Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

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Diversity

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Educational Research and Methods

been conducted and analyzed aswell. Our study showed the evidence-based teaching practices fostered both the students’cognitive and non-cognitive skills. The DFW rates were also decreased in all semesters in all thetargeted STEM gateway courses in this study. Based upon the success and lessons learned, ourfuture work will expand and test the interventions in more gateway courses across STEMdisciplines at AAMU, to enhance the minority student success, retention and graduation.1. IntroductionSTEM education is the gateway to prosperity for our ever-evolving technology-dependentsociety in the 21st century. To succeed in an increasingly integrated global, innovative-driven,and “labor-polarized” economy, the future prosperity of the U.S. depends in

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

getting...were not ruining it but we are using it. Eventually we are going to have to leave and when that time comes, we need to be ready. Otherwise, a lot of bad things are going to happen…. I think that is where I want to study the most, propulsion, and life-sustaining on another planet.” Parker, mid-year engineering studentStudents’ perceptions of their future affect them in the present in terms of their beliefs and howthey set goals [1]. These perceptions of the future affect students’ educational experiences, whichwe strive to improve , particularly for mid-year, or sophomore and junior, engineering studentswho are at a crucial point in their academic paths, whose motivations may be hardest to get toknow in their large

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Educational Research and Methods

methodologies. Bekki is the co-director of the interdisciplinary, National Science Foundation supported CareerWISE research program, which strives to: 1) understand the experiences of diverse women who are pursuing and leaving doctoral programs in science and engineering and 2) increase women’s persistence in science and engineering doctoral programs through the development and dissemination of an online resilience and interpersonal communication training program.Dr. Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus Samantha Brunhaver is an Assistant Professor of Engineering in the Fulton Schools of Engineering Poly- technic School. Dr. Brunhaver recently joined Arizona State after completing her M.S. and

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Chen, California Polytechnic State University, San Luis Obispo; Jenna Michelle Landy, California Polytechnic State University, San Luis Obispo; Matthew Scheidt, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Julianna Ge, Purdue University, West Lafayette; Camaryn Elizabeth Chambers, California Polytechnic State University, San Luis Obispo; Christina Grigorian; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo

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Educational Research and Methods

example, optimism [1], self-discipline [2], self-esteem [3] and grit [4]. Using a survey instrument developed through a multi-institution research collaboration [5, 6], we have identified a collection of non-cognitive factorsthat can account for over 26% of the variance in a student’s GPA, well above the 10% variancethat the SAT/ACT score can predict [7]. While there is a myriad of ways to characterize students’ NCA profiles, a recentlycompleted cluster analysis using Gaussian Mixture Modeling has identified four distinct clustersof students using these NCA factors, and the model accounted for 69.0% of participants [8]. Anincluded preliminary analysis indicated that membership within any of the four clusters was onlyweakly, if at all

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

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Diversity

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Educational Research and Methods

(CUST), Islamabad, Pakistan as Associate Professor. Sajjad Hussain did his masters in Wireless Communications in 2006 from Supelec, Gif-sur-Yvette and PhD in Signal Processing and Communi- cations in 2009 from University of Rennes 1, Rennes, France. His research interests include 5G self- organizing networks, industrial wireless sensor networks and machine learning for wireless communica- tions. Sajjad Hussain is a senior member IEEE and fellow Higher Education Academy.Prof. Ala Al-Fuqaha, Hamad Bin Khalifa University (HBKU) Ala Al-Fuqaha received Ph.D. degree in Computer Engineering and Networking from the University of Missouri-Kansas City, Kansas City. He is Professor at Hamad Bin Khalifa University. His research

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica E. S. Swenson, University at Buffalo; Aaron W. Johnson, University of Colorado Boulder; Mary Rola, University at Buffalo; Hoda Koushyar

