Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; John J. Case, U.S. Military Academy; John Andrew Kearby, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

su at al rro nk er l un di ng s Figure 3: Interpretation of Midwest Floods Problem codesThe aggregate percentages of statements within the design detail and design context areas of thecoding scheme are shown in Table 5. Design detail refers to the

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

Tagged Divisions

Educational Research and Methods

researchers at his/herschool and championing a set of research instruments to be used across schools. In this capacity,each principal co-investigator oversaw the development, training, data processing and dataanalysis related to their instrument(s) for all campuses. The Urban Private University served aschampion for structured interviews, the Large Public University for the ethnographic tools andengineering design tasks, the Suburban Private University for survey instruments, and theTechnical Public Institution for academic transcript information.Monthly conference calls and periodic face-to-face meetings facilitated the work of the APSleadership team

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Virginia Polytechnic and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. ReferencesCharmaz, K. (2006). Constructing grounded theory. Thousand Oaks, Calif; London: Sage.Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed method approaches (4th ed.). Thousand Oaks, Calif: Sage Publications.Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.Glaser, B. G. (1978). Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, Calif U6 Book: Sociology

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Tripp Shealy, Virginia Tech; Darren K. Maczka, Virginia Tech; Mo Hu, Virginia Tech; Robin Panneton, Virginia Tech; Xiao Yang, Virginia Tech, Deparment of Psychology

Tagged Divisions

Educational Research and Methods

. Environ., vol. 0, no. 0, pp. 1–20, May 2015.[16] K. Alexiou, T. Zamenopoulos, and S. Gilbert, “Imaging the Designing Brain: A Neurocognitive Exploration of Design Thinking,” in Design Computing and Cognition ’10, J. S. Gero, Ed. Springer Netherlands, 2011, pp. 489–504.[17] R. C. Dalton, C. Hölscher, and H. J. Spiers, “Navigating Complex Buildings: Cognition, Neuroscience and Architectural Design,” in Studying Visual and Spatial Reasoning for Design Creativity, J. S. Gero, Ed. Springer Netherlands, 2015, pp. 3–22.[18] M. Boccia, L. Piccardi, L. Palermo, R. Nori, and M. Palmiero, “Where do bright ideas occur in our brain? Meta-analytic evidence from neuroimaging studies of domain-specific creativity,” Cognition, p. 1195

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darren L. Linvill Ph.D., Clemson University; Meghnaa Tallapragada, Clemson University; Nigel Berkeley Kaye, Clemson University

Tagged Divisions

Educational Research and Methods

/. [Accessed January 27, 2019].[8] V. Chan. “Teaching oral communication in undergraduate science: Are we doing enough and doing it right?” Journal of Learning Design, 4, vol. 3, 2011. Available: https://www.jld.edu.au/article/view/82. [Accessed January 27, 2019].[9] F. C. R. Estrada and L. S. Davis. “Improving visual communication of science through incorporation of graphic design theories and practices into science communication,” Science Communication, 37, vol. 1, pp. 140148, 2015.[10] A. Fleury. “Liberal education and communication against the disciplines,” Communication Education, 54, vol. 1, pp. 7279, 2015.[11] D. P. Dannels, D. P and A. L. Housley Gaffney. “Communication across the curriculum and in the

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

grading in the semester prior to the implementation of training versusthat of the semesters that used training. In the future, this data will be used to further modifygrading and training procedures, and data will continue to be collected and analyzed.References[1] ABET, “Criteria for accrediting engineering programs, 2017 - 2018,” 2016.[2] G. W. Clough, “The engineer of 2020: Visions of engineering in the new century,” Washington, DC, USA, 2004.[3] P. E. Dickson, T. Dragon, and A. Lee, “Using undergraduate teaching assistants in small classes,” Proc. 2017 ACM SIGCSE Tech. Symp. Comput. Sci. Educ., pp. 165–170, 2017.[4] S. Ashton and R. S. Davies, “Using scaffolded rubrics to improve peer assessment in a MOOC writing

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

Tagged Divisions

Educational Research and Methods

] Criterion Description Amount of Mixing There should be nontrivial, meaningful mixing in a mixed methods publication, else the study would be better classified as multi-method. This criterion spotlights methodologists’ attention to integration in mixed methods research [see 1]. Interpretive Interpretive comprehensiveness refers to how the researcher(s) Comprehensiveness engage different perspectives in their study. This can be accomplished throughout the design by picking extreme or negative cases, testing competing hypotheses, and

