Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University ; Rebecca A. Atadero, Colorado State University; Christina Paguyo, Colorado State University; Jeremy Clinton Schwartz, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

work can bedone to make inclusion more explicit.Future Research. We intend to use the new scales in conjunction with the two original diversityand identity scales to determine how the curricular interventions impacted student appreciationfor diversity and inclusive engineering identity development. Now that we have established theinitial validity of the two surveys separately, we intend to follow up with separate confirmatoryfactor analyses for the two scales. Also, we plan to extend validation of these scales to othersamples, such as upper-class students, recent graduates, and employed professional engineers. References ABET. (2016). Criteria for accrediting engineering programs. Retrieved from

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

exams, 22% have passed their screening exam, 31% have not taken the qualifyingexam, 10% have passed their qualifying exam, 7% are writing their dissertations, and 4% areready to defend. In terms of representation of program stages, the survey reflects proportionalrepresentation, with 23% of students in their first year, 20% in their second year, 17% in their 3 rdyear, 21% in their 4th year, and 20% in their 5th year or more. Further, survey respondents reflectvarious departments within the school of engineering, with the majority of respondents comingfrom computer science and electrical engineering, the most populous departments, followed bybiomedical engineering. When asked about career plans, 42% of respondents hope to find atenure track

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University

Tagged Divisions

Educational Research and Methods

reflect on their full rangeof projects. We conducted one focus group interview with three students from one team in energyengineering and six individual interviews with students from energy engineering, civil engineering,and computer engineering (Table 2). Since this is a work-in-progress, we reported our primaryfindings based on the group interview and six individual interviews. In our next step, for triangulationand enrich data with different aspects of students’ learning experiences in PBL, we planned to conductfocus group interviews firstly, and then invite same students from focus group interviews toparticipant in individual interviews.In the data analysis process, all interviews involved in this study were transcribed and reviewedcarefully

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-stat = t-stat = t-stat = t-stat = -0.49313 -0.93965 0.45525 -0.46401 -1.14899 -1.6358The grant program has strived to implement a coordinated effort to infiltrate many aspects of thestudent’s college experience with effective interventions to maximize persistence. Foremost, theNational Academic Advising Association (NACADA) [14] recognizes the crucial role played byacademic advising in fulfilling the goals of higher education while ensuring student success.Consistent with this and other studies on advisement [6, 7], every semester, scholars are requiredto meet with an academic adviser from their major departments for course advisement andoptimal graduation planning, as well as with

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University

Tagged Divisions

Educational Research and Methods

with very few special resources. Making a graphic novel is moreinvolved, although one could probably put together low-fidelity drafts of certain pages, mimickinga Microsoft Word version of an eventually professionally typeset manuscript. Nonetheless, graphicnovels generally require more advance planning and a team.The third reason is that graphic novels are traditionally impossible to edit. The traditional way ofmaking graphic novels involves writing a script, creating page layouts, penciling, inking, coloring,and lettering. All of this is done physically on paper and then scanned into digital form. This meansthat creating alternative versions of a page is not as simple as editing a Microsoft Word document.Creating alternative versions

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

only sourceof data collection. It is the intention of the authors to interview the corresponding instructors toattain a well-balanced perspective on potential instructional issues that hinder academicdevelopment.While Phase 2 of this long-term project is in process, it is the intention of the authors to presentthe benefits of implementing the ECNQ model to the Mechanical Engineering faculty such that itsimplementation is considered in their respective courses. The authors are planning to develop aseminar series that illuminate practical examples and explore pragmatic processes that strengthenstudent learning and engagement by incorporating effective communication strategies duringlecture sessions. Resultantly, Phase 3 of the project

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

global agency related to caring for others. A higher meanresponse to this factor in the lower-division students could indicate that lower-division studentshave different reasons for joining engineering than upper-division students have for persisting inengineering. The lower-division students might be more likely to be optimistic about the use ofengineering in their lives and in society, which might change over time with more exposure todifficult and often grueling degree plans. This is further evidenced by the various commentsabout curriculum difficulty made by the upper-division students in the open response question.One limitation of this data set is the high representation of freshmen and seniors in the sample.Many of the upper-division

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elnaz Douzali, University of Illinois, Chicago; Houshang Darabi, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

in Industrial Engineering at the University of Illinois at Chicago in the fall of 2016.Dr. Houshang Darabi, University of Illinois, Chicago Dr. Houshang Darabi is an Associate Professor of Industrial and Systems Engineering in the Depart- ment of Mechanical and Industrial Engineering (MIE) at the University of Illinois at Chicago (UIC). Dr. Darabi has been the Director of Undergraduate Studies in the Department of MIE since 2007. He has also served on the College of Engineering (COE) Educational Policy Committee since 2007. He is currently the Director of Analytics and Capacity Planning at the COE. Dr. Darabi is the recipient of multiple teach- ing and advising awards including the COE Excellence in Teaching Award

