Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama, Huntsville; Rhonda Kay Gaede, University of Alabama, Huntsville

Tagged Divisions

Educational Research and Methods

24.586.8rejected. This result was expected given that transfer students had already completedcoursework at their prior institution(s). However, it was interesting that the difference in meanswas less than 1 year.Minority status vs. time to graduation in years was tested with an independent samples t-test.White students (M = 4.7743 years, SD = 2.9164) compared to minority status students (M =4.6384 years, SD = 2.2429) found no significant difference, t(1977) = 0.848, p < 0.397. Thus thenull hypothesis of no significant difference by race/ethnicity on mean time to graduation cannotbe rejected.Contingency tables were utilized to test for independence between potential categorical factorsand the time to graduation when categorized as 0-2 years, 2-4 years

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

should be fully accounted for.Fatigue damage occurs at stresses lower than the material’s yield stress level. Therelationship between the stress in the material (at the stress concentration) and the time tofailure is expressed in a S-N curve, or σ-N curve. Some engineering structural materials(most steels) exhibit a plateau behavior at a given stress level below which they areconsidered to have infinite life – referred to as the endurance limit. Maximum stressesfor many loaded geometries occurs at the surface of the material, where surface finish hasa significant effect on the fatigue strength.Since the problem stated that the bar was to be used in an application where loads werevarying, we may well have a situation where dynamic fatigue loads

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Krishna Madhavan, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Aditya Johri, Virginia Tech; Mihaela Vorvoreanu, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Phillip C. Wankat, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

: Proceedings of the 20th conference on Uncertainty in artificial intelligence. Banff, Canada: AUAI Press; 2004. p. 487-494.21. Wang X, McCallum A. Topics over time: a non-Markov continuous-time model of topical trends. In: Proceedings of the 12th ACM SIGKDD international conference on Knowledge discovery and data mining. Philadelphia, PA, USA: ACM; 2006. p. 424-433.22. McCallum A, Corrada-Emmanuel A, Wang X. The author-recipient-topic model for topic and role discovery in social networks: Experiments with enron and academic email (Technical Report UM-CS-2004-096). University of Massachusetts, Department of Computer Science. 2004;23. Uren V, Buckingham Shum S, Bachler M, Li G. Sensemaking tools for understanding research literatures

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

, S.J. (2005). Cognitive processes in interdisciplinary groups: problems and possibilities. In Interdisciplinary collaboration: An emerging cognitive science. S. J. Derry, C. D. Schunn and M. A. Gernsbacher (eds.) (pp. 51-82). Mahwah: Lawrence Erlbaum.21 Richards, D. G. (1996).The meaning and relevance of ‘synthesis” in interdisciplinary studies. The Journal of Education, 45 (2), 114-28.22 Klein, J.T, & Newell, W.H. (1997). Advancing interdisciplinary studies. In Jerry G. Gaff, James L. Ratcliff and Associates (Eds.). (1997). Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change (pp. 393-415). San Francisco: Jossey-Bass.23

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; John Alexander Mendoza-Garcia, Purdue University, West Lafayette / Pontificia Universidad Javeriana - Bogota, Colombia; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

various as solving ill-defined problems, systems thinking, technological challenges,interdisciplinary learning, and innovation. The context, which can affect the specific aspects of thephenomenon that are available for participants to experience, also differs from study to study.The nature of the phenomenon and the context(s) in which the phenomenon is experienced haveserious implications for a study. When the nature of the phenomenon is more concrete (such assolving a particular physics problem) and the context is limited (such as experiencing thisproblem-solving in the same middle school science class), the types of variation uncovered may belimited in scope but they will also be cohesive. In other words, the researchers can be

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

as in Europe. At those sites, we will not collect identifiable information or registrar data.We plan to identify the students that are struggling and eventually to provide interventions thathelp to increase their prospects for success.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. DUE-1626287 (Purdue), DUE-1626185 (Cal Poly), and DUE-1626148 (UTEP). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation. Wewould like to thank all the students who participated in this study. Without their time spent inthoughtful response, this work would not be