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Matthew Holsapple, University of Michigan; Donald Carpenter, Lawrence Technological University; Janel Sutkus, Carnegie Mellon University; Cynthia Finelli, University of Michigan; Kelley Walczak, University of Michigan; Trevor Harding, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

ability tocreate code in a specific language. In the following sections, a brief introduction tophenomenography, a description of the study exploring student understanding of conditional andrepetition structures, and the results of the study are presented. The final section discusses howthese results can be utilized in the development of an assessment instrument as well as what stillneeds to be done in order to reach the final destination.Phenomenography as a Research MethodologyPhenomenography is an educational research method developed in the early 1980’s by a researchgroup in the Department of Education at the University of Gothenburg in Sweden18. It arose outof work exploring the ways that students experienced learning, approached their

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

Paper ID #10492The Effect of the Inverted Classroom Teaching Approach on Student/FacultyInteraction and Students’ Self-EfficacyDr. Micah Stickel, University of Toronto Dr. Micah Stickel (ECE) is Chair, First Year, in the Faculty of Applied Science & Engineering. He is also a Senior Lecturer in The Edward S. Rogers Sr. Department of Electrical & Computer Engineering. Dr. Stickel first came to the Faculty when he started as an undergraduate in 1993. Since that time, he has completed his BASc (1997), MASc (1999), and a PhD (2006) — all with a focus on electromagnetics and the development of novel devices for high

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University

Tagged Divisions

Educational Research and Methods

connected, writing therefore needs to be taught by members of the discipline.Effective oral or written communication continues to be an important part of the engineeringcurriculum across the globe. Because of internet availability, all forms of communication havegained popularity. However, quality has been replaced by casual or short-hand version ofcommunication. A few years ago, the state of Utah took an initiative to improve students’ skillsin mathematics, reading, and writing. Initially, the funding supported creative programs forstudents in the K-12 curriculum. In the late 1990’s the state decided to begin an EngineeringInitiative program to support STEM related fields of study throughout schools, colleges, anduniversities. The program was

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

James H. Allen III, University of Evansville; Jared Fulcher, University of Evansville; Suresh Immanuel Selvaraj, University of Evansville

Tagged Divisions

Educational Research and Methods

1.0, and are consistently less than the homework / exam ratios in the same classes.The authors believe that this study provides a good basis of data that supports the quiz-only ideaproposed by researchers at other universities. In the future, data from additional undergraduatebasic engineering courses and major-related courses will be incorporated to help further validatethis methodology. In addition, correlating this data to results observed on standardized tests suchas the FE exam may shed additional light on the effectiveness of a quiz-only approach forstudent learning.References: 1. Bronikowski S, Lowrance C and Viall K, “Lather, Rinse, Repeat: The Effect of Replacing Homework with Periodic Quizzes in Engineering Courses

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

William E. Genereux, Kansas State University Polytechnic Campus

Tagged Divisions

Educational Research and Methods

and their effect on engineering education. IEEE Communications Magazine, 28(12), 30–35.11. Gunnink, B., & Bernhardt, K. L. S. (2002). Writing, critical thinking, and engineering curricula. In Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference (p. F3H2-F3H7). Boston, MA.12. Dansdill, T. T., Hoffman, M. E., & Herscovici, D. S. (2008). Exposing gaps, exploring legacies: Paradoxes of writing use in computing education. Journal of Computing Sciences in Colleges, 23(5), 24–33.13. Garvey, A. (2010). Writing in an upper-level CS course. Proceedings of the 41st ACM Technical Symposium on Computer Science Education - SIGCSE ’10, 209. http://doi.org/10.1145/1734263.173433714. Hobbs, R. (2011). Digital and

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; Ann Sitomer, Oregon State University; John Ivanovitch, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

fill the needs of the context of the departments and build upon these expectationsof individuals to motivate department member participation.References1. Koretsky MD, Bouwma-Gearhart J, Brown S, Dick T, Brubaker-Cole S, Sitomer A, Quardokus Fisher K, … Ivanovitch J. Enhancing STEM Education at Oregon State University – Year 1. In: American Society for Engineering Education Annual Conference and Exposition. 2015.2. Hedegaard M. The significance of demands and motives across practices in children’s learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction. 2014; 3(3), 188–194.3. U.S. Department of Education. Meeting the challenge of a changing world: strengthening education for the

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Tuba Pinar Yildirim, University of Pittsburgh; Joel Townsend, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

priority. At recent engineering educationconferences (e.g. Best Assessment Processes in Engineering Education Symposiums, ASEE, FIE)the number of evolving approaches for evaluating engineering programs, as well asmethodologies for measuring various student outcomes is growing more rich. Yet, severaltroublesome issues still remain. First, most of these “assessment” methods had not been fullyevaluated. Second, many focus on final products via performance appraisals particular to theoutcome(s) using rubrics as the assessment tool. Third, many engineering administrators stillvoiced concerns about the costs associated with organizing, implementing and maintaining aneffective assessment program, given limited resources of time, people (i.e. raters), and