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

major program is about, what types of jobs they can have later in life, and can hopefully figure out what type of engineering that they truly have a passion for.”The presentation by the Career Services representative was especially well received by thestudents (94.1 %). “Also, the speaker from career services was very useful. Before, I did not even realize we had that kind of resource on campus where we could go and discuss a resume, look for jobs, and practice interview skills. This is a resource that I definitely plan on using in the future.”Although the data show that journaling was of lesser impact than group discussions, severalstudents found the journaling exercises to be of high impact, providing them

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Danielle Almetria Smalls, Engineering Education Department at Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

Educational Research and Methods

measurement in order to look at fluctuations invariables sampled over a period of time and around specific events and situations. ESM can beused to look at the activities that surround things like the optimal experience (from Flow). Forinstance, ESM can be used to look at the pedagogical practices that surround optimal learninggains in a classroom setting 2, 8.Best Practices of ESMESM were developed in order to capture information on a participant’s experiences as it occursand therefore the data collection instruments and plan must also support this goal. Based onprior implementations of ESM 2, there are already existing lists of benefits, drawbacks and bestpractices. Note that ESM can be used with a variety of sample sizes. Because the data that

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #11339Measuring Engineering Students’ Ability to Thrive in Diverse and Global En-vironmentsDr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Matilde L. Sanchez-Pena, Purdue University Matilde Sanchez-Pena is a first year PhD student in the Engineering Education program at Purdue Uni- versity. Her research interests are global

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University; James A. Kaupp, Queen's University; Natalie Simper, Queen's University; Jill Scott, Queen's University, Kingston (Canada)

Tagged Divisions

Educational Research and Methods

, establishing reliability is a very procedure dependent process and the studiesthat reported low reliability conducted their reliability training in a decentralized manner. 2,3 Thismethod is not conducive to establishing agreement between raters by impeding the discussion and Page 26.1176.6debate that is associated with a typical norming and calibration process. Those with higherreliability conducted their reliability training in a local environment that promotes interaction,discussion and debate between raters, leading to increased agreement and enhanced measures ofreliability. This stresses the importance of having a well-planned, well-supported

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

was always taught to go above and beyond and challenge accepted thinking.” Participant 24) Research experiencesFor many students their research experiences in various environments helped them develop as aresearcher. These experiences allowed them to develop a range of laboratory skills, workindependently on projects, and gain a first-hand idea of what research is like. “My internship at [Company X] that helped me understand that I liked laboratory work on the industrial scale.” Participant 31 “Working in a laboratory at a Singaporean university for a summer, in which I was generally left to my own devices, allowing me to plan my own activities and learned to be self-motivated, along with becoming

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

their professional career Page 26.1236.2objectives in a civil engineering-related field.”[4] Reflective of these mission statements, thereexists common desire for classes and material covered within the education plan of civilengineering students to prepare them for the profession after they graduate.Universities generally undergo ABET certification because, as noted in the ABET website,“accreditation is proof that a collegiate program has met certain standards necessary to producegraduates who are ready to enter their professions.”[5] For students, accreditation of a programmeans that the school “knows their profession's dynamic and emerging

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Reyes, University of Oklahoma; Diana Bairaktarova, Virginia Tech; Anna Woodcock, California State University San Marcos

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

performance.Limitations The primary limitation of this study is the lack of diversity among the participants. Wewere able to get good analyses of how motivational and early life experiences impact spatial skillsbut were not able to investigate how this effect might vary across different demographics. Wewere also not able to make good comparisons of different demographic groups. Future studieswill incorporate data from a more diverse set of participants.Future Research The authors’ future research plan is to use the results of this study to implement and testthe instructional interventions. The first intervention will focus on the instruction regarding thenature of knowledge and how this impacts self-efficacy beliefs and further impacts spatial

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Anindya Roy, Johns Hopkins University; Alejandra J. Magana, Purdue University, West Lafayette; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Educational Research and Methods

, J., & Magana, A.J. (2015). Exploring Design Characteristics of Worked Examples to Support Programming and Algorithm Design. Journal of Computational Science Education, 6(1).22 Shiflet, A. B., & Shiflet, G. W. (2014). Introduction to computational science: modeling and simulation for the sciences. Princeton, New Jersey: Princeton University Press. Appendix A Due to space limitations, a reduced rubric describing only the lowest and the highest score is presented here. Criterion Description Poor (0-2) … Excellent (9-10) Evaluates the student’s plan for - No strategy is

