Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

the three campuses of the School of Engineering (Santiago, Vi˜na del Mar and Con- cepci´on, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and key note lectures and serves as referee for journals, funding institutions and associations.Prof. Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, San-tiago, Chile Angeles Dominguez is a Professor of the Department of Mathematics within the School of Engineering, a researcher at the School of Education, and the Director of the Master of Education Program at the Tec- nologico de Monterrey, Mexico. Also, she is

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

/ethnic identities, class, and languagepreference. While we know that first-generation college students are more likely to be Latino/aand/or African American [8], [12], [29], and socioeconomic status varies among this population,it was important to consider culture not as a bounded system commensurate with bounded socialgroups, but as a “process of everyday life, in the form of daily activities” [22, p. 237].We used ethnographic and interview data of engineering students, collected during two separateresearch projects, to generate broad themes. Using our two qualitative datasets, we were able togenerate six themes that captured aspects of students’ funds of knowledge. The six themes wegenerated were: connecting experiences, tinkering knowledge

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hilton Heydenrych, University of Cape Town; Jennifer M. Case, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, vol. 1, no. 1, pp. 116-125, 2006.[3] C. Crosthwaite, I. Cameron, P. Lant, and J. Litster, "Balancing Curriculum Processes and Content in a Project Centred Curriculum In Pursuit of Graduate Attributes," Education for Chemical Engineers, vol. 1, no. 1, pp. 39-48, 2006.

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

classrooms are part of the educational movement toward student-centered and problem-based learning [3]. In a flipped classroom, more of the traditional didactic portion of the classtakes place online, often using video tutorials. The videos are ideally much shorter and morefocused than typical in-class lectures [4]-[6]. This frees up class time to engage in higher-orderlearning strategies, rather than the more basic transfer of and review of information. Theclassroom is used to foster connections and active learning, with students engaging in hands-onactivities, projects, and/or problem solving [3],[7]-[11]. Students spend more time learning asstudent-to-student and student-to-teacher interactions increase [10],[12]. Faculty can provideimmediate

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

Tagged Divisions

Educational Research and Methods

Engineering Lab at Montana State.Emma Annand, Montana State University Emma Annand is striving for a B.S. in Industrial and Management System Engineering at Montana State University – Bozeman. Emma is a research assistant for MSU’s NSF supported engineering leadership identity development project. She is also the fundraising team lead for MSU’s chapter of Engineers With- out Borders (EWB@MSU). Over the summer of 2018, Emma traveled with EWB@MSU to Khwisero, Kenya to implement a borehole well at a primary school there. During the summer of 2019, Emma will once again travel to Khwisero – this time to assess for a structure at a secondary school.Monika Kwapisz, Montana State University Monika Blue Kwapisz (they/them) is an

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

Sciences, 1st ed. Elsevier B.V., 2009.[15] I. van de Poel and D. E. Goldberg, Eds., Philosophy and Engineering, 2nd ed. 2010.[16] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses,” J. Eng. Educ., vol. 86, no. 1, pp. 17–28, 1997.[17] J. E. Froyd, P. C. Wankat, and K. A. Smith, “Five major shifts in 100 years of engineering education,” Proc. IEEE, vol. 100, no. SPL CONTENT, pp. 1344–1360, 2012.[18] J. Lave, “Chapter 4 Situating Learning in Communities of Practice,” Perspect. Soc. Shar. Cogn., vol. 2, pp. 63–82, 1991.[19] E. J. H. Spelt, P. A. Luning, M. A. J. S. van Boekel, and M. Mulder, “A multidimensional approach

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

reasons for the shortfall in assessment practices: 1)Introducing engineering students to entrepreneurship is a relatively new trend and it will taketime for the successes to be quantified and assessed; 2) There are inconsistencies across differentengineering entrepreneurship programs; 3) The program can involve a single course, multiplecourses, projects or experiential learning; 4) The concepts can be taught by engineering faculty,business faculty, practicing engineers, or a mix of these. These program differences lead tovariations in assessment methods and instruments. Most importantly, there is lack of a clear,consistent and comprehensive definition of engineering entrepreneurship characteristics withinthe community.Based on the framework

