Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Ed- ucation and Outreach. c American Society for Engineering Education, 2019 Work in Progress: Exploring ‘Ways of Thinking’ of Interdisciplinary CollaboratorsAbstractCalls have been made for novel ways of thinking about engineering education research. Buildingon an earlier qualitative inquiry, this work in progress study examined the number and nature offactors underlying the constructs of futures, values, systems, and strategic thinking within thecontext of interdisciplinary engineering education research. Exploratory factor analysis of surveydata (n =111) supported a correlated

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey

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Diversity

Tagged Divisions

Educational Research and Methods

Group since 2010, working on a longitudinal study of over 200 graduate students in the life sciences.Her major research project, the National Science Foundation (NSF)-funded ”FIRSTS (Foundation for Increasing and Retaining STEM Students) Program: A Bridge Program to Study the Development of Science Identities,” examines mentoring relationships, identity development, and the role of outside-of-college commitments in persistence among students coming to STEM majors with limited financial support.Dr. Christopher Wagner, The College of New Jersey Dr. Wagner is currently Associate Professor of Biomedical Engineering (BME) at The College of New Jersey (TCNJ), where he has taught students at all levels of the curriculum

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

capstone design project, but will help build their identity as engineers and better preparethem for professional practice 41, 42. Research points to several contributing factors which play arole in improving student learning during engineering design experiences, including the impactof active, project-based, and hands-on learning methodologies, and the development of a sense ofcommunity and a peer support network23, 43-45. Cooperative learning approaches that are hands-on and interactive are particularly appealing to underrepresented students 46-49. First-yearengineering design was highlighted as one of six key areas in engineering education innovationat the 2011 ASEE Annual Conference 50. Pioneered in the 1990’s and implemented in severalNSF

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Anoop Desai, Georgia Southern University; Jean-Claude Thomassian, State University of New York, Maritime College

Tagged Divisions

Educational Research and Methods

design AbstractThis paper seeks to present a systematic and thorough methodology to incorporate basic sixsigma principles for quality into engineering course design from the ground up. Six sigmaprinciples have been widely used in industry in conjunction with the basic philosophy of ‘leanthinking’ so as to achieve the twin goals of quality enhancement and cost minimization. Theauthors intend to extend an identical thought process to the field of education, beginning at thebasic course level in an engineering setting. The principal advantage of this extension is toincorporate voices of widely varying stakeholders including the community, industry,academicians etc into the basic course structure. Another

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Mel Sabella, Chicago State University; Stephanie Barr, Chicago State University

Tagged Divisions

Educational Research and Methods

to this study. Because class size at Chicago State University issmall (approximately 20 students in introductory physics classes) we do not have the luxury oflarge N studies. We are therefore presenting results that support our claims but larger scalestudies would need to be done to strengthen our arguments. We believe that the use ofqualitative and quantitative research methods address some of the problems associated withsmall N studies. In addition, as mentioned above, interviewees were volunteers so the sample forour qualitative methods is not a random sample of students in the introductory class. We shouldalso note that the study presented is narrow – the student participants we work with are studentsat the urban comprehensive

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Virginia Tech; Cassandra J. Groen, Virginia Tech; Amy L. Hermundstad Nave, Virginia Tech; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

inclusive pedagogies.Dr. Cassandra J. Groen, Virginia Tech Dr. Cassandra Groen is a post-doctoral researcher in the Department of Engineering Education and the Myers-Lawson School of Construction at Virginia Tech. Her primary research interests include pro- fessional identity formation in undergraduate civil engineering students, grounded theory methods, and theory development. Her current work includes the exploration of professional identity formation in civil engineering students who experience disabilities and the ways in which this identity is influenced by stu- dents’ academic relationships, events, and experiences. Dr. Groen holds B.S. and M.S. degrees in Civil Engineering from the South Dakota School of Mines

