemic change.Institutions are more than the sum of their people, place, environment and resources. They aredynamic establishments with a common purpose and communication patterns that congeal theorganization [1]. Institutions are formed by the interactions of the people, in the context of thecommon purpose, and organized within the social, capital, political, and physical resourcesavailable to the institution [2], [3], [4]. The institution is formed and reformed both internally (bythose who function within the

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Eyerman, Fairhaven Research and Evaluation; Sarah Hug, University of Colorado, Boulder; Emily McLeod; Tania Tauer, Techbridge Girls

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

these fields across multiple contexts.Emily McLeodDr. Tania Tauer, Techbridge Girls c American Society for Engineering Education, 2018 Uncovering K-12 Youth Engineering Design Thinking through Artifact Elicitation InterviewsAbstractThis exploratory research paper investigated the use of artifact elicitation interviews [1] inunderstanding youth meaning-making following design-based afterschool engineering activities.The Next Generation Science Standards bring engineering design content to K-12 students informal settings, yet little is known about how to formally assess learning throughout the designprocess, particularly at the earlier grade bands (i.e., grades 3-5). In an effort to

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Stephanie G. Adams, Old Dominion University; Coletta E Johnson Bey, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

immigrants [1]. This demand was also established by the President’s Council Advisory on Scienceand Technology in their Engage to Excel report, which specifically pointed to groups historicallyunderrepresented in STEM as a promising non-immigrant recruitment strategy [2]. At the doctoral level,previous studies have shown that students traditionally underrepresented in engineering, tend to have alonger time to degree and ultimately persist at lower rates than majority students in their pursuit of adoctoral degree [3]. Previous research has suggested that students depart from their doctoral program due to a poorsocialization process [4], [5]. If a student cannot understand how the experiences they face in their doctoralprogram prepare them for

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

were all important tostudents’ career plans, the type of influence each had tended to differ. In-depth examples ofsocializer influence and their impact on students’ job related decisions are shared in this paper.The results are insightful for researchers, university and industry stakeholders, and students.IntroductionTo support and strengthen a healthy engineering workforce, researchers have worked towardsgaining a holistic understanding of the factors influencing the entry and exit of engineers fromengineering majors and fields. In examining career choice processes both in general and inspecific disciplines, research has tended to focus on how the attributes and characteristics ofindividuals differentiate their choices.1-4 Outcomes from this

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tom Elliott Spector, Oklahoma State University; Stan Carroll, Oklahoma State University; John J. Phillips, Oklahoma State University

Tagged Divisions

Educational Research and Methods

sustained way • It is not a single action, but a set of connected actions activated by a goalUser Stories as a Programming and Design tool for Architecture 1 • It is testable: criteria for successful implementation are established to determine success or failure of the design. Those criteria for success may take the form of constraints (such as egress requirements). • The story does not contain technical details. It is phrased in experiential and qualitative terms. • A story has to be the right size. Too large of a story is called an “epic,” which must be broken down into manageable stories. Too detailed a story is merely a scenario—an image, a single action

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Erin J. McCave, University of Houston

Tagged Divisions

Educational Research and Methods

TransitionsAbstractThis methods paper describes the integration of critical incident techniques and Schlossberg’sTransition Theory to create “incident timelines” that allow researchers to explore the transitionof early career engineering education researchers into new faculty positions. In this methodspaper, we demonstrate the usefulness of this approach by discussing the systematic developmentof our incident timeline analysis. We illustrate the methodological choices made to: 1) explore adiverse set of transitions into faculty positions, 2) identify critical events that impact thesetransitions, and 3) examine connections between events and strategies over time and acrossfaculty members’ transitions. Explorations of emerging and systematically

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott Abney, East Carolina University; Mark Angolia, East Carolina University; Leslie Pagliari, East Carolina University

Tagged Divisions

Educational Research and Methods

the Museum of the Marine in Jacksonville, NC and the Eastern Carolina Safety and Health School. She continues to serves on multiple organizations with the University, College, and Department. Dr. Pagliari was selected and completed the BRIDGES Academic Leadership for Women hosted by UNC-Chapel Hill and was recently nominated for the Women of Distinction award at East Carolina University. c American Society for Engineering Education, 2018 Using a Paper-Based Supply Chain Game to Enhance Student Learning with Enterprise SoftwareIntroductionOne particular method of educating students on business processes is through the use ofcomputerized simulations [1]. Research

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

KirnIntroductionThis research paper seeks to examine how race and gender are incorporated into the socialstructure of a first-year engineering design course at a Western land-grant institution. Of thenumerous reasons causing the sluggish demographic shifts in engineering education, one of themost commonly reported is the perception of a “chilly climate” [1]–[3]. Central to understandingthe chilly climate of engineering is recognition that social interactions have the potential to fosteror hinder the development of an inclusive environment. Therefore, this work focuses onunderstanding the structure of peer-to-peer interactions within the engineering educationenvironment. Characterizing how and with whom students are interacting with can uncover thehidden