Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Mia Clark, Stanford University; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Cynthia Atman, University of Washington; Ronald Miller, Colorado School of Mines; Ruth Streveler, Purdue University; Reed Stevens, University of Washington; Karl Smith, University of Minnesota

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Educational Research and Methods

(STEM) students with the skillsand knowledge needed to tackle the technological challenges of the 21st century, the NationalScience Foundation granted funding in 2003 to the Center for the Advancement of EngineeringEducation (CAEE), dedicated to advancing the scholarship of engineering learning and teaching.The largest element of the CAEE is the Academic Pathways Study (APS), an in-depth, mixedmethods exploration of the undergraduate student experience and the graduate’s transition intoprofessional practice. The APS addresses the following research questions: 1. How do students' engineering skills and knowledge develop and/or change over time? 2. How does one's identity as an engineer evolve? 3. What elements of engineering education

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Krista Donaldson, Stanford University; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

have a high degree of certainty oftheir parents’ levels of education). This method of measure is used, for example, on the NationalSurvey of Student Engagement (NSSE), which is distributed each year to nearly 20 percent ofuniversity freshmen and seniors in the U.S. and Canada. Similar to the NSSE subjects, ourstudents are asked the highest level of education reached by both parents with each level is givena numerical value on a 0 to 1 scale as shown in Table 1. Respondents also have the option ofchoosing “I prefer not to answer.” Table 1. Values for each parent’s education level in determination of SES. The APPLES prompt was “What is the highest level of education that your mother

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Helen Chen, Stanford University; Krista Donaldson, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University

Tagged Divisions

Educational Research and Methods

futureAPPLES deployments and analyses.Introduction/BackgroundThe Academic Pathways Study (APS) of the NSF-funded Center for the Advancement ofEngineering Education (CAEE) is a cross-university study that systematically examines howengineering students navigate their education, and how engineering skills and identity developduring their undergraduate careers1,2. APS research falls under the umbrella of the Center for theAdvancement of Engineering Education (CAEE) whose goals are to: 1. Identify ways to boost the numbers of students who complete engineering degrees (including increasing the numbers of women and traditionally underrepresented groups) 2. Better support those enrolled in engineering programs 3. Encourage greater numbers of

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Sislena Ledbetter, Howard University; Dawn Williams, Howard University; Janice McCain, Howard University

Tagged Divisions

Educational Research and Methods

Center for the Advancement of Engineering Education at Howard University. Dr. McCain's areas of interest include persistence and motivation, retention of minority students in higher education, and international economic development, particularly as it relates to women in Africa. Page 13.524.1© American Society for Engineering Education, 2008Engineering Students Define Diversity: An Uncommon Thread Page 13.524.2 1 Engineering Students Define Diversity: An Uncommon

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

this group of recent engineeringgraduates. And while the data collection approach is certainly different from observational methods,the focus and intent are similar (i.e., capturing experiential learning in context for specificorganizational members).In short, researchers and educators need to better understand experiences that compriseprofessional engineering practice, but do not have especially robust means of acquiring them.Capturing the experience of recent graduates in particular is important because 1) the school-to-work transition period has important impacts on more distal outcomes (Bauer & Erdogan, 2012) and2) because engineering graduates are consistently described as underprepared for the realities ofmodern engineering practice

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University; Angela Minichiello P.E., Utah State University; Theresa Green, Utah State University

Tagged Topics

Diversity

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Educational Research and Methods

veteran undergraduates in engineering.Theresa Green, Utah State University Theresa Green is a graduate student at Utah State University pursuing a PhD in Engineering Education. Her research interests include K-12 STEM integration and improving diversity and inclusion in engineer- ing. c American Society for Engineering Education, 2019 1 An Inquiry into the Use of Intercoder Reliability Measures in Qualitative ResearchWhen compared to quantitative approaches, qualitative approaches are relatively newer to theengineering education research community (Borrego, Douglas, & Amelink, 2009). As thecommunity