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

format in which both distance learning (through online lectures anddemonstrations) and experiential learning (through hand’s on computer labs) were incorporated.All of the students were engineers or technologists at The Boeing Company, located in thegreater Seattle, Washington area. This study investigates the course through differentmethodologies (quantitative and qualitative), reporters (students and instructors), andinformation (course effectiveness, satisfaction, and transportability). A pre-test/post-test designwas used to test the learning outcomes on PLM theoretical knowledge and CAD skills.Quantitative survey data were also collected from students and instructors in the form of Likert-scale responses. In addition to these quantitative

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Jonassen, J. Strobel, and C. B. Lee, “Everyday Problem Solving in Engineering: Lessons for Engineering Educators,” J. Eng. Educ., vol. 95, no. 2, pp. 139–151, Apr. 2006.[25] J. W. T. Kan and J. S. Gero, Quantitative methods for studying design protocols. Springer, 2017.[26] A. Kirn and L. Benson, “Engineering Students’ Perceptions of Problem Solving and Their Future,” J. Eng. Educ., vol. 107, no. 1, pp. 87–112, Jan. 2018.[27] A. F. McKenna, “An investigation of adaptive expertise and transfer of design process knowledge,” J. Mech. Des. Trans. ASME, vol. 129, no. 7, pp. 730–734, Jul. 2007.[28] R. M. Marra, B. Palmer, and T. A. Litzinger, “The Effects of a First-Year Engineering Design Course on

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

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

profes- sionals. Dr. High is a trainer for Project Lead the Way pre-Engineering. Additionally, she works with middle school teachers and students on engineering projects.Melanie C Page, Oklahoma State University Melanie C. Page received her Ph.D. in Quantitative Psychology from Arizona State University in 1998. She is currently a professor in the Department of Psyhcology and Director of the OSU Institute for Cre- ativity and Innovation (ICI) in the School of Entrepreneurship. Her research interests are mainly in pre- vention/intervention research; She is currently involved in several projects. One major project is looking at decreasing childhood overweight through family and peer interventions (FiSH project) with

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

different groups on the map, shown inFigure 3. This will include recruiting students from different parts of the maps in order to conductlongitudinal interviews about engineering pathways and the negotiation of identities as engineers.This corresponding qualitative work will build upon this study’s existing quantitative results andwill inform additional studies with the insights recorded.ConclusionThis paper described the key model parameters that researchers must consider in using a newstatistical method, Topological Data Analysis (TDA). We also presented how TDA can be usefulto characterize students’ latent diversity from a survey study of 3,711 first-year engineeringstudents’ incoming attitudes, beliefs, and mindsets at 32 ABET-accredited

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

that involved combining fiveeducation best practices of recruitment, formal mentoring through peer mentors, summer campengineering math preparation and workshops, academic year stipends, and summer internships atlocal and regional companies.The Just in Time Math (JITM) strategy was implemented to increase the interaction betweenfreshmen and engineering faculty and peers during the first semesters of study. As a result, moreengineering students have shown greater enthusiasm for the field of engineering which resultedin better retention and graduation rates. The JITM course included lecture, lab and recitationcomponents and an application-oriented, hands-on approach. The JITM course addressed mathtopics specifically used in the core entry-level

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

topics and specific ideas for surveyitems.13 For example, Crede and Borrego3 utilized ethnographic observations and interviews todevelop a survey about retention amongst graduate-level engineering students. Themes identifiedfrom this ethnographic study and previous research literature were used to develop surveyconstructs. The researchers then used participant excerpts to design specific survey itemsrepresentative of the survey constructs, often using the direct language of the target population.The survey was revised through two rounds of pilot testing. The first of these rounds includedreview by members of the original ethnography sample and a panel of experts. The second ofthese rounds included pilot testing of the revised survey with a

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Anna Zilberberg; Christopher W. Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; John J. Duffy, University of Massachusetts, Lowell; Sean Mcvay, James Madison Univeristy