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

. Johnson, N., Meeting the challenge: Becoming learning communities, in Learning communities ineducation: Issues, strategies and contexts. 1999, Routledge: London. p. 26-43.15. Butt, R., Towards the learning community: Working through the barriers between teacher development andevaluation. Learning communities in education: Issues, strategies and contexts 1999: p. 60-83.16. Johnson, D.W. and R.T. Johnson, Cooperation and Competition: Theory and Research. 1989, Edina:Interaction Book Company. 257.17. Masten, S.J., et al., A web-based and group learning environment for introductory environmentalengineering. Journal of Engineering Education, 2002. 9(1): p. 69-80.18. DeLyser, R.R., Thompson, S. S., Edelstein, J., Lengsfeld, C

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Nathan Mentzer, Utah State University; Jodi Cullum, Utah State University

Tagged Divisions

Educational Research and Methods

meters (solve for D) m = the rocket mass in kilograms g = the acceleration of gravity = 9.81 m/s2 rho = the density of air = 1.22 kg/m3 Cd = the drag coefficient of the chute, 1.5 for a parachute (dome-shaped chute) v = the speed we want at impact with the ground (3 m/s or less)The technology education teacher then presented an example using the equations to predict thediameter of a parachute required for a model rocket, finding it to be 17.1 inches in diameter.The teachers planned to provide analysis methods for the students, but the students wiil conductthe analysis. In most cases, students were expected to perform analysis on alternative solutionsgenerated by the teacher

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Laura Hahn, University of Illinois, Urbana-Champaign; Alan Hansen, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

, E., and Wright, B. (1991). Nine principles of good practice for assessing student learning.Washington DC: American Association of Higher Education. Available athttp://www.facet.iupui.edu/resources/AAHE%20Principles.pdf . Accessed 1 February 2009.
2National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century.Washington DC: National Academies Press, pp. 51, 55.
3Sheppard, S., Macatangay, K., Colby, A., and Sullivan, W. (2009). Educating engineers: Designing for the futureof the field. San Francisco, CA: Wiley/Jossey-Bass.
4National Academy of Engineering. (2005). Educating the engineer of 2020: Adapting engineering education to thenew century. Washington DC: National Academies Press.
5Redish, E

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Abel Fernandez, University of the Pacific; Camilla Saviz, University of the Pacific; Jeff Burmeister, University of the Pacific

Tagged Divisions

Educational Research and Methods

Camilla M. Saviz, Ph.D., P.E., holds B.S. and M.S. degrees in Mechanical Engineering from Clarkson University, an MBA from the New York Institute of Technology, and a Ph.D. degree in Civil and Environmental Engineering from U.C. Davis. She is currently an associate professor in the Department of Civil Engineering at the University of the Pacific. Dr. Saviz' research interests include measurement and modeling of hydrodynamics, water quality, and sediment transport in surface water systems. She has also served as co-principal investigator on several studies to develop and implement strategies to enhance the quality of engineering education.Jeff Burmeister, University of the Pacific Jeffrey S

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References1. Erbas A, Okur S. Researching students’ strategies, episodes, and metacognitions in mathematical problem solving. International Journal of Methodology. 2012;46(1):89102.2. Osman SA, Mohd Salleh; Mohammad, Shahrin; Mokhtar, Mahani. Integrating Pertinent Elements of Critical Thinking and Mathematical Thinking Used by Practicing Civil Engineers in Grounded Theory Analysis. Journal for Social Sciences Research. 2015;8(3).3. Schoenfeld A. Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In: Grouws D, ed

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Michael Geoffrey Brown, Iowa State University; Stephanie D. Teasley, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

milestones on community college student outcomes. Research in Higher Education, 48(7), 775-801.Dawson, S., & Hubball, H. (2014). Curriculum analytics: application of social network analysis for improving strategic curriculum decision-making in a research- intensive university. Teaching and Learning Inquiry: The ISSOTL Journal, 2(2), 59-74.Hodara, M., & Rodríguez, O. (2013). Tracking Student Progression through the Core Curriculum. New York: Community College Research Center, Columbia University.Krumm, A. E., Waddington, R. J., Teasley, S. D., & Lonn, S. (2014). Using Data from a Learning Management System to Support Academic Advising in Undergraduate Engineering Education. In J. A. Larusson & B

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects,” Am. Educ. Res. J., vol. 45, no. 1, pp. 166–183, Mar. 2008.[5] B. J. Zimmerman and A. S. Paulsen, “Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation,” New Dir. Teach. Learn., vol. 1995, no. 63, pp. 13–27, 1995.[6] B. Schmitz and B. S. Wiese, “New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data,” Contemp. Educ. Psychol., vol. 31, no. 1, pp. 64–96, Jan. 2006.[7] R. Eynon, “The quantified self for learning: critical questions for education,” Learn. Media Technol., vol. 40, no. 4, pp. 407–411, Oct. 2015.[8] M. Swan, “The