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

racial/ethnic majority group, while these differences were not as stronglyexpressed among underrepresented minorities. We also saw differences in how well women andmen think their courses are preparing them to engage in these design activities. The studycontributes new insights by examining the link between design confidence and courseexperience, as well as the relevance of other factors. IntroductionDespite years of research and intervention, women and some racial/ethnic minority studentscontinue to be underrepresented in engineering [1]. For instance, women earned less than onefifth of the Bachelor’s degrees in engineering and engineering technologies granted in the U.S. in2004 [2]. While

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert M. O'Hara, Clemson University; Lisa Benson, Clemson University; Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University

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Educational Research and Methods

and is a liaison for the department to the Office of the Associate Dean of Undergraduate Studies for the college. Her doctoral work is centered on exploring sys- temic/institutional factors impacting the psychosocial and academic outcomes of students experiencing marginalization in post-secondary STEM programs. American c Society for Engineering Education, 2021 1 Relationship Between Goal Orientation, Agency, and Motivation in Undergraduate Civil Engineering StudentsAbstractUnderstanding the underlying psychological constructs that affect undergraduate

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Gregory Warren Bucks, University of Cincinnati

Tagged Divisions

Educational Research and Methods

approaches (adaptingitems from existing instruments) to the development of the two survey instruments: (1) a facultysurvey to identify engaging strategies, and (2) a student survey to evaluate these strategies in aself-reported Likert format along with open-ended questions. This paper primarily presents thedevelopment of the two surveys and the validation of the student engagement survey usingexploratory structured equation modeling technique. It only briefly presents students’ evaluationof the engagement strategies as this is not the primary focus of this paper.Background and Motivation:Distance learning has been a staple of educational systems around the world since the 1700’s [1],but has only become a major topic of research in recent decades

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington

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Educational Research and Methods

. American c Society for Engineering Education, 2021 Research Through Design: A Promising Methodology for Engineering Education (WIP)IntroductionEngineering education research (EER) is a fairly young and interdisciplinary field. As such, awide variety of methods and methodologies have been imported from both positivist andinterpretivist traditions in other domains[1]. Design inquiry approaches, however, have yet to bewidely adopted in the field. These research methodologies leverage design, not as a means ofprimarily solving a problem or generating an artifact, but as a means of surfacing theoreticalknowledge. Given EER’s roots in engineering, design inquiry approaches seem a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yike Li, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

data from different industries. Preliminary findings suggested that the content that new engineers learnt includedboth the technical and non-technical aspects. The engineers learned through multiplevenues, including such as learning by themselves and learning from their mentors. Thisstudy will provide practical suggestions for improving engineering education in bothChina and other similar contexts.Introduction Previous studies have indicated that engineering graduates still do not fully reachthe requirement of the industry whether from a global or domestic perspective [1],[2],[3]. Therefore, it has become a challenge for universities to enrich the industrialexperience of engineering students in the process of school education

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, University of Michigan; Dustin Grote, Weber State University

Tagged Divisions

Educational Research and Methods

framework are the blocking factor and the delayfactor. The blocking factor of a course refers to the number of courses inaccessible to a studentwho fails the course in question. The delay factor of a course is the longest prerequisite chainflowing through it. When added together, the two metrics form the course’s cruciality. Ademonstration of the calculation for the blocking factor and delay factor is given in Figure 1. Tocharacterize the overall curriculum's complexity, we can sum the crucialities together to form anaggregate measure called the structural complexity. Previous research has shown that structuralcomplexity correlates well with FTIC student graduation rates [5] but does not for transferstudents [6], suggesting that the current metric

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Van Beek, University of Toronto; Susan McCahan, University of Toronto

