Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Justin Micomonaco, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Educational Research and Methods

extracurricular activities, informal conversations inthe residence hall and social events.20 These types of activities combine to cultivate membership in a community for thestudent.21 The degree of integration in the community impacts the student’s commitment torelated goals and persistence in that domain. For example, students who participate inengineering-related events outside of class are more likely to feel connected to the community ofengineers and see more value in persisting to degree completion. In addition to the structuralobstacles of curriculum and pedagogy, Seymour and Hewitt noted that a lack of identificationwith STEM careers was an additional factor influencing students’ decisions to leave thediscipline.22 This is an element that

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Lynette Osborne, National Academy of Engineering; Ruth Streveler, Purdue University; Karl Smith, University of Minnesota; Ronald Miller, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

AC 2007-241: QUANTITATIVE AND QUALITATIVE MEASURES OFCOMMUNITY DEVELOPMENT THROUGH A STRUCTURED WORKSHOPCURRICULUMMaura Borrego, Virginia Tech MAURA BORREGO is an assistant professor of Engineering Education at Virginia Tech and 2005 Rigorous Research in Engineering Education evaluator. Dr. Borrego holds an M.S. and Ph.D. in Materials Science and Engineering from Stanford University. Her current research interests center around interdisciplinary collaboration in engineering and engineering education, including studies of the collaborative relationships between engineers and education researchers. She was recently awarded a CAREER grant from NSF to study interdisciplinarity in engineering

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine; Lori Maxfield, College of St. Catherine

Tagged Divisions

Educational Research and Methods

the curriculums of Connections and Identity but these curricula may not be explicitly taught. Capstone projects are used to assess how students integrate all of these curriculums.With such an analysis, it is easy to articulate why the traditional program has failed to serve at-risk populations such as women: By concentrating the Core and Practice up front, this program Page 11.1316.6may discourage or misrepresent the discipline for those, particularly women, who need somesense of Connection to society and Identity to the field.5Recent innovative efforts in engineering education can be understood using the PCM language: By

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

classes in Chemical Engineering", Bringing Problem- based Learning to Higher Education: theory and practice, San Francisco, CA: Jossey-Bass, 1996, pp. 91- 99.[17] Krishnan, S., C.M. Vale, and R. Gabb," Life in PBL: two PBL teams", AAEE, 2007.[18] Ribeiro, L.R.C., and M.D.G.N. Mizukami," Problem-based learning: a student evaluation of an implementation in postgraduate engineering education", European Journal of Engineering Education Vol. 30, No. 1, 2005, pp. 137 - 149.[19] Smaili, A., and S. Chehade," Effective Integration of Mechatronics into the Mechanical Engineering Curriculum: A Cooperative, Project-Based Learning Model with Seamless Lab/Lecture Implementation", International Journal of Engineering

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, there is a growing interest in potential innovation for the middle-years of engineering curricula, which usually focus on disciplinary engineering sciences that aredeemed necessary for professional preparation. This factor, as well as an increased focus oninterdisciplinary education has spurred the development of integrated curriculum for engineeringeducation2. Integrated curricula allow students to engage in systems thinking as they integrateknowledge across domains3. By nature of an integrated approach, students may find motivationto engage in meaningful learning as engineering concepts are explicitly tied to multipledisciplines and non-engineering subjects4. Additionally, studies have indicated that studentsperform better on standardized

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Paper ID #21816Transforming an Institution by Engineering LearningDr. Sam Spiegel, Colorado School of Mines Dr. Spiegel is the Director of the Trefny Innovative Instruction Center at the Colorado School of Mines. He previously served as Chair of the Disciplinary Literacy in Science Team at the Institute for Learning (IFL) and Associate Director of Outreach and Development for the Swanson School of Engineering’s Engineering Education Research Center at the University of Pittsburgh. Prior to joining the University of Pittsburgh, he was a science educator at Biological Sciences Curriculum Study (BSCS). Dr. Spiegel also

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Research Experience for Teachers Site in Mechatronics and Entrepreneurship, a DR K-12 research project, and an ITEST re- search project, all funded by NSF. He has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His research interests include K-12 STEM education, mechatronics, robotics, and con- trol system technology. Under a Research Experience for Teachers Site, a DR K-12 project, and GK-12 Fellows programs, funded by NSF, and the Central Brooklyn STEM Initiative (CBSI), funded by six phil- anthropic foundations, he has conducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Joshua Bourne Reed, Rowan University; Richard T. Cimino, Rowan University; Stephanie Farrell, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