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Educational Research and Methods

engineering, particularly for ill-defined engineering problems where thebeginning of the modeling process requires an engineer to make assumptions (e.g. modeling anoddly-shaped beam as a prismatic rectangle) and discretize elements (e.g. modeling theindividual forces of people on a bridge as a distributed load over the entire span) to simplify theproblem. Making assumptions and discretizing elements are part of engineering judgment [1].Engineering judgment is defined as “judgment to make a final call on the reasonableness of theanalysis or design” (p.287, [1]). In practice, engineering judgment can be equated to expertise,which is developed as an engineer spends more time in the profession.This study is part of a larger project studying students

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Educational Research and Methods

showed enough promise that Dr. Cook decided to pursue funding for thefollowing year. In spring 2019, she assigned the project to the entire class in Elements of SteelDesign for the first time with funding from the makerspace grant. The following fall she ran thissame project with funding from the makerspace grant in Structural Design in Wood, a class shewas teaching for the first time. This course is structurally very similar to Elements of SteelDesign, and caters to the same population of upper classmen, the primary difference between thetwo courses is the change from steel to wood which leads to a shift in certain content andconcepts.Timeline Figure 1: Timeline of Project Development and ResearchMethods and Data

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrine Griffith, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Eleanor Byrnes, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

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Diversity

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Educational Research and Methods

cognitive load of the laboratory experience and thereby reduced learning.1 IntroductionKolb’s experiential learning theory ​[1]​ suggests that students learn from experience by cyclingbetween states of concrete experience, reflective observation, active experimentation and abstractconceptualization. This theory has been applied successfully to the design of engineeringlaboratory courses ​[2]​, and inquiry-based interventions that specifically attempt to invoke thetransition from concrete experience to reflective observation have shown some success ​[3]​. Thiswork tried to build on Kolb-based examples by examining another method of inspiringreflection: interactive questions in web-based laboratory manuals.Interactive questions in this context refer

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

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Educational Research and Methods

stakeholders may impact this process. Thepurpose of the current study is to investigate engineering education stakeholders’ awareness,interest, influence, and use of published research for carrying out routine tasks. 1. What is the impact of awareness, interest, influence, and use of published research on routine activities? 2. What are the associations among awareness, interest, influence, and use of published research? 3. Are there differences in levels of awareness, interest, influence, and use of published research across career tracks, work organizations, organizational roles, and types of research read/consumed? • Awarnessofpublishedresearch Cognitive

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy Ryan Duckett, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation, LLC

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Educational Research and Methods

computational thinking in engineering and mathematics: A work in progress examining the development and validation of a non-programming assessment This work in progress presentation chronicles the development and validation of an assessment thatmeasures student computational thinking skills (CT). As evidence of the growing need to integrate CT intoproblem-solving, particularly for ambiguous, open-ended problems, the International Society forTechnology in Education created CT Competencies that coincide with the K-12 Computer ScienceFramework. In its simplest form, CT is “procedural thinking” [1] but over the past 25 years its definition hasgrown and evolved matching that of computers [2]. Definitions vary among researchers

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University

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Educational Research and Methods

motivational attitudes vary across courses.Motivation is widely recognized as one of the most important factors in student success [1, 2, 3].In classes using active learning pedagogies, it is important that students feel motivated andempowered to take charge of the process of knowledge creation and assimilation. Students maystrive toward a variety of goals in an education context. Guided by mastery goals, students aremotivated to build knowledge and master subject matter for its own value, rather than for the sakeof a grade. Students who hold mastery goals are likely to invest heavily in the learning processand seek help when needed. Mastery goal orientation has been positively linked to perceivedvalue of coursework, self-efficacy, and effective

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

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Educational Research and Methods

, Individual Development Plans (IDPs), a writingcommunity, and coffee chats (Chang, Patterson, Harmon, Fowler, & Arroyave, 2020). Furtherdetails for all program components are included below in Table 1.Table 1: Program Components of D3EM Program Duration Details Component Internships at U.S. Summer • Not required for all since international National Labs students ineligible • Specific national lab partners include NASA, AFRL, & Southwest Research Lab Mentoring "coffee Bi-weekly during • Coordinated by faculty members, chats