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

don’t know what those systems will be because they’re going to becreated, they’re going to be new. But what is clear is that they’re going to rely on fundamentals,because that is how the design process is done.”2. Deep Structure: Teaching for BreadthIn contrast to the mixed reports on teaching for depth, teaching for breadth was observed as apositive outcome for the majority of alumni interviewed. For example, one alumnus mentionedthat the breadth of knowledge in engineering science has provided “metaphors to draw on whenI’m trying to understand a new domain”, while another mentioned that the breadth of knowledge“broaden(s) your scope of knowledge” and gives cross disciplinary perspectives which is usefulas “somebody needs to be the person that

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University

Tagged Divisions

Educational Research and Methods

computational thinking outcome. These tangible artifacts werealso coupled with qualitative assessment of the students’ responses.After the students mastered their “Camp Intro”, near-peer mentors introduced pitching theirvery first idea. This idea did not necessarily make it into implementation for their finalprojects. Pitching their idea included communicating the societal need(s) for the technologyand how the team is addressing the need through creation of the technology. Students wererequired to give presentations about any background information surrounding an idea.Students had to identify other applications and how their technology would be different.Students were also encouraged to ask insightful questions to other campers about how theirpotential

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

, 2012.[16] A. Calabrese Barton, H. Kang, E. Tan, T. B. O’Neill, J. Bautista-Guerra, and C. Brecklin, “Crafting a future in science: tracing middle school girls’ identity work over time and space,” Am. Educ. Res. J., vol. 50, no. 1, pp. 37–75, Feb. 2013.[17] H. B. Carlone, C. M. Scott, and C. Lowder, “Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science,” J. Res. Sci. Teach., vol. 51, no. 7, pp. 836–869, 2014.[18] K. L. Tonso, “Student engineers and engineer identity: Campus engineer identities as figured world,” Cult. Stud. Sci. Educ., vol. 1, pp. 273–307, Sep. 2006.[19] S. Rodriguez, K. Cunningham, and A. Jordan, “STEM identity development for

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

graduate with an engineering degree. We chose this focus because considerableliterature already addresses the development of technical and professional skills amongengineering students and recent graduates.4-6FrameworkThis research is a subset of a larger research project situated in our model, ProfessionalPathways Model, which combines Sampson et al.’s model of Cognitive Information Processing7and Eccles et al.’s Expectancy X Value Theory of Achievement Motivation (EVT).8, 9Combined, these models represent a series of factors that influence career choices. For thisparticular analysis, we focused on elements of the EVT model that are most salient to the role ofsocializers in shaping career pathways. EVT focuses on the perspective of an individual

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

: National Academies Press, 2007.4. Bandura, A., Self-Efficacy: The Exercise of Control, New York: W. H. Freeman and Company, 1997.5. Pajares, F., "Self-Efficacy Beliefs in Academic Settings," Review of Educational Research, Vol. 66, No. 4,1996, pp. 543-578.6. Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H. and Treistman, D., "Relation of ContextualSupports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models,"Journal of Counseling Psychology, Vol. 50, No. 4, 2003, pp. 458-465.7. Schaefers, K. G., Epperson, D. L. and Nauta, M. M., "Women's Career Development: Can TheoreticallyDerived Variables Predict Persistence in Engineering Majors?," Journal of Counseling Psychology, Vol. 44, 1997,pp

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

been studiedwithin this framework.Identity and Career Choice With roots in Erik Erikson’s 20 foundational theory, career choice has remained connected todiscussions of identity development. In Erikson’s theory 20 successful resolution of the identitycrisis phase of development marks the end of childhood and the beginning of adulthood. Crisisresolution includes selecting and committing to a vocation 20, 21. Marcia 22 operationalizedErikson’s theory as a four-staged model with the lowest stage representing no identity crisis andno career choice and the highest stage incorporating resolution of identity crisis and careercommitment. In this theory, identity and career choice are tightly linked. In the 1970’s and 1980’s, many identity studies

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Julie Trenor, Clemson University; Shirley Yu, University of Houston; Denise Grant, Clemson University; Hibah Salem, Univesity of Houston

