Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Ashley Ater Kranov, Center for Teaching, Learning & Technology; Robert Olsen, Washington State University; Carl Hauser, Washington State University; Laura Girardeau, Washington State University

Tagged Divisions

Educational Research and Methods

) Page 13.32.16 ABET Skill 3i. Recognition of the need for and ability to engage in life-long learning Students consider what needs to be learned (what they know and don’t know), create a plan to retrieve and organize data and evidence, and reflect on their own understanding. Students address biases and assumptions related to this data. Struggling Developing Mastering0 1 2 3 4 5 6 *Students do not consider outside *Students acknowledge outside *Students seek and evaluate outside sources of data

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

James Jones, Purdue University; Peter Meckl, Purdue University; Michael Harris, Purdue University; Monica Cox, Purdue University; Osman Cekic, Purdue University; Martin Okos, Purdue University; Osvaldo Campanella, Purdue University; Neal Houze, Purdue University; James Litster, Purdue University; Nathan Mosier; Bernard Tao, Purdue University; Daniel Delaurentis, Purdue University; David Radcliffe, Purdue University; Kathleen Howell, Purdue University; Masataka Okutsu, Purdue University; Sean Brophy, Purdue University; Amy Penner, Purdue University; Alice Wilson, Purdue University; Leah Jamieson, Purdue University

Tagged Divisions

Educational Research and Methods

, Page 14.997.9Knowledge Areas, and Qualities). Each school was then asked to discuss these rankings in thecontext of how well their programs are providing opportunities for their students to learn the top-ranked attributes. Based on these discussions, each school will develop implementation plans forthose attributes that need more attention. Progress towards Purdue’s Engineer of 2020 will bepart of each school’s annual assessment report to the dean.Uniquely positioned to help with the Engineer of 2020 activities is the relatively new School ofEngineering Education, which was established at Purdue in 2004. As the first such departmentdedicated to the art and science of engineering education, it has the expertise in education theoryand

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

lower self-confidence means that women may be more likely to decide that they aren’t ‘good enough,’ andtherefore disproportionately decline challenging opportunities. More perniciously, however, thisconsistent gap may also affect their experiences while in engineering school. For example, inteam-based projects, this lower confidence means that women may be less likely to volunteer forthe more ‘technical’ tasks, and this would certainly be consistent with the speculation thatwomen are more likely to take on ‘administrative’ tasks (note-taking, planning, and the like).32 Ifwomen have less self-confidence and therefore are less likely to assert themselves to their malecolleagues to focus on the technical aspects of a group project, this

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

complex systems. Reading, Mass, Addison-Wesley. 13. Davis, B. and D.J. Sumara (2006). Complexity and Education: Inquiries Into Learning, Teaching, and Research. Mahwah: Routledge. 14. Arthur, B. (1999). "Complexity and the economy." Science 284(5411): 107 - 109. 15. Kaput, J., Y. Bar-Yam, et al. (2006). "Two roles for complex systems in education: Mainstream content and means for understanding the education system itself." Planning documents for a national initiative on complex systems in K-16 education Date accessed: 06.02. 2009 16. Banathy, B. H. and P.M. Jenlink (2004). "Systems inquiry and its application in education." In D. H. Jonassen (Ed), Handbook of research for educational

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Saraj Gupta, Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

presupposed a solution when you are writing your problem statement. Instead leave the solving of the problem for later down the line and instead focus on what the problem is.”This step though is fully interactive with the client, as there are many meetings and brainstormsessions with the client. A student said: “I know that for [our] clinic we spent about two to three hours over the course of two meeting with our liaison just like so what do you actually want? What are you planning to do with it? Why do you want it? What is your goal for the whole thing and eventually hassling out because when you got the original problem statement and it was like I want this and we come back and we are like why do you want

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Robert Leicht, Pennsylvania State University; John Messner, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Hyeon Woo Lee, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

the videos in order tolearn the material necessary to be successful in the quizzes. This helps to assure that studentswill be prepared for the in-class activities. Second, the instructor can use the results of thequizzes as a launching point for discussion and adjust the class plan as necessary to address anystudent misconceptions or lack of understanding, in a form of just-in-time teaching. 8The classroom flip method may be perceived to be particularly beneficial to students who prefercertain types of learning environments. According to the Felder-Solomon Learning Styles Index,students may classify themselves along four dimensions as being a certain type of learner:active/reflective, sensing/intuitive, visual/verbal, and sequential/global

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Miguel Ramos, University of Houston; Mequanint Moges, University of Houston; Victor Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Reddy Talusani, Houston Community College System; Shruti Karulkar, University of Houston