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Renee M Clark, University of Pittsburgh; Erin Gross Claypool, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

questions and the response choices were the subject of well-designedresearch, and each question included one correct answer and several distractors based onstudents’ customary or common sense ideas (i.e., commonly held misconceptions)8,9. The samecontent was covered in all three sections. In addition, there were three exams during thesemester, with each instructor creating his/her own exam. Two exam questions that wereidentical across the flipped versus non-flipped sections were statistically compared fordifferences in student performance. The assessment analyst for the project conducted a semi-structured interview with the instructors after the course to discuss learning gains and studentpreferences with the flipped classroom.To further assess our

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

items can contain both semantically and contextuallyinappropriate wording in a specific participant context.6 A particular word or phrase in thesurvey item may carry an unintended meaning in the participant context. It is also possible thatthe content of a survey item, while applicable to a different domain, may not represent the surveyconstruct in the participant domain. For example, taking time each week to work on side projectsmay be linked to innovation among professional engineers,18 but this action may carry differentmeaning to engineering students who may not link side projects to engineering innovation.Item analysis is a quantitative technique for understanding the functioning of individual items inthe overall survey.2 Quantitative data

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

Paper ID #11470Engineering Students’ Perceptions of the Future: Exploratory InstrumentDevelopmentAdam Kirn, University of Nevada, Reno Adam Kirn is an Assistant Professor of Engineering Education at University of Nevada, Reno. His re- search focuses on the interactions between engineering cultures, student motivation, and their learning experiences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem solving processes, and cultural fit. His education includes a B.S. in Biomedical Engineering from Rose-Hulman Institute of Technology, a M.S. in

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Sarah Anne Blackowski; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Timothy A Wilson, Embry-Riddle Aeronautical Univ., Daytona Beach; Douglas Holton, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

specificcontent area, and micro-communities of practice as those reflecting collaboration of smallercohorts of STEM faculty, in-person and virtually.This study addresses the following research questions: 1) How do engineering faculty involvedin a community of practice engage in knowledge transfer? 2) How does knowledge transfer ofspecific evidence-based instructional practices occur in an engineering faculty community ofpractice?Conducted within a large research project aimed at exploring stages of pedagogical change, thiswork utilizes a qualitative methodology. Nine faculty in a first-year engineering departmentparticipated in hour-long semi-structured interviews exploring use of EBIPs and collaboration.Interviews were analyzed using thematic coding to

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter A Simon, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; David Krackhardt, Carnegie Mellon University; Daniel P. Siewiorek, Carnegie Mellon University; Asim Smailagic, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

Systems and Wearable Computers at CMU. This Lab has developed over 30 novel Page 26.1090.1 mobile computer systems over the last twenty years. Dr. Smailagic has led or participated in numerous NSF, NIH, DARPA, and other research projects. Dr. Smailagic is a Fellow of IEEE and recipient of the Allen Newell Award for Research Excellence from Carnegie Mellon’s School of Computer Science. Dr. Smailagic has been a Program Chairman of over ten IEEE conferences. He was the Chair of the IEEE c American Society for Engineering Education, 2015

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

,during the second workshop, instructors were able to physically manipulate the materials and testout their ideas which could have led to a greater focus on the use of the innovation (Managementconcerns) and less of a focus on students (Consequence concerns).Interviews for the second round of implementation are currently underway which will providefurther details about how the same group of instructors is affected when they both design andimplement innovations. Upon completion of the project in the next year and a half, a detailed andcomprehensive picture of how instructors change when they are both the developer andimplementer will be developed and action items of how to assist in narrowing theimplementation gap will be

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Rowan University; Jenefer Husman, University of Oregon; Katherine C. Cheng, Arizona State University; Judith M. Harackiewicz, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

President of the United States. She has conducted and advised on educational research projects and grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman was a founding member and first President of the Southwest Consortium for Innovative Psychology in Education and has held both elected and appointed offices in the American Psychological Association (APA) and the Motivation Special Interest Group of the European Association for Research on Learning and Instruction.Ms. Katherine C. Cheng, Arizona State University Katherine Cheng is a doctoral student at the Sanford School of

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

and Evaluation Gale A. Mentzer, PhD, the owner and director of Acumen Research and Evaluation, has been a profes- sional program evaluator since 1998. She holds a PhD in Educational Research and Measurement from The University of Toledo and a Master of Arts in English Literature and Language—a unique combination of specializations that melds quantitative and qualitative methodologies. She and has extensive experience in the evaluation of projects focused on STEM education including evaluations of several multi-million dollar federally funded projects. Previously she taught graduate level courses for the College of Education at The University of Toledo in Statistics, Testing and Grading, Research Design, and Program