Tagged Divisions

Educational Research and Methods

work.BackgroundThe eleven middle and high school teachers who participated in the RET site during the summerof 2008 spent six weeks conducting research under the mentorship of an engineering facultymember. Teachers typically interacted with a graduate student(s) or a post-doctoral fellow on aday-to-day basis. Program deliverables included several short presentations on researchprogress, a scientific poster for their classroom describing their research project, and the creationof a teaching module related to their engineering research project, which teachers were toimplement during the subsequent academic year. Professional development activities took placeonce or twice per week during the summer program. Some of these sessions were directly relatedto

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

solution” (Interview One) and how she “struggle[s] with like, what is best” (InterviewTwo). This emphasis on a “best” solution type is in contrast with Chris’ approach to workingwith whichever solution type the individual team had chosen, and giving feedback tostrengthening that particular solution type. In his interview, Chris recognized that when he was anew TA, he also was tempted to “advise [every team] to do the exact same thing” (InterviewTwo), which suggests that it may be common for new TAs to advise teams to adopt the “best”solution type, rather than helping teams to fully develop a strong solution for whichever solutiontype they had chosen.Robin, as a new Teaching Assistant, often identified with the role of grader. An

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

cultural landscape in engineering education. J Eng Educ. 2010;69(1):5-22.3. Myer M, Marx S. Engineering Dropouts : A Qualitative Examination of Why Undergraduates Leave Engineering. J Eng Educ. 2014;103(4):525-548.4. Gregory S. African American Female Engineering Students’ Persistence in Stereotype- Theatening Environments: A Critical Race Theory Perspective. 2015.5. Ohland M, Brawner C, Camacho M, Layton R, Long R, Lord S, Wasburn M. Race, gender, and measures of success in engineering education. J Eng Educ. 2011;100(2):225- 252.6. Espinoza A. The College Experiences of First-Generation College Latino Students in Engineering. J Latin/Latin Am Stud. 2013;5(2):71-84.7. McLoughlin L. Spotlighting

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering); Natascha M. Trellinger, Purdue University, West Lafayette (College of Engineering); Swetha Nittala, Purdue University, West Lafayette, Engineering Education Department; Scott Joseph Campbell, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

incomplete or unclear.Reflections are rigid, and if a given participant does not think or want to elaborate in response toa given prompt, s/he does not need to. In light of such limitations, the example presented inFigure 4 shows the reflection activity and interview being used in tandem to build a morecomprehensive understanding of one of Mary’s boundary spanning work situations.Reflection As being part of the validation team, I was to test and evaluate different modules in a certain sequence on many different types of modules. I was to report everything in a document that the persons in charge of the modules can talk with me and see the report as well as my supervisor whom I report directly to. If an

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guangming Yao, Clarkson University; Kelly Black, University of Georgia; Michael W. Ramsdell, Clarkson University; Matthew K. Voigt, San Diego State University; Kalani Kithuliya Rubasinghe Kattadige, Clarkson University; Wen Li, University of California, Los Angeles

Tagged Divisions

Educational Research and Methods

student s with the transition to post-secondary education. He is a Co-Director of the NYS STEP Program, IMPETUS which provides economically disadvantaged students the opportunity to pursue their interest in math and science though educational summer camps, workshops, school-year tutoring and mentoring programs. He has helped provide numerous students and teachers with the opportunity to integrate STEM disciplines using real-world problem solving strategies through teacher/coach training institutes.Dr. Matthew K Voigt, San Diego State University Matthew Voigt (He, Him, His) is a mathematics education researcher with focus on calculus and equity in mathematics. He has a PhD in Mathematics and Science Education through

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

inengineering activities situated in academic makerspaces. We found it critical to combinethe existing frameworks [13, 19] because its combination and adaptions allows us toinvestigate engineering identity development within makerspaces. Adapting only one orthe other would not allow us to account for either the social factors that are present incommunities of practice or different factors that are known to influence engineeringidentity development. Taken together, we are able to investigate one, situated within theother. Figure 1 may help clarify our adaptation. Intent of this PaperIn this paper, we extend Stevens et al.’s [13] findings by investigating how participationin an immersive design challenge situated within