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods

positively (directionally), but problematically(experiencing anxiety), impacts performance for women in science, mathematics, and STEMoverall. We discuss these findings in relation to the STEM “gender filter” further.IntroductionTest anxiety can be described as "students’ worry and concern over taking exams” [1, pp. 119],and is “assumed to be an indication of the strength of the motive to avoid failure” [2, pp. 975]When given an exam, some students experience a great deal of test anxiety. However, examsremain a primary way by which students are assessed and graded in engineering. A recent studyof five institutions indicated that women, marginalized racial/ethnic students, and first-generationcollege students perform worse in lecture-based STEM

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lara Cristina Perez-Felkner, Florida State University; Chelsea D. Shore, Florida State University; Tarik J. Dickens, Florida A&M University; Mingchia Dawn Yang, Florida A&M University

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Diversity

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Educational Research and Methods

methods, and process development. c American Society for Engineering Education, 2020Engineering Resilience through Research Mentorship:Manufacturing Pathways to CareersWithout comprehensive systems change, the entrenched stratification of engineering byrace/ethnicity and gender will not be meaningfully remedied [1, 2]. The STEM labor systemcontinues to entice and attract underrepresented groups and communities to invest energy andtime into fields that have been and continue to resist change, argue Scott and Elliot [3]. Pawley[4] interrogates the engineering education research base to assert the importance of shifting to anintentional centering of the voices and experiences of women and underrepresented groups, to

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Mohaimin Sadri, Florida International University

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Educational Research and Methods

the function of network agents. Thisdistinctive interdependence has important consequences on the robustness and resilience of realnetworks as they respond to random failure, targeted attacks or any other external perturbations[1]. This has emerged in the domain of Network Science that provides an interdisciplinaryperspective to the study of real networks having complex, irregular and versatile topology [2-4].This knowledge of the coupled dynamics between network structure and function has manifoldapplications in various fields including infrastructure systems, supply chain and logistics, biology,social and financial systems, information and communication networks, and many others [3, 5, 6].This joint association of network structure with the

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Lyn Benning, Virginia Tech; William C. Oakes, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

-integrated curricular structure. The studies presented in this report includeassessment of the EPICS programs at two universities, Purdue University and the South DakotaSchool of Mines and Technology (SD Mines). The assessments evaluate 1) the impacts oncritical thinking skills as measured by the Critical Thinking Assessment Test (CAT); 2) theimpacts on intercultural competence as measured by the Intercultural Development Inventory(IDI); and 3) the impacts on student perceptions and attitudes as measured by focus groups. Toexamine the impact, the results of students who are enrolled in the EPICS courses werecompared to matched samples of students in other courses to determine whether the results canbe attributed to service learning. The intent of

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Educational Research and Methods

considering recent calls by the National Academies highlighting issuesof well-being, lack of mentorship, and under preparation for today’s careers [1]. While thisrecent report showcases the issue, graduate attrition problems have been documented inliterature for decades: In 2008, the Council for Graduate Schools reported one of the onlyquantitative studies to date tracking attrition and persistence, noting that graduate attrition inengineering is remarkably high: between 24%-36% for men and women in engineering,respectively [2]. More recently, in 2015, Sowell, Allum, and Okahana [3] reported datadisaggregated for graduate engineering men and women of color, noting alarming statisticsfor most traditionally underrepresented groups, and that for African

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joel Ellsworth, Utah State University

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Educational Research and Methods

BackgroundThe purpose of this research was to identify and compare student peer interactions and use ofcourse resources to student academic performance within the context of a large, face-to-face (f2f)engineering course. Today more than ever before, engineering instructors are able to providestudents access to a variety of course specific resources, ranging from traditional, printed text-based information, to web-based activities which support students’ individual processes oflearning [1]. Moreover, in keeping with the theoretical foundations of social learning [2, 3],engineering instructors may often encourage students to “work in groups” to prepare assignmentsand learn technical course content through group-based problem solving. Along with