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Fethiye Ozis, Northern Arizona University

Tagged Divisions

Educational Research and Methods

expression of what you’ve acquired"13.Like memory, motivation is fundamental and holding students attention is critical to the learningprocess14. Fundamentally, these two concepts can be related to the seven principles above,making them a good foundation for seminar development.Upon establishing a format and theme, the following learning outcomes emerged. At the end ofthe seminar, the participants were expected to be able to gauge self-confidence level and identifypotential area(s) of personal improvement; explain the role that motivation and memory play inlearning; compare and contrast the role of the teacher and students in a 'teacher centered'environment with that in a 'learner centered' environment; explore so-called 'best practices andanalyze

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elnaz Douzali, University of Illinois, Chicago; Houshang Darabi, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

attributes of an individual student. The first attribute is theSatisfactory Status of a student: N for Unsatisfactory CGPA of below 3.4, S for SatisfactoryCGPA of 3.4 or higher. The second attribute is Intervention Participation Status: 1 forparticipation in HP in the current semester, 0 for no participation in HP in the current semester.The third attribute was Enrollment Status: C indicates a student is continuing from the currentsemester to the following semester, D indicates the student has dropped from the university inthe current semester, and G indicates the student has graduated from the university in the currentsemester. The behavior of an individual student’s progression from their first semester to theirlast in terms of these three

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

“safety”, but these abstracts did imply that the products were to be used for protection oremergency situations. The following are quotes from abstracts in the Safety theme.Our system detects the emergency broadcast alarm that sounds from the weather radio in thesystem. -Emergency Notification in Remote Locations GroupThe words safe and skateboard are hardly used in the same breath, we hope our project canmake that possible. -S-Cubed (Smart, Safe, Skateboard) GroupHearing protection in the manufacturing industry is a safety component that is often overlooked. -Smart Hard HatThe Safety theme contained 14.8 percent of the groups. Of the groups in this theme 91.7 percentwere mostly male and no groups were mostly female. However

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

techniques.Further research into the existing data set could also lead to new insights. A strictly discursiveanalysis may reveal other common underlying interactions that could increase our understandingof change in conceptual understanding. 1. Streveler, R. A., Litzinger, T. A., Miller, R. L. and Steif, P. S. (2008), Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions. Journal of Engineering Education, 97: 279–294. 2. Chi, M. T. H., Feltovich, P. J. and Glaser, R. (1981), Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science, 5: 121–152. 3. Montfort, D., Brown, S. and Pollock, D. (2009), An Investigation of Students' Conceptual Understanding in

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Analysis: Basic Concepts and Algorithms.8. Cherednichenko, S. (2005). Outlier detection in clustering. Master's Thesis, University of Joensuu, Department of Computer Science.9. He, Z., Xu, X., and Deng, S. (2003) “Discovering Cluster-based Local Outliers”. Pattern Recognition Letters, Volume 24, Issue 9-10, pages 1641 – 1650, June 2003.10. Gremler, D. D. (2004). The critical incident technique in service research. Journal of service research, 7(1), 65-89.11. Chell, E., & Pittaway, L. (1998). A study of entrepreneurship in the restaurant and café industry: exploratory work using the critical incident technique as a methodology: Prize-winning Paper from the IAHMS Conference at Sheffield Hallam University, England

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

general lab “housekeeping”. Some ofthe students described that they were recognized as a researcher when they had the opportunityto describe their work during a group meeting. “Every other Friday we have a group meeting, composed of both the heads of the lab, [Dr. A] and [Dr. S], and all the graduate and undergraduate students. One meeting, I was recognized for working on my new project, under [Graduate student J], and got a chance to explain to the whole group what my research was about, and how I was working towards my goal.” Participant 473) Talking about their research to people outside their fieldIn addition to presenting their work in formal settings like conferences, many of the studentstalked about their

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Kari L. Jordan, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Science Foundation.References[1] Froyd, Jeffrey E., et al. "Estimates of use of research-based instructional strategies in core electrical or computerengineering courses." Education, IEEE Transactions on 56.4 (2013): 393-399.[2] Borrego, M., Cutler, S., Froyd, J., Prince, M., & Henderson, C. (2011). Faculty use of research basedinstructional strategies.[3] Prince, Michael, et al. "Use of research-based instructional strategies in core chemical engineering courses."Chemical Engineering Education 47.1 (2013): 27-37.[4] Henderson, C., Beach, A., and Finkelstein, N., Facilitating change in undergraduate stem instructional practices:An analytic review of the literature. Journal of Research in Science Teaching, 2011. 48(8): p. 952-984.[5] Borrego