Tagged Divisions

Educational Research and Methods

project was based on earlier work known as CLABS [3,4, and 5]. In this model, CLABScomponents impart knowledge, skills, and guidance to the student that in turn lead to positiveoutcomes as delineated by the program objectives. In addition, the project monitors the role ofexternal factors and unanticipated outcomes through observation and inquiry. While the CLABSproject team has continually assessed and evaluated the program in the past, the addition ofconcept mapping and mentoring calls for additional assessment tools to better gauge the impactof these new components. Page 14.951.5The assessment plan utilizes a variety of measurement tools to

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Amy Banzaert, Massachusetts Institute of Technology; John Duffy, University of Massachusetts-Lowell; David Wallace, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

into core engineering classes to determine whether doing so is feasible, beneficial to students,and appealing to faculty. By collaborating on the assessment efforts of this initiative, we areinvestigating whether and how service learning can benefit students at two very differentuniversities, as well as differences in benefits between the schools.Educational MethodologyBoth UML and MIT received planning grants from NSF to expand significantly the use of S-L intheir engineering programs. UML, which has a relatively long history of using S-L inengineering classes, worked to develop S-L within the entire College of Engineering; MIT, witha much newer S-L initiative, focused on using S-L in the Department of MechanicalEngineering. Tables 2 and 3

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Todd Johnson, Washington State University; Reid Miller, Washington State University

Tagged Divisions

Educational Research and Methods

. However, it is stillessential that we continue to build, develop, and share our models of how to support a blendedapproach to learning from both the engineering education perspective, as well as from thetechnological perspective.AcknowledgementsThe National Science Foundation provided the funding for this work through a NSF Planning Page 11.918.11Grant EEC #0530708. We would also like to acknowledge the contributions of the otherresearchers collaborating in the CLEAR project, specifically Denny Davis, Chris Hundhausen,Jerry Maring, Robert Olsen, Dave Pollock, and Richard Zollars for their guidance andcontributions to this research.References1

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey L. Herman, University of Illinois at Urbana-Champaign; Sofia Meyers, University of Illinois at Urbana-Champaign; Sarah-Elizabeth Deshaies, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

its functionality is surprisingly difficult and revealsthat novices struggle both to accurately read code and to extract meaning from that code [2].Xie and colleagues argue that programming should first teach students how to read/trace codeand then teach them how to comprehend common programming templates or plans [8]. Thesetemplates could be seen as being connected to the idea of beacons, where certain commoncoding patterns can help an expert more quickly identify the purpose or meaning of a line ofcode. Based on studies that have suggested that tracing skills may play an important role inhelping students read code [9], some have proposed that early code reading should focus onteaching students how to formally trace programs with promising

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Paper ID #17998Students’ Conception and Application of Mechanical Equilibrium ThroughTheir SketchesMs. Nicole Johnson, University of Illinois, Urbana-Champaign Nicole received her B.S. in Engineering Physics at the Colorado School of Mines (CSM) in May 2013. She is currently working towards a PhD in Materials Science and Engineering at the University of Illinois at Urbana-Champaign (UIUC) under Professor Angus Rockett and Geoffrey Herman. Her research is a mixture between understanding defect behavior in solar cells and student learning in Materials Science. Outside of research she helps plan the Girls Learning About

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blanca Miller, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Heather Perkins, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

emaildatabase from the engineering college. This strategy did not produce a large pool of participants.Our second strategy involved face-to-face meetings with engineering lab groups. We providedthe same information detailed in the email and asked participants to sign-up during theiravailable time. Four EDS volunteered for our IBM interviews; three were international studentsand one domestic. The four participant’s degree completion and engineering specialities werecomprised as follows: a civil engineer in his third of his planned four years (Edward); amechanical engineer in her last year (Trisha); a material science engineer in his first year(Vince); and a mining engineer in his last year (Oliver). Each participant was assigned apseudonym to provide

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Luciane de Greef, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

in engineering education is less prevalent4. The one area that reflectiondoes show up as a robust practice is when service learning is used as a pedagogical method5,6,7.Several researchers report reflective activities in the area of professional development forteachers. Boerboom et al8 found that reflection with peer educators helped teachers developaction plans in response to student evaluations beyond what was developed individually inisolation. Mackay and Tymon9 used reflection to explore the tacit assumptions in teachingpractice. They found that the lecturer’s difficulties in reflection paralleled student’s reporteddifficulties. These parallels proved to be a rich area of inquiry for the instructors. Ruth10 tracesthe use of dialogical

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

Tagged Divisions

Educational Research and Methods

et al.’s study by offering more in-depth narratives of students’perspectives on reflection through semi-structured interviews.In our work, we captured narratives about students’ engagements with reflection, such as thenarratives shared by Boswell [8]. Boswell reports on a specific effort to support studentreflection during an experiential learning opportunity (an alternative spring break). Initially,Boswell’s team had planned highly structured, daily reflection activities. Over time, they learnedstudents had negative reactions to the trips’ structured reflections. Using the notion of the“structure trap” to capture the unintended consequences of over-structuring student reflection,Boswell goes on to explain how her team let go of a commitment