University (USA) and was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland).Dr. Cheryl A. Bodnar, Rowan University Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She obtained her certifica- tion as a Training and Development

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy A. Bibelnieks Ph.D., University of Minnesota Duluth; Kristen S. Gorman, University of Minnesota; Brian D. Gute, University of Minnesota Duluth; Joshua W. Hamilton, University of Minnesota Duluth; Elizabeth M. Hill, University of Minnesota Duluth; Alison B. Hoxie, University of Minnesota Duluth; David A. Saftner, University of Minnesota Duluth; Andrea J. Schokker, University of Minnesota Duluth; Pete Willemsen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

a teaching and learning community that spans the disciplines. 3. Dedicating time in departmental faculty meetings to first personalize the vision of this proposal for their department and then to share teaching pedagogies tried in classes as well as techniques for implementing classroom changes, thus creating learning organizations within each department.The three routines described are focused on continuous learning and improvement. They developnew ideas that lead to changes. Furthermore, they make continual changes to the overallstructure, seek grassroots innovation, and involve people with different views, thus increasingbuy-in among the major stakeholders. The passing of expertise in integrating active learning intoSTEM curriculum is

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Natalia Kapli, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, T., Jaspers, M., & Chapman, M. (2007). Integrating web-delivered problem-based learning scenarios to the curriculum. Active Learning in Higher Education. 4. Bordelon, T. D. & Phillips, I. (2006). Service learning: What students have to say. Active Learning in Higher Education. 7(1), 143-153. 5. Guertin, L. A., Zappe, S. E., & Kim, H. (2007). Just-in-Time Teaching (JiTT) exercises to engage students in an introductory-level dinosaur course. Journal of Science Education and Technology. 6, 507-514. 6. Cimbala, J. M., Pauley, L. L., Zappe, S. E., & Hsieh, M. (June, 2006). Experiential learning in fluid flow class. Paper presented at the annual meeting of the American Society of Engineering

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Divisions

Educational Research and Methods

ResultsEach of the four stated goals was achieved to some degree. A survey was given to bothparticipants and volunteers. The survey in winter 2017 had a 95% response rate. The survey inspring 2017 had a very low response rate (~10%) because we tried waiting until the subsequentterm to see how reaction results were affected by the increase in time and the perspective itbrings. The low response rate was an unintended side effect of this delay. Survey results aresummarized in Table 1.Indirect measures indicate that the students and volunteers believe that ECE Design Daysallowed participants to integrate knowledge from across their curriculum. The ECE Design Daysvolunteers consisted of upper-year students, faculty, and staff. The student participants

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph H. Holles, University of Wyoming

Tagged Divisions

Educational Research and Methods

Paper ID #29111WIP: An Undergraduate Theory and Methods of Research Class for HonorsStudentsDr. Joseph H. Holles, University of Wyoming Joseph H. Holles is an Associate Professor of Chemical Engineering at the University of Wyoming. His current research interests include overlayer bimetallic catalysts for controlled reactant/product binding to improve activity and selectivity. He is the Associate Editor for Chemical Engineering Education. American c Society for Engineering Education, 2020 Work in Progress: An Undergraduate Theory and Methods of

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

recognition through interaction and negotiation the meanings with their teammembers, with the angle of the communities of practice theory. Findings could inspire theimprovement of students’ teamwork and learning experience, optimizing PBL curriculum design andincorporating effective learning activities for students’ engineering identity development.MethodThis is a pilot study to optimize the methodology and research design for a continuous exploration ofstudents’ engineering development through teamwork in PBL. Methodologically, a qualitativemethod is used in this study. Teamwork observation was conducted for an initial understanding ofstudents’ teamwork experiences. Main source of qualitative data in this study was collected throughsemi-structured

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

implementation of a comprehensiveengineering education improvement plan at University of Texas, San Antonio which included afusion of strategies with the objective of minimizing factors that adversely affected academicperformance of entering minority freshmen in order to increase post-secondary enrollments,retention, and increase collaboration between the university’s engineering departments andprivate industry in Texas.This bridge program focused on creating a “Just-In-Time” (JIT) pedagogical approach to non-calculus ready students and maintained and strengthened the engineering mentoring programswith the goal of increasing the number, retention, and graduation time and rates of minorityengineering students. The plan included an integrated strategy