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Arizona State University, Polytechnic campus; Joi-lynn Mondisa, University of Michigan; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

learningexperiences. We will then pilot these elements with educators who are designing learningexperiences and then reverse engineer our tool to help these designers assess whether they areeffectively designing a learning experience aligned with Perkins’ model.Discussion and Future Work In this paper, we presented the first stage of a larger project whose aim is to develop atool that will help educators develop courses and learning experiences as well as assess theeffectiveness of their design and their pedagogical objectives, offering both planning andfeedback functions. More specifically, this paper situates this study in the context of broaderengineering education priorities, provides an overview of the Making Learning Whole3framework and

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark J Indelicato, Rochester Institute of Technology (CAST); Miguel Bazdresch, Rochester Institute of Technology (CAST); George H Zion, Rochester Institute of Technology (CAST); Joseph (Yossi) Nygate, Rochester Institute of Technology (CAST); Surabhi M Sarda, Rochester Institute of Technology (COE)

Tagged Divisions

Educational Research and Methods

difficulties in learning the material, and that instructional methods that are effectivewith one group are not necessarily effective with the other. Seeing this as an opportunity toimprove our teaching and the educational achievement of all our students, we developed aninitial research plan with the following hypothesis: • Given our specific instructional methods, the difference in the learning processes of the two groups of students is due, at least in part, to their different national origins, educational experience, expectations, outlook, etc. (loosely referred to as “culture”), and not only due to their age or other differences. • We should use the theory of preconceptions in education to obtain an initial

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

-known within the ASEE community that hosts Lean LaunchPad® Instructorcourses, describes the approach the following way: It emphasizes experiential learning, a flipped classroom and immediate feedback as a way to engage students with real world entrepreneurship. Students learn by proposing and immediately testing hypotheses. They get out of the classroom and talk to customers, partners and competitors and encounter the chaos and uncertainty of commercializing innovations and creating new ventures…students will do, rather than plan to do. Unlike many approaches to entrepreneurship education, Lean LaunchPad® does not rely on static case studies or fixed models; it challenges students to create their

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

course? Y/N 4. What tasks or problems are planned for the students to work on? (Open-ended) 5. Anything else worth noting about the context? (Open-ended)In-Class Notes 1. Were the learning outcomes communicated to students? Y/N 2. How many students were present at the beginning of class? (Open-ended) 3. Notes (Open-ended)Post-Observation Notes 1. Did the task and talk align with the learning outcomes? Y/N 2. Were the learning outcomes assessed? Y/N 3. What proportion of students engaged in the task or activities? < 25%, 26-50%, 51-75%, 76-100%) 4. Notes on the overall class (Open-ended) Appendix B – ELCOT Quantitative Codes

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Divisions

Educational Research and Methods

change over time during undergraduate formation?For the full project, we plan to interview at least 40 first-year and senior engineering students.This paper describes our initial step of validating our interview protocol through a set of pilotinterviews. We have done another round of interviews to validate and/or revise the protocolfurther. We included senior students in the second round of pilot interviews to ensure that thisprotocol is valid for the proposed cross-sectional study involving students at both the beginningand end of their undergraduate engineering education.Theoretical FrameworkA person’s beliefs about intelligence can be implicit, strong, and deeply-held. Mindset is aframework developed by Carol Dweck (Dweck, 2006)that

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristi Glassmeyer, Arizona State University; Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University

Tagged Divisions

Educational Research and Methods

complexitiesaround teaching need to be accounted for and further addressed in planning of and evaluation ofprofessional development programs aimed at shifting pedagogical practices.AcknowledgmentsThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527. References[1] Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32(1), 77–87. Retrieved from https://www.jstor.org/stable/3447897[2] Felder, R. M., & Brent. R. (2016). Teaching & learning STEM: A practical guide. San Francisco, CA: Jossey-Bass.[3] Felder, R. M., & Brent, R. (1996

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Dan Budny, University of Pittsburgh; Alaine Allen, University of Pittsburgh; Jessica Quarcoo, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

that have changed or have beenreplaced [13]. The first year college adjustment embodies both a loss experience as well as anexciting set of new opportunities [14]. These changes can affect the students’ first yearexperience, including their performance in the classroom and their desire to stay in school. Theculminations of such experiences are recognized within three major areas of transition:Academic TransitionsThe first transition that many engineering students encounter is within the academic milieu,which is often compounded by the additional challenges these changes elicit. As a studentmoves from high school to college he/she is channeled through the high school highly structureddaily schedule of planned activities. Upon entering college