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Educational Research and Methods

information for active classroom design.IntroductionActive learning, and spaces purpose-built for active learning pedagogies, are becomingincreasingly prevalent in STEM fields, and engineering in particular. One method to learn moreabout the utilization of active learning pedagogies is to observe teaching and learning in real timeusing a protocol that describes the interaction between pedagogy, space, and technology [1]. Theuse of observation to provide information on teaching practices is a well documented concept[2], [3], [4]. Teaching and Learning Centers have a long history of offering classroomobservations and these are frequently used to provide formative and summative feedback toinstructors, teaching teams, and academic leaders [4]. Classroom

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shiuan-Huey Yen, Institute of Engineering Education Taiwan; Jessica Fan, Institute of Engineering Education Taiwan; Mandy Liu, Institute of Engineering Education Taiwan; Liang-Jenq Leu, Institute of Engineering Education Taiwan

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Educational Research and Methods

’ effectiveness.IntroductionHaving high-level talent has always played a key role in economic progress. The top performersin the Bloomberg Innovation Index, including Japan, the U.S., and Taiwan [1], have also placedvalue on doctoral education. Japan has revealed its vision to improve career prospects for youngresearchers. The U.S. issued guidelines to support University-Industry Cooperation (UIC). InTaiwan, universities receive funds for research and development (R&D) management.However, cultivation of doctoral-level talents across the country has recently faced severalchallenges, including a downward trend in doctoral student enrollment [2]-[3], a high dropoutrate in doctoral programs [4]-[5], and delayed graduation among the doctoral students [6]-[7].In addition

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology

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Educational Research and Methods

addition, she served on National Academy of Sciences Committees on Foundations of Educational and Psychological Assessment and Evaluation of National and State Assessments of Educational Progress. She earned a PhD in Educational Psychology from UC Santa Barbara. American c Society for Engineering Education, 2021 Self-Reflection of Engineering Majors in General Chemistry IIIntroductionResearch has demonstrated that active and collaborative instruction coupled with various meansto encourage student engagement can lead to better student learning outcomes irrespective of majoror academic discipline [1], [2]. A key strategy for improving student learning is to prompt

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University

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Educational Research and Methods

bubble saw companies investing heavily in thisnew medium for games. Today, the video gaming industry is worth closer to $150 billion USD ofyearly revenue, with well established practices, trends and new genres [1]. Furthermore, videogames have delivered a wide variety of experiences, from interactive story telling, open worldexploration, social games, puzzle games, virtual reality games, mobile games and so on.The present paper seeks to provide a direct comparison of trends in the video gaming industry, andhow it could be translated to Serious Games in Engineering Education. To this aim, 28 relevantstudies which have reported games for teaching engineering courses within the past decade wereinvestigated. These studies were obtained after

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amman Fasil Asfaw, California State Polytechnic University, San Luis Obispo; Storm Randolph, California Polytechnic State University, San Luis Obispo; Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Rosa Aguilar, California Polytechnic State University, San Luis Obispo ; Emily Flores; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods

about negative impactsof such language. Usage of iniquitous terminology such as“master-slave” in academia can makestudents—especially those who identify as women and/or Black/African-American—feeluncomfortable, potentially evoking Stereotype Threat and/or Curriculum Trauma [1], [2].Indeed, prior research shows that students from a number of backgrounds find non-inclusiveterminologies such as “master-slave” to be a major problem [1]. Currently, women-identifyingand gender nonbinary students are underrepresented in the engineering industry whileBlack/African-American students are underrepresented in the entire higher education system,including engineering fields [3], [4].The CAR Strategy, introduced here, stands for: 1) confront; 2) address; 3

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Educational Research and Methods

Rehabilitation Act requiringthe provision of access and accommodations to students with disabilities [1]. Theimplementation of an effective online course therefore is the result of planned and deliberateactivities. The various challenges of developing online courses have deterred faculty fromembracing the pedagogy. A recent survey [2] of about 2000 faculty indicated that although therewas steady increase in faculty experienced in online teaching, less than 50% faculty had taught atleast one course online. In this backdrop, the challenges faced by faculty not experienced orhaving limited experience in online teaching while moving to a remote learning cannot beoverstated. The quick pivot to remote learning course delivery did not allow faculty to