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brittany C. Bradford, Rice University; Margaret E. Beier, Rice University; Megan McSpedon, Rice University; Michael Wolf, Rice University

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Educational Research and Methods

among Rice University STEMstudents’ high school preparation, psychological characteristics, and career aspirations. Althoughgreater high school preparation in STEM coursework predicts higher STEM retention andperformance in college [1], objective academic preparation and college performance do not fullyexplain STEM retention decisions, and the students who leave STEM are often not the lowest-performing students [2]. Certain psychosocial experiences may also influence students’ STEMdecisions. We explored the predictive validity of 1) a STEM diagnostic exam as an objectivemeasure of high school science and math preparation and 2) self-efficacy as a psychologicalmeasure on long-term (three years later) STEM career aspirations and STEM identity

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Peter H. Carnell, University of Georgia

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Diversity

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Educational Research and Methods

evidence ofthe instrument. Implications of findings and future directions are discussed.IntroductionStress and adversities are common experiences of everyday life. Students encounter stressfulfactors that challenge their motivation to pursue and persist in academic goals. Such factors oftenrequire being resilient in the face of academic adversities. The ability to navigate risk factors,recover from academic setbacks, and adapt to stress or adversity is described in the literature asresilience. Broadly defined, resilience is the ability to “bounce back” from adversity or stressfulsituations to achieve the desired goal [1-3]. Resilient students are better equipped to navigatedifficult situations, adapt to changes, recover from setbacks, and maintain

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Polytechnic Institute and State University; Cherie D. Edwards, Virginia Commonwealth University

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Educational Research and Methods

methods” askeywords – resulting in 60 viable articles. Using Creamer’s Mixed Methods Evaluation Rubric(MMER), we found exemplar articles demonstrating considerable proficiency across one or moreof the rubric’s four criteria: (1) amount of mixing, (2) interpretive comprehensiveness, (3)transparency and (4) methodological foundation. Using the exemplars as discussion points, weadvocate for: (1) the use of mixing during analysis to increase the interplay between the differentstrands of inquiry (amount of mixing), (2) framing results using the study’s constructs, researchquestions, or perspectives to avoid siloing the study’s approaches (interpretivecomprehensiveness), (3) using methods flowcharts to communicate design features(transparency), and (4

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

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Diversity

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Educational Research and Methods

account of students lived-experiences show a complex interplay of expectations from multiple sources. The mechanisms ofcompounding, conflicting, and triangulating expectations show that the interactions ofexpectations can amplify their emotional impacts on students. The results indicate that studentsjudge their own performance or belonging in engineering relative to the systemic functioning ofexpectations. For educators, this insight has profound implications on how we communicateperformance standards without inadvertently reinforcing social performance expectations thatcan contribute to problematic cultural features of engineering learning environments.IntroductionIn the broader discourse around student diversity and retention [1-4], prior

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George D. Ricco, University Of Indianapolis; Megan Hammond, University Of Indianapolis

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Educational Research and Methods

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

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Educational Research and Methods

relational change of engineering faculty’s (N=65) instructional intent and teachingstrategies in their undergraduate engineering classes. Parallel analysis of data collected duringthe JTFD professional development program, a National Science Foundation (NSF) fundedproject, suggested an underlying structure of two or three factors. While the survey creators,Trigwell and Prosser [1], claim a two-factor structure, each with two underlying subscales, in theATI, exploratory factor analyses global model fit suggested a three-factor model to be a betterfit. Interpretation of loading patterns and magnitudes indicated concerns with both two- andthree- factor models. Although the small sample size presents a limitation to the findings, criticalanalysis of the