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

of Cheryl Carrico Consulting, LLC. Her current research focus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. She is currently a Member-at-Large for the Pre-college Division of ASEE. Dr. Carrico’s consulting company specializes in research evaluations and industry consulting. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Dr. Holly M. Matusovich, Virginia Tech Dr

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

Foundation Grad- uate Research Fellow at Purdue University. Justin has two bachelor’s degrees in Mechanical Engineering and Secondary Mathematics Education from the University of Nevada, Reno, and during his undergrad- uate education, he focused on K-12 Engineering Education. Justin’s research and service focuses on the experiences and development of low-socioeconomic students as an often understudied population. Justin has served as the ASEE Student Division Co-Program Chair and is a current Director of Special Projects for the Educational Research & Methods Division.Dr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

of whichneeds special mention. I would like to thank Dr. Edward J. Berger, Associate professor ofEngineering Education at Purdue University, for lending his equipment for data collection. I alsowant to thank Dr. Idalis Villanueva, Assistant professor of Engineering Education at Utah StateUniversity for providing advice on collecting and interpreting EDA data. Finally, I want to thankmy adviser, Dr. Michael Loui, Dale and Suzi Gallagher Professor in Engineering Education, forproviding financial support for this project through his discretionary funds.References[1] W. Sun and X. Sun, “Teaching computer programming skills to engineering and technology students with a modular programming strategy,” presented at the 2011 ASEE

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen M. Ward, Arizona State University; Yingyan Lou, Arizona State University

Tagged Divisions

Educational Research and Methods

students. Written assessments imaynot provide adequate direction to help students to reflect on their understanding of a subject andadapt their learning behaviors. The numerical scores given to these assignments and exams coulddistract, and sometimes discourage, students from actual learning. From the instructor’sperspective, written exams may not give an accurate evaluation of their students’ understanding asmany different factors may interfere with a student’s ability to answer written exam questions.One alternative assessment instrument is oral assessment. Oral assessment can take a variety offorms as long as there is a verbal component. Project presentations, thesis defenses, clinicalassessments, and mock trials are all examples of oral

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Ken Yasuhara, University of Washington; Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

AC 2008-768: SAME COURSES, DIFFERENT OUTCOMES? VARIATIONS INCONFIDENCE, EXPERIENCE, AND PREPARATION IN ENGINEERING DESIGNAndrew Morozov, University of Washington ANDREW MOROZOV is a graduate student in Educational Psychology, College of Education, University of Washington. Andrew is working on research projects within the Center for Engineering Learning and Teaching (CELT) and the Center for the Advancement of Engineering Education (CAEE).Deborah Kilgore, University of Washington DEBORAH KILGORE is a Research Scientist in the Center for Engineering Learning and Teaching (CELT) and the Center for the Advancement of Engineering Education (CAEE), University of Washington. Her areas of specific

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Joachim Walther, University of Queensland; David Radcliffe, University of Queensland

Tagged Divisions

Educational Research and Methods

complex system with a number offormal constraints. This is embedded in the social context of the particular university systemand gives the student the chance to succeed by building personal relations and gatherinformation through others. However, it should be noted that other effects, such as traditionallearning, might have contributed to the acquisition of the stated competencies. Due to thelimitations of the data the proportions of the respective contributions can not be evaluated atthis stage.Quote 2 (from the transcript of the discussion of focus group No. 2) “During my degree I gave up asking questions. It just was not encouraged. Today when I work on interdisciplinary projects I encountered situations where it would have

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Ken Yasuhara, University of Washington; Cynthia J. Atman, University of Washington; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

coverage of these important broader considerations, andthus to provide opportunities for broader ways of thinking in engineering education. Commonapproaches to teaching engineering design incorporate some of these ways through project-basedlearning, which finds instantiation in senior capstone design projects [6, 7], first-year cornerstonedesign projects [7], and service learning [7, 8]. Closely related, the Aalborg problem-based learning(PBL) model also focuses on contextualizing learning and problem-solving [9]. Litzinger et al.’s[10] discussion of expertise and engineering education emphasizes the importance of the “context-rich, multifaceted problems” commonly embedded in all of these approaches.Empirical research on engineering design

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

educationalprocess, including methods of classroom assessment.In their seminal book on the reasons students give for leaving STEM fields, Seymour and Hewittfound that engineering students cited a ‘curriculum overload’ and ‘overwhelming pace’ incourses as being key factors in the decision to switch majors for 45% of students surveyed [3].Workload-related complaints were the second most common reason for engineering students toleave their field and ranked significantly higher for engineers than for science and math majorswho cited it only 25% of the time.In engineering courses, the period of greatest overload often comes in the final weeks of thesemester, when students must wrestle with homework assignments, semester-long projects andresearch papers, and end