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Julie P. Martin, Ohio State University; Taylor Short, Ohio State University

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Educational Research and Methods

socialrelationships and networks that are typically cultivated in project or design-based courses can becritical for navigating undergraduate education [1]. Social relationships help achieve keylearning objectives in these courses, including design thinking, collaboration, andcommunication skills [2]. Although there are many established ways to communicate online,these do not replace the often-unplanned supportive interactions that happen in-person prior tothe pandemic [3]- [5]. This sudden shift to online teaching could have implications for students’learning, persistence, and success. This necessitates the examination of students’ socialsupports and relationships during this shift. In this paper, we make research-based preliminaryrecommendations for online

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

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Educational Research and Methods

time, colleges and universitiesaround the country closed their campuses, evicted students from dormitories, and shifted to onlineinstruction [1]. Instructors and students, many of whom had no prior experience teaching ortaking online courses, were suddenly faced with the additional burden of remote learning [2].During this time, the prevalence of stress, anxiety and depression has increased in the generalpopulation [3] and in college students worldwide [4, 5].Stress is a significant mediator of academic motivation, and can have a positive or negative effectdepending on the type and context of the stress. LePine et. al. in a study of 696 college studentsfound that “challenge stress” (resulting from experiences believed to promote growth or

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

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Educational Research and Methods

students [1]. Students worktogether as a team to apply their engineering skills and gain field experience before embarkingon their eventual careers [2]. The open-ended nature of the experience allows numerous learningopportunities for practicing both technical and non-technical skills. While the primary emphasisof capstone design experience is justifiably technical competency, the non-technical aspects areequally important within engineering careers [2]. A structured training within the broad area ofprofessionalism is required to leverage the capstone design experience and better align with thecareer needs.Besides the application of technical knowledge, every capstone project relies on multipleprofessional skills to be successful. While

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammed F. Farghally, Virginia Polytechnic Institute and State University; Mostafa Kamel Osman Mohammed, Virginia Polytechnic Institute and State University; Assiut University; Hamdy F. F. Mahmoud, Virginia Polytechnic Institute and State University; Assiut University; Margaret O'Neil Ellis, Virginia Polytechnic Institute and State University; Derek A. Haqq, Virginia Polytechnic Institute and State University; Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Brett D. Jones, Virginia Polytechnic Institute and State University; Clifford A. Shaffer, Virginia Polytechnic Institute and State University

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Educational Research and Methods

opportunity for us toacquire insights for future instruction. Results indicated that some course components wereperceived to be more useful either before or after the transition, and preferences were not thesame for the two courses. Furthermore, to determine what course components need furtherimprovement before transitioning to fully online mode, we computed a logistic regression model.Results indicated that for each course, different course components both before and after thetransition significantly affected students’ preference of course modality.IntroductionFace-to-Face (F2F) classes with no online components have slowly been losing their share ofcourse delivery 1 . Recent improvements in technology and financial constraints have paved theway for

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

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Diversity

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Educational Research and Methods

that comprise the EOPframework. We believe the EOP framework can be considered as a guiding framework indesigning courses and curriculum to better prepare students for future engineering work.INTRODUCTIONThe following research paper aims to dissect the integration of the newly developedEngineering for One Planet (EOP) framework into undergraduate engineering courses. TheEngineer of 2020 [1] guided academic approaches to engineering education for the first partof the new millennium, but it could not anticipate the magnitude of the challenges facingengineers today. Our goal is to provide foundational evidence to advocate for EOP as aframework for faculty and students to contextualize a global pandemic, legacy, and newglobal environmental crises

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

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Diversity

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Educational Research and Methods

Engineering at higher rates thanmen (e.g., [1, 2, 3]). Some of the reasons that women are underrepresented in Engineering includea mismatch of values (especially being human-centered vs. machine-centered) or life goals (e.g.,not being family friendly) and lacking female mentors and role models, as mentioned in the thirdquote above (see, e.g., [4, 5, 6, 7]). More generally, women do not enter Engineering at the samerate as men and also are likely to leave more readily because they feel like they don’t belong. Thefirst quote that we shared at the beginning of this paper from a woman majoring in Engineering atour institution conveys the sentiments of women who drop classes, at least in part, because theyfeel that they do not fit in, not even in a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