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

Educational Research and Methods

fascinating. The middle school participants were 6th, 7th and 8th grade studentsfrom groups traditionally underrepresented in science and technology fields. Seventypercent of the participants qualified for Title I remediation and the school ranked in thetop 12% of the bottom tier in the district-wide standardized test. The poor scores wereattributed to the students’ inability to decode the test questions and lack of context in theexisting science curriculum.Integrating language and graphic arts into the science curriculum is critical to helping thestudents learn how to effectively organize, synthesize, and communicate knowledge. Inour case, the act of organizing a story with a beginning, middle, and an end helpedstudents put their experiences in

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

how people learn. Making Learning Whole3 is an example of aninstructional framework that integrates many of the latest findings on how people learn, andproposes seven principles on how to design an individual or set of learning experiences in waysthat facilitate comprehensive learning in a variety of course designs. Perkins describes his approach as learning by wholes and uses a sports metaphor toexpound on the following seven principles: 1) Play the Whole Game; 2) Make the Game WorthPlaying; 3) Work on the Hard Parts; 4) Play Out of Town; 5) Uncover the Hidden Game; 6)Learn From the Team; and 7) Learn the Game of Learning. Each of these will be described inlayman’s terms. “Play the Whole Game” speaks to the need to design

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Watkins, Vanderbilt University; Merredith D. Portsmore, Tufts University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Educational Research and Methods

Outreach at Tufts University, where she studies teacher learning in an online professional development course on teaching and learning engineering. She earned her doctorate in Curriculum & Instruction in Science Education from the University of Colorado Boulder, as well as a Bachelor’s Degree in Molecular, Cellular, and Developmental Biology from UC Santa Cruz. Prior to graduate school, Dr. Swanson was an elementary STEM educator for a children’s science center, teaching STEM courses in both formal and informal learning environments. c American Society for Engineering Education, 2019 Transformations in elementary teachers' pedagogical reasoning: Studying teacher learning in an online

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

process at Oregon State University where he is pursuing a MS in Mechanical Engineering. His secondary research interest is engineering education.Milo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He cur- rently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels. Acknowledgements - The

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David John Orser, University of Minnesota, Twin Cities; Kyle Dukart, University of Minnesota, Twin Cities; Changhyun Choi, University of Minnesota, Twin Cities; Frances Wood, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

Paper ID #30014Utilizing Peer Learning Assistants to Improve Student Outcomes in anIntroductory ECE CourseDr. David John Orser, University of Minnesota, Twin Cities David Orser teaches and develops undergraduate education curriculum with a focus on laboratory courses for the University of Minnesota, Twin Cities, Electrical and Computer Engineering Department. His courses leverage project-based learning, experiential learning, and self-paced activities. David has over ten years of industry experience specializing in mixed-signal high-speed integrated circuit design, power systems, and power electronics.Kyle Dukart

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Barukh Ben Rohde, University of Florida; Elliot P. Douglas, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, and that of McLaughlin et al[24], who found that flipped classrooms are significantly better than traditional ones, is thepresence of a dedicated teaching assistant or team of teaching assistants to run the flippedclassroom. The TAs hold office hours, grade assignments, “functioning at the level of efficiencyand expertise of the instructor, especially as it relates to providing thoughtful written feedback”[24]. This interaction is especially important in mathematics or programming courses, whereworking problems is an important part of the curriculum. Mok [25] is an important example ofthis, having a team of dedicated teaching assistants that roved the classroom, allowing pairs ofprogramming students to engage a TA at will whenever “stuck or

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). Stagl et al. 15 summarizecurrent work in team leadership research and find that “the totality of research supports thisassertion; team leadership is critical to achieving both affective and behaviorally based teamoutcomes” (p. 172). Hill 16, supports this position in her team leadership chapter. In thedevelopment of their integrative team effectiveness framework, Salas et al.17 assert that leadershipplays a central role over the lifespan of the team, claiming that despite the complexities of teamleadership, “most would agree that team leaders and the leadership processes that they enact areessential to promoting team performance, adaptation, and effectiveness.”17 Additionally, Salas etal.17 assert that team leaders play an essential role due to

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

feedback is necessary to help students further develop these skills and ithas been suggested such feedback is best when situated in the context of authentic engineeringtasks 3. We hypothesize that in such a context, students are more likely to take up feedback onprofessional skills because these skills will be viewed as an integral part of what an engineerdoes. There are two parts to providing students with feedback on these skills: (a) we first musthave a firm understanding of what it means to have professional skills in engineering, and (b) weneed to know how to effectively provide students with feedback on these skills.The case study described in this paper focuses on discourse as students receive feedback whilethey engage in an industrially