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

student sense-making and instructor responsiveness to thissense-making, answering our second research question.Future WorkWe are planning much future work that employs the TENOR Protocol to address the content ofquestion-initiated dialogue and, eventually, responsive teaching in engineering science courses.First, we will apply the TENOR Protocol to a different set of classroom data than was used todevelop the protocol. During the Fall 2018 semester we conducted 21 observations of 7 differentengineering science courses. These courses range from 200- to 400-level across fivedepartments. After transcribing question-initiated dialogue from the lecture capture video ofthese 21 class meetings, we will code these utterances and use this data set to

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karolina Doulougeri, Eindhoven University of Technology; Gunter Bombaerts, Eindhoven University of Technology

Tagged Divisions

Educational Research and Methods

… and then yes it's going pretty well I think”In addition, even though the project courses ‘’advertised’’ the freedom of students, studentswere bounded to several limitations in terms of project planning, externally imposed deadlinesand mandatory feedback meetings. “I think if you, we go very often to these meeting, because we think they are important and we want to ask questions and it's nice to have time that we all sit together, however if it's not necessary ,then I feel that it's not really useful..if you have to go, so that's why I like the freedom”Perceived competence of students in project based coursesFor students in project course, sense of competence was a result of being equipped withadequate knowledge in

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

, because you know, it's never going to go 100 percentto plan.” Similarly, a student responded with, “It's nice to feel that push from professors toincorporate the use of the space in their classes, to let us know that it's okay to experiment and itis okay to do it once and okay if it doesn't come out how you wanted it to.”In the space the students were almost always working in teams, particularly on assigned projects.The communication, collaboration, and interactions are aligned with the norms and practices ofprofessional engineers. Thus, the space reinforces student development of a professionalidentity. The autonomy and support for the students in the space further provides them with theopportunity to internalize the opportunity to gain the

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

Tagged Divisions

Educational Research and Methods

learning, while meeting the community needs. Capstone senior project designcourses are a natural way for incorporating service-oriented learning into any engineeringprogram.There are a variety of ways in which service-oriented learning projects can beincorporated into senior engineering capstone design courses. Some of these experiences fulfillthe rigorous definition of service-oriented learning (SoL), while others meet some but not allrequirements. However, by exploring this instructional approach that is providing a frameworkfor an authentic learning experience, a comprehensive and sustainable plan is needed to ensure asuccessful, synergistic integration of service-oriented learning in an engineering pedagogicalframework. The design project goal

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stefanos Papanikolaou, West Virginia University

Tagged Divisions

Educational Research and Methods

from being able to copy/paste anything significant. The summary of thisevidence-based practice study is that Google Classroom allowed for the clear identification andsolution of problems that are possibly ongoing throughout the education system undetected. It isnatural to expect that this class will outperform the departmental averages in the FE exam, whenthey attempt to take it in 2 years or so. However, such an investigation is beyond the purposes ofthe current evidence-based practice study. Virtual Lectures and Office Hours In the long term, Google Classroom can become an indispensable tool for the instructorof large audiences. The aspect of pre-planning a classroom in the beginning of a semester toappear in a pre-designed

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

research scholar upon successful completion of the research project. Lapatto [6]investigated the reliability of undergraduate students’ evaluation by conducting a survey usingSURE (Survey of Undergraduate Research Experiences) and with a follow up survey after ninemonths. The students reported many different benefits they received from undergraduateresearch including readiness for graduate level research. A small group of students whodiscontinued their research also planned to discontinue their postgraduate studies. Other than thebenefit for postgraduate studies, some others benefit of undergraduate research wereindependence, intrinsic motivation to learn, and active participation in courses taken after thestudents complete their summer

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Qi Dunsworth, Penn State Behrend; Yi Wu, Penn State Behrend

Tagged Divisions

Educational Research and Methods

in-depth discussionduring the in-class time.IV. Reflection and future directionThroughout the different phases of this project, we were not able to find previous studies underthe search of “flipped review” or “flipped class” + “prerequisite review”. We invite futurestudies, esp. senior level classes to try out the flipped review process and add to the flippedclassroom literature.We also recommend instructors who plan to adopt the flipped review approach build a learningoutcome measurement that can be used consistently in the classroom-review and flipped-reviewclasses so that the differences in learning would be more visible. In our project, ME 491 hasevolved a lot over the past years. As a result, we do not have a consistent measure to see