Tagged Divisions

Educational Research and Methods

AC 2012-5229: FACULTY SURVEY ON LEARNING THROUGH SERVICE:DEVELOPMENT AND INITIAL FINDINGSDr. Olga Pierrakos, James Madison University Olga Pierrakos is an Associate Professor and founding faculty member in the School of Engineering, which is graduating its inaugural class May 2012, at James Madison University. Pierrakos holds a B.S. in engineering science and mechanics, an M.S. in engineering mechanics, and a Ph.D. in biomedical en- gineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, engineering design instruction and methodology, learning through service (NSF EFELTS project), understanding engineering students through the lens of identity theory

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Caleb H Farny, Boston University; Sean B Andersson, Boston University

Tagged Divisions

Educational Research and Methods

. Typically 5-7instructors are involved with the course throughout the academic year. Student assessment Page 23.134.2includes weekly problem sets and quizzes, a semester-long truss design project, two midtermexams, and a common final exam. Weekly tutoring assistance is provided by graduate teachingfellows (GTFs) across multiple sections.The vision for restructuring the course arose from several key deficiencies. As a service coursethat introduces all students in the College of Engineering to the basics of engineering analysis, itis vital that the material taught to the students be delivered in a coherent fashion and on auniform level. Section-to

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

Work on Research Self-EfficacyWhile no instrument for EERSE currently exists, multiple efforts have been undertaken to measureresearch self-efficacy in general [13-20]. These measures typically describe research as beingcomprised of the conceptualization of a study; a literature review; the design and implementationof the study; data collection, analysis, and interpretation; writing and the presentation of the results.Notably, however, the vast majority of this research focuses exclusively on the research self-efficacy of students participating in graduate or undergraduate research. These studies also do notinclude engineering or engineering education students, with a few exceptions [18-20].Instruments to study the research self-efficacy of

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, become an even smaller group ofindividuals who are able to move on in the engineering major after the course is over.Data collection and analysisThe study follows a quasi-experimental, multi-method design to answer the research question.We utilize two quantitative measures along with semi-structured interviews of a sub-sample ofparticipants in order to triangulate the results of the quantitative measures. The two quantitativemeasures consist of an observational protocol to measure instruction and student participation,and a survey instrument designed to measure students’ sense of community in the classroom.First, the Classroom Observation Protocol for Undergraduate STEM (COPUS) [9] is a protocoldesigned for use in university settings to generate

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, The University of Georgia; Ashley Babcock, University of Georgia

Tagged Divisions

Educational Research and Methods

BackgroundSince the publication of the Green Report in 19961 there has been a strong push withinengineering education practice and research to better prepare engineering graduates for the socio-technical world in which engineers are embedded. Surprisingly, this drive to better alignengineering education with the socio-technical world began many decades earlier with theCarnegie Foundation's 1918 publication of A Study of Engineering Education2. In spite of theeffort in recent years to operationalize the student learning of the necessary competencies (e. g.through ABET outcomes3) there is a disconnect between what students learn in engineering, Page

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

Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her

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

Paper ID #11839Using Phenomenography: Reflections on Key Considerations for Making Method-ological DecisionsEmily Dringenberg, Purdue University, West Lafayette Emily Dringenberg is a PhD Candidate in Engineering Education at Purdue University. She holds a Bachelor of Science in Mechanical Engineering (Kansas State ’08) and a Master of Science in Industrial Engineering (Purdue ’14). Her current dissertation research focuses on using qualitative methods to ex- plore the experiences of students engaging with engineering design problems. Additionally, her research interests include transfer of learning, personal epistemology

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

/failures and creative performance metrics. Our results show that while the correlationbetween number of attempts (i.e., failure rate) and creative performance was statisticallysignificant, the relationship was weak. In addition to these and other quantitative results, thisresearch has value for engineering educators as a case study in the evolution, scaling, andtransfer of face-to-face experiential learning tasks to global online learning environments.1. IntroductionThe relationship between creativity and failure appears to be a complex one, with scholarsdebating the positive and negative effects of failure on the quality and the quantity of creativeoutcomes6, 7, 12, 13. Within this context, the concept of Intelligent Fast Failure (IFF