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Educational Research and Methods

EcologyThis paper reports on a work-in-progress—a study about the learning experiences ofengineering students exploring possible careers in the energy industry. It is a follow-up to aprevious study of the learning experiences of practicing engineers beginning new jobs in anenergy company [1]. The overall objective of the two studies is to map the learning ecology ofengineering students in a higher education program to the learning ecology of practicingengineers in a workplace. This paper also reports on the perspectives of engineering facultyeducating engineering students—specifically in an energy engineering program at a university.Our objective is to better understand the similarities and differences between the two learningecologies of an

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Singh Batra, Texas A&M University; Sunay Palsole, Texas A&M University

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Educational Research and Methods

learning. Learning is a socialprocess where students interact with each other for the exchange of knowledge and for building acommunity of inquiry [1-3]. Social learning is also an important part of the college experiencefor many students where informal learning happens among students in their courses and studentorganizations. Since March 2020, the students have been experiencing a loss of interaction withtheir instructors and with other students which has impacted their ability to learn in onlinecourses [4-6]. Previously, the lack of social interaction has been reported as a weakness for manyonline courses which prevents students from learning effectively in an online environment [7-8].Further, both the student-instructor and the student-student

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis

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Diversity

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Educational Research and Methods

. These results will inform future data collection and analysis as we return to in personlearning to better distinguish the impacts of exam and learning formats on diverse students’anxiety and academic performance.IntroductionThe role of anxiety on performance of mathematics has been explored by many researchers overthe years. Numerous studies have correlated increased anxiety levels to more frequent errors incomplex math problems [1–4]. This led to the concept of processing efficiency theory, whichsuggests that anxiety occupies some of the “working memory” that an individual has forperforming mental calculations, leading those with higher anxiety to have less available mentalresources to perform the task and thus perform poorly. Other

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Maria Chierichetti, San Jose State University

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Diversity

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Educational Research and Methods

paper reports on a survey of all engineering faculty at San José State University (SJSU) inSpring 2020. The purpose of the survey was to determine the impact of the shelter-in-place onfaculty. Overall, 104 faculty completed this survey. Based on the number of COE faculty inSpring, 287, this equates to a confidence level of 95% with a margin of error of 8%. Because ofthis low margin of error, we can be fairly confident that this survey is representative of thefaculty teaching in the College in Spring 2020. The majority of the respondents who answeredthe question about rank were lecturers (58); there were fewer tenure-track (18), tenured (13),adjunct (1), and Teaching Associates (1) responding. Of the faculty who responded to identifytheir gender

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

studentrepresentation, impacts student stickiness. Our research questions are: 1) To what extent do female and racial/ethnic representation in engineering departments impact student stickiness? 2) Does engineering department diversity impact student stickiness differently for underrepresented subpopulations?The educational environment in higher education Much of the sociocultural research on student retention and persistence has relied onTinto’s (1993) model of student departure. In this model, students enter the institution andbecome integrated academically and socially based on their interactions in the educationalsystem. The model focuses on the students’ abilities to integrate rather than the institution’sresponsibility

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Engineering TasksIntroductionIll-structured design tasks are an important feature of engineering education because they supportcollaborative problem solving, which is an essential element of STEM curricula in the 21stcentury [1]. These tasks are especially important because they pose teamwork-based designchallenges that resemble authentic work students will encounter in their future workplaces [2].Solving collaborative ill-structured tasks allows students to expand their learning beyond “drill-and-practice”-type problem solving and engage in higher order thinking [3]. In the past decade,studies have established how to design and implement ill-structured tasks in engineeringcurricula [4]. These studies have shown the need for scaffolding in ill