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Ruth Streveler, Colorado School of Mines; Monica Geist, University of Northern Colorado; Ravel Ammerman, Colorado School of Mines; Candace Sulzbach, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Barbara Olds, National Science Foundation and Colorado School of Mines; Mary Nelson, University of Colorado

Tagged Divisions

Educational Research and Methods

will discuss the theoreticalframework, methodology, and results of each of the two research questions. This is followed by asection which discusses implications of this work.What important concepts in electric circuits and engineering mechanics do students finddifficult to learn?Theoretical frameworkWe chose to use Delphi methodology to gather expert opinions about which concepts in electriccircuits and in engineering mechanics that were both important and difficult to learn. The Delphimethod is a technique that elicits, refines, and draws upon the collective opinion and expertise ofa panel of experts [4]. Delphi methodology has been used to elicit information and judgmentsfrom experts on anything from planning to problem-solving to decision

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

John Chen, Rowan University; Jennifer Kadlowec, Rowan University; Dexter Whittinghill, Rowan University

Tagged Divisions

Educational Research and Methods

perceived by students tobe more helpful to their learning than the flashcards. Finally, 65% of the students believed thatthey would have performed worse in a course in which rapid feedback was not provided, whilethe remainder believed they would have performed at the same level.The rapid feedback also had impacts on the authors as instructors. Regardless of the feedbackmethod, we had to be more organized for each class and to plan ahead in preparing skill andconcept questions and placing them appropriately in the lecture period. We also found thatposing the feedback question was useful to get students to refocus or review, even if a questionwas created “on the spot” during class. We observed that the students took the feedback quizzesquite

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Leilah Lyons, University of Michigan; Zbigniew Pasek, University of Windsor

Tagged Divisions

Educational Research and Methods

, and a floormanager. These characters introduce the visitor to the tools (e.g. injection molders and Page 11.584.2extruders) and tasks that he or she engages in – like machine calibration and the routingof materials to machines on a factory floor. The third game, Business as Usual,introduces the visitor to strategic planning, and asks the user to decide how to investcapital to best encourage sustained growth.Figure 1. The Design Station, the first of three exhibits installed in the Ann Arbor Hands-On Museum.The remainder of this section describes the design rationales underpinning the games inthis exhibit, with particular attention towards the

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Arnold Neville Pears, Uppsala University; Judy Sheard, Monash University

Tagged Divisions

Educational Research and Methods

quality. At Uppsala Uni-versity these initiatives are operationalised by the passing of a univeristy wide educationalquality initiative (Pedagogiska Programmet). As a part of its response to this general planfor further development of educational quality at Uppsala University, the Faculty of Tech-nology and Natural Science established a higher education development and advisory body”TUR” in 2008. An inventory of existing practices and attitudes to education among aca-demic staff was identified as a priority area in the three year action plan for TUR developed Page 25.855.2in 2009. 1The Approaches to

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tracee Gilbert, Virginia Tech; Janis Terpenny, Virginia Tech; Sharnnia Artis, The Ohio State University

Tagged Divisions

Educational Research and Methods

of the S2OSD methodology) that address those needs.A. Student Success-Oriented Participatory Design Method The S2ONA will utilize the S2OPD method, which is defined as a participatory system Page 15.1122.4design method that facilitates a team-based meeting approach to identify and document studentneeds, improvement strategies, and a plan of action that fosters student success. In this paper,the S2OPD method will be used to identify and translate the voice of the “student” intoactionable need statements. Central to this approach is a participatory and customer-centereddesign philosophy19,20 that incorporates the primary beneficiaries

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

experts and the TF-IDF program are in agreement for high-ranked and low-ranked words, for most of the datacollected so far. Currently, 11 studies have been completed, and 4 remain; the data so farsuggest that the program works as the correlations are comparable across all of these courses.When data is compiled from courses which may have less technical vocabulary, like designcourses for example, an initial examination suggests that the correlations between subject-matterexpert and the TF-IDF program are lower. In planning the survey, the experimenter predictivelyassigned three subject-matter experts to score the exact same design-heavy course. Though thedata is currently being compiled, initial observations show that the correlation

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mustafa A. Biviji, E2RG

Tagged Divisions

Educational Research and Methods

Paper ID #9524Expert Innovators and Innovation Education: Mental Models in PracticeDr. Eden Fisher, Carnegie Mellon University Eden Fisher is Director of the Masters Program in Engineering & Technology Innovation Management (E&TIM) and Professor of the Practice at Carnegie Mellon University. She earned an A.B. in Chemistry from Princeton University and a Ph.D. in Engineering & Public Policy from Carnegie Mellon University. Her experience includes over twenty years in industrial technology planning and innovation management.Dr. Indira Nair, Carnegie Mellon University Indira Nair retired from Carnegie Mellon