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Educational Research and Methods

shows that an engineering degree prepares students for a range of careers. However,engineering undergraduate training has often focused on equipping students with the knowledge,abilities, and attitudes that will make them successful as engineers in industry rather than the broadpossibilities that an engineering degree offers. Reflecting this focus, a common topic inengineering education literature discusses ways to bridge the gap between industry andundergraduate training [1]. However, the qualities students develop—such as critical thinking,problem solving, and teamwork—are also valued by employers in general. Additionally, researchstudies in engineering education on students’ post-graduation pathways often frame students whodo not enter

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeannine E. Turner, Florida State University; Min Tang; Shayne Kelly McConomy, Florida A&M University/Florida State University; Mostafa Papi; Jerris Hooker, Florida A&M University/Florida State University

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Educational Research and Methods

Paper ID #29640Feedback-Seeking BehaviorsDr. Jeannine E. Turner, Florida State University I am an Associate Professor in Learning and Cognition at Florida State University. My research focuses on understanding the interactions of engineering students’ motivation, emotions, beliefs, self-regulation, and achievement.Min Tang The research interests of mine are: 1) to understand teachers’ pedagogical practices and the potential effects of those practices on students’ critical thinking and epistemic beliefs in engineering domain, 2) to quantify epistemically-related emotions that occur during the epistemic activity, 3

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Mejia, University of Washington; Jennifer A. Turns, University of Washington; Wendy Roldan, University of Washington

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Educational Research and Methods

students about challenging reflection experiences. The vignettes in Table I areinspired by such conversations with students as well as the larger context in which the studentexperiences might exist. These conversations provided practical motivation for this research. TABLE I. Vignettes used to illustrate the motivation for the research Vignette 1: Educator perspective. Having noticed that the grades on a recent exam were not what she had hoped, Dr. Jones assigned a reflection activity, called an exam wrapper, as a way to better understand the situation and help students do better on the next exam. The exam wrapper assignment asked students to think about (and share) how they prepared for the exam and identify strategies for next

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress, University of Dayton; Patrick W. Thomas, University of Dayton

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Educational Research and Methods

communicationactivities into engineering curricula at the University of Dayton, a mid-sized, private universityin the Midwestern United States. As a way to establish outcomes for engineering students’learning in professional communication, the purpose of this study is two-fold: (1) to understandthe values, standards of practice, and texts that engineering companies require of entry-levelengineers; and (2) to locate opportunities in engineering curricula where such values, standardsof practice, and texts can be integrated. The research question asks what kinds of activities cansuccessfully integrate developmental experience with professional communication (written,visual, verbal, and/or multimodal forms) while demonstrating students’ learning of

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Gregory Litster, University of Waterloo; Christopher Rennick, University of Waterloo

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Educational Research and Methods

EngineeringAccreditation Board (CEAB) requires graduates of engineering undergraduate programs todemonstrate the ability to identify, analyze, investigate, and design solutions to complexengineering problems [1]. In order to ensure that these skills are developed in engineeringprograms, we must both regularly expose students to engineering design problems andeffectively measure if positive outcomes have been achieved.For the last four years, the University of Waterloo has been developing a series of EngineeringDesign Days (Design Days). These are two-day, discipline-specific design sprint activities thatprovide a mechanism for introducing students to open-ended and ill-structured problems. Morebackground on Design Days and examples of their implementations in

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods

from 1992 to 2011. We considered seven-year completion rates in ourmodels, since only 4% of participants remained in the program after seven years. We ran sixstep-wise logistic regression models predicting persistence in Years 3, 4, and 5 (Models 1 – 6),since doctoral students who drop out without receiving a PhD in these years have investedsignificant time and energy towards their degree. Additionally, we ran six step-wise logisticregression models predicting completion in Years 4, 5, and 6 (Models 7 – 12), which were themost common years of graduation for participants in our dataset. Predictors for both sets oflogistic regression models included funding type in a specific year, such as TA 3rd year orFellowship 4th year. Student funding