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students), then integrate that advice into an action plan. • Students in a difficult circumstance are not always good at integrating and acting on advice. The UGO staff discovered that students often did not follow up with ODOS (which was always part of our advice), or if they did, subsequent follow-up with the UGO or ODOS was lacking. Students struggled to manage and act on the on-going conversations across the UGO and ODOS offices, especially when they are in a Page 26.1049.4 compromised state due to their circumstances. • ODOS was not near the engineering precinct. The ODOS offices are centrally located on

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Joachim Walther, University of Queensland; David Radcliffe

Tagged Divisions

Educational Research and Methods

projects to design and build a […] circuit board and they give us a really tight budget. And so you can't afford all the fancy clips […] so you use hot glue or basically anything so that you can loop around the budget. And then […] lecturer […] takes one look and says 'I don't like this […] because it is not professional'.”In other transcripts, this approach to engineering was manifest in the curriculum structure orindividual assessment pieces and led to negative student perceptions of an instructor as a personwho “has all these little fiddly things he likes to stick to, this nice little protocol he likes.Everything's gotta fit into the box.” (Hasslam)During their time in industry, the students experienced a more flexible and pragmatic

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Special Topics - Physics Education Research, vol. 8, p. 020104, 2012.[16] J. E. Froyd, M. Borrego, S. Cutler, M. Prince, and C. Henderson, "Use of Research-Based Instructional Strategies in core electrical or computer engineering courses," IEEE Transactions on Education, in press.[17] M. J. Prince, M. Borrego, C. Henderson, S. Cutler, and J. Froyd, "Use of Research-Based Instructional Strategies in core chemical engineering courses," Chemical Engineering Education, in press.[18] E. J. Pedhazur and L. P. Schmelkin, Measurements, Design, and Analysis: An Integrated Approach. Hillsdale, NJ: Lawrence Erlbaum Associates, 1991.[19] R. M. Felder and R. Brent, "Active Learning: An Introduction," ASQ Higher Education Brief, vol

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Mohd Salleh Abu, Universiti Teknologi Malaysia; Shahrin Mohammad, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

AC 2011-2720: AN INSTRUMENT TO ASSESS STUDENTS’ ENGINEER-ING PROBLEM SOLVING ABILITY IN COOPERATIVE PROBLEM-BASEDLEARNING (CPBL)Syed Ahmad Helmi Syed Hassan, Universiti Teknologi Malaysia Syed Helmi is an academic staff in the Faculty of Mechanical Engineering and is currently a Ph.D. in Engineering Education candidate in Universiti Teknologi Malaysia.Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia Khairiyah is an associate professor in the Department of Chemical Engineering, Universiti Teknologi Malaysia. She is presently the Deputy Director at the Centre for Teaching and Learning in UTM. Her main research areas are Process Modeling, Simulation and Control, and Engineering Education. She has been implementing

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

Tagged Divisions

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

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

AC 2011-2655: ANALYZING SUBJECT-PRODUCED DRAWINGS: THEUSE OF THE DRAW AN ENGINEER ASSESSMENT IN CONTEXTTirupalavanam G. Ganesh, Arizona State University Tirupalavanam G. Ganesh is Assistant Professor of Engineering Education at Arizona State University’s Ira A. Fulton Schools of Engineering. He has bachelors and masters degrees in Computer Science and Engineering and a PhD in Curriculum and Instruction. His research interests include educational research methods, communication of research, and k-16+ engineering education. Ganesh’s research is largely focused on studying k-12 curricula, and teaching-learning processes in both the formal and informal settings. He is principal investigator of the Information Technology

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maya Rucks, Louisiana Tech University; Marisa K. Orr, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16789Social Consciousness in Engineering Students: An Analysis of Freshmen De-sign Project AbstractsMaya Rucks, Louisiana Tech University Maya Rucks is an engineering education doctoral student at Louisiana Tech University. She received her bachelor’s degree in mathematics from the University of Louisiana at Monroe. Her areas of interest include, minorities in engineering, K-12 engineering, and engineering curriculum development.Dr. Marisa K. Orr, Louisiana Tech University Dr. Orr is an Assistant Professor in Mechanical Engineering and Associate Director of the Integrated STEM Education Research Center (ISERC) at

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

Women Engineers as well as a Co-advisor for the all Women’s Baja SAE Team at ERAU. Her research interests involve the retention of women in engineering degree programs and effective pedagogy in undergraduate engineering curriculum. Page 25.108.1 c American Society for Engineering Education, 2012 A Study on the Effectiveness of Team-Based Oral Examinations in an Undergraduate Engineering CourseAbstractThe conventional and pervasive written exam format used in undergraduate engineering courses,while practical, may be neither the most effective