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

perspectives of the questioner46. It is,however, necessary to recognize that the topic is jointly explored between the researcherand the interviewee45. It is just that the researcher must “bracket” his or her views toprevent imparting beliefs onto the interviewee47.ValidityVerification of a phenomenographical study is addressed through the generalizability ofthe work and the role of the researcher(s). Validity can further be addressed through theuse of quotes from the participants in the analysis as opposed to only the interpretationsof the researcher. In this study, quotes were extensively used to put the words of theparticipants’ front and center for the reader to interpret their thoughts.The intent of the study was to provide knowledge for others

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

psychographic measures developed in this study reveal nuances in student values ofsustainability and global citizenship, highlighting the importance of constant revision ofeducators’ understandings of student understanding in order to graduate informed and dedicatedstudents who will engage in, design for, and implement sustainability in their future careers.AcknowledgementsThe authors would like to gratefully acknowledge the National Science Foundation for theirsupport of this work under the TUES program (grant number DUE-1245464). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. Beane, T.P., &

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. References[1] K. Chandra and S. Tripathy, “RAMP 2018 Final Report,” Unpublished manuscript [Online]. Available: https://www.uml.edu/docs/RAMP2018-Final- Report_tcm18-309285.pdf[2] C. MacDonald, “Understanding participatory action research: A qualitative research methodology option,” Canadian Journal of Action Research, vol.13, no. 2, pp. 34-50, 2012.[3] A. McIntyre, Participatory Action Research, Qualitative Research Methods Series 52. Los Angeles: Sage Publications, 2008.[4] M.J. Amon, “Looking through the glass ceiling: A qualitative study of STEM women’s career narratives,” Frontiers in Psychology, vol. 8, no. 236, 2017 [Online]. Available: https://www.frontiersin.org/articles/10.3389/fpsyg

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Educational Research and Methods

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

application domain. When presented with a problem, they are able to select the appropriate tools(s), seek the necessary information, and present a solution. The regularly used technical skills are committed to memory, and external information resources are not needed in these cases. More complex problems and problems with multiple possible solution paths for which they have to evaluate the quality of the different solution paths will create difficulties for the individual. Overall intellectual capability may be a limiting factor. Fluency The individual has extensive knowledge

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

barriers to a smoothacademic path. However, even for the most well-prepared students, mentoring opportunities willbe lost by using only the prescriptive style in all situations. The developmental advising stylecontrasts with prescriptive advising in that it is interactive and focuses on the growth anddevelopment needs of the student, and is based on student development theory.The 70’s saw much significant research into student development theory, giving rise to theconcept that higher education personnel should support students as they developed into adults.Student development theories include psychosocial-identity formation theories such as the workof Chickering 18, cognitive development theories, including the work of Kohlberg 19, and

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

by promoting reflection and self-explanation of themathematical procedures.IntroductionStatics, the study of objects and systems in equilibrium and the forces that act upon them, is afoundational subject present in most engineering curricula, but many students struggle to learnand succeed in statics courses. Statics is a “threshold concept” in engineering in that mastery ofthis area can serve as a “conceptual gateway” that opens up “previously inaccessible way(s) ofthinking about something” [1]. However, many statics courses have a high failure rate, and manystudents who pass still have difficulty conceptualizing important topics and may have trouble infollow-up courses [2-4]. As students develop from novices to experts in threshold topics

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

during the semester1. Setup: Identify the (1) assumed sample distribution, (2) the exact type of test being run, (3) the number of the ‘tails’ of that test, (4) the formula for your test statistic, (5) the statistical distribution we assume that the test statistic follows, and (6) the null and alternative hypothesis. Calculation: Calculate (1) the test statistic(s), (2) the p value(s), and (3) the effect size(s) or power(s) as appropriate. Interpretation: (1) state the formal result of your test using your hypotheses. (2) explain the result of your test in terms of what it means in the question context – and reference either the effect size or the power as appropriate. Figure 3 Example problem framing for a

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