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

skills” Teams QuotationsTeam 1 The next thing needed is good communication skills. This is important to express ideas, to deal with bosses, clients, city councils and authorities. It is important to communicate with colleagues and other engineers as engineers cannot work alone.Team 4 Engineers also need to have excellent communication and leadership skills. They need to convince and explain the upper management as much as possible to make a project happens.Team 6 Engineers should also be equipped with soft skills such as communication and leadership skills to coordinate activities within a team, highly social, and have to

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

Tagged Divisions

Educational Research and Methods

include socio-cultural issues in mathematics education and various equity topics in STEM fields. She has served as a Lead or Co-investigator for multiple educational research and evaluation projects. She published more than 30 articles in scholarly and professional journals world-wide and authored seven book or monograph chapters. Page 25.368.1 c American Society for Engineering Education, 2012 Critical Review of Research on the Role of Social Engagement in Engineering Students’ Retention and Academic Success Sandra L. Dika and Jae Hoon Lim

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alex Albert, University of Colorado

Tagged Divisions

Educational Research and Methods

. In other words, the projected regression line based on thebaseline data for t=7 is 39.99% (b0+b1 (T)) and based on the post-intervention data is 54.96%.The difference between the two phases, then is 14.98% (54.96-39.99%). Similarly, from Table 3,it can be seen that the level change for Student Group 2 was 18.14%The slope change coefficient from Table 3 for Student Group 1 is 0.91. This value indicates thatthe value of the slope between the baseline and post-intervention phase changed by 0.91. Thismeans that the slope in the post-intervention phase is equal to the slope in the baseline phase andthe observed slope change which is equal to 1.26 (0.352+0.91). This indicates that with eachsubsequent test, the proportion of hazards recognized

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

learning, engineering, the social sciences, and technology, particularly sus- tainability, designing open-ended problem/project-based learning environments, social computing/gaming applications for education, and problem solving in ill-structured/complex domains.Dr David F Radcliffe, Purdue University, West Lafayette Dr. David Radcliffe is the Kamyar Haghighi head and Epistemology Professor of Engineering Education in the School of Engineering Education at Purdue. His research focuses on the nature of engineering; engineering habits of mind, how engineering knowledge is created and shared and how it is learned especially outside the classroom. Over the past 20 years he has conducted field research on the practice of

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

about their particular field of engineering focusing onthe actions of that particular kind of engineer, the resources that engineer uses, and the peoplethat interact with that engineer. A session on teamwork with emphasis on building a classroomcode of cooperation and a classroom agreed-upon set of rules of behavior for teaming activitieswas also included in this academy.Also in August 2009, a new group of 36 elementary (grade 2-4) teachers from the districtattended the week-long version of the academy. These teachers represented nine elementaryschools that applied, including five schools new to this project. This group of teachers had theopportunity to interact with the original 2008-09 group of teachers. The 2008-09 group

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Gerlick, Pittsburg State University; Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Shane A. Brown, Washington State University

Tagged Divisions

Educational Research and Methods

AC 2011-907: ESTABLISHING INTER-RATER AGREEMENT FOR TIDEE’STEAMWORK AND PROFESSIONAL DEVELOPMENT ASSESSMENTSRobert Gerlick, Pittsburg State University Dr. Robert Gerlick is Assistant Professor of Mechanical Engineering Technology at Pittsburg State Uni- versity.Denny C. Davis, Washington State University Dr. Davis is Professor of Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led numerous multidisciplinary research projects to enhance engi- neering education. He currently leads projects creating and testing assessments and curriculum materials for engineering design and professional skills, especially for use in capstone engineering design courses

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

thisdemand. Furthermore, students graduating high school, postsecondary students, and incumbentSTEM workers divert from STEM career pathways into other fields adding to the pipelineproblem.4 This critical, growing employment gap is motivating policymakers, kindergartenthrough twelfth grade (K12) public school districts, institutes of higher education, and employersto find ways to increase graduates with STEM competencies and degrees.Investigating potential solutions to this problem, business and higher education experts on theUnited States STEM Education Modeling Project and the President’s Committee of Advisors onScience and Technology concluded that improving young students’ attitudes toward STEM andinterest in STEM careers is as important as