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

' Thought Processes. Occasional Paper No. 72.[2] Stern, P., & Shavelson, R. J. (1983). Reading teachers' judgments, plans, and decision making. The Reading Teacher, 37(3), 280-286.[3] Gow, L., & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British journal of educational psychology, 63(1), 20-23.[4] Willcoxson, L. (1998). The impact of academics' learning and teaching preferences on their teaching practices: A pilot study. Studies in Higher Education, 23(1), 59-70.[5] Solomon, B. A., & Felder, R. M. (1999). Index of learning styles. Raleigh, NC: North Carolina State University. Available online.[6] Zywno, M., & Waalen, J. (2001). The effect of hypermedia

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

clustering presents a useful summary of the groupsamong our data, it is only useful insofar as it is an authentic representation of the actual patternsof our data. Like with other statistical methods, the planned application and implications of ourconclusions need to align with the validity examinations conducted in our work.37Specifically, for the description of these decision-making profiles among beginning designstudents, the confusion between two or three clusters in the solution, and visual inspection of thedata suggests that further verification is would be helpful. Nevertheless, our work is informativefor demonstrating steps cluster analysis as a technique. We have reported the software used (R);distance measure (Euclidean distance) and

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: Sage Publications.[11]. McKenna, A. F., Yalvac, B., & Light, G. J. (2009). The role of collaborative reflection on shaping engineering faculty teaching approaches, Journal of Engineering Education, 98(1), 17-26.[12]. McKenna, A. F., & Yalvac, B. (2007). Characterizing engineering faculty’s teaching approaches, Teaching in Higher Education, 12(3), 405-418.[13]. Mortimore, P. (ed.), (1999). Understanding pedagogy and its impact on learning. Thousand Oaks, CA: Sage Publications.[14]. National Academy of Engineering (2004). The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academy Press.[15]. National Research Council, (2011). Natalie Nielsen, Rapporteur, Planning Committee on

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick J. Cunningham, Rose-Hulman Institute of Technology; Kristine R. Csavina, Colorado School of Mines; Michelle Choi Ausman, California Polytechnic State University, San Luis Obispo; Diana Lau, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

observation [18].Zull notes the necessity of these steps for learning to occur, where learning is buildingphysiological connections in the brain [18]. Connections made via reflection play a role in thedevelopment and practice of self-regulated learning [19]. Zimmerman’s cyclical model of self-regulated learning includes a self-reflection phase that captures the appraisal of learningexperiences in the immediate or distant past (performances) and connects the interpretations andlessons to planning (forethought) for future learning experiences. These self-reflections includeself-judgements and self-reactions. Self-judgements include evaluation of one’s performanceagainst some standard (e.g., class average or some prior performance) and attribution of

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ed LeRoy Michor, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

development of idea generation, flexibility, and originality, a criticalaspect in the professional formation of engineers [8].While technical skill is important, developing the social components of engineering is alsocritical [5], [6], [14]. Course-specific, technical knowledge consists of a set of “big ideas,”including content (concepts, principles, and theories) and practices (planning and carrying outinvestigations, analyzing and interpreting data, engaging in argument from evidence) [15]–[17].In the sophomore Material Balance course studied here, for example, big ideas could includeconservation of mass and reasoning with chemistry. Engineering is also inherentlysociotechnical, as the technical work performed is for the benefit of consumers or

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

task-identity. Work will also look to see whether students studied cross-semester within this study showfurther increases in design self-efficacy and task-identity as they continue through additionalactive-learning taught courses. Additional plans for related creative work will also seek tounderstand how participation in active learning environments affects students changing definitionsof design.References1. Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics: Office of the President, Washington, 20122. The Engineer of 2020: Visions of Engineering in the New Century. (2004). Washington, D.C.: National Academy of Engineering of the National Academies

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rosa Cabedo, Universidad Politecnica de Madrid; Tovar Caro Edmundo, Universidad Politecnica de Madrid; Manuel Castro, Universidad Nacional de Educacion a Distancia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

improvement of LMOOC participants and their professional development. Her research focuses on the analysis of the heterogeneity of (L)MOOCs participants with the help of clustering techniques.Dr. Tovar Caro Edmundo, Universidad Politecnica de Madrid Edmundo Tovar, computer engineering educator, has a Ph.D. (1994) and a bachelor’s degree (1986) in computer engineering from the Universidad Polit´ecnica de Madrid (UPM). He is a certified Software Development Professional (CSDP) from the IEEE Computer Society. He is Associate Dean for Quality and Strategic Planning in the Computing School of the Universidad Polit´ecnica de Madrid. From this last position, he is in charge of the training for academic staff, the introduction of

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

the existence of codes plotted in Figure 2, there isgeneral improvement across the coding categories between F13 and W14, with significantincrease in the FBD and Results categories as shown in Table 1. One of the possible reasonsbehind this increase is the structured guideline introduced in Intervention 1. Since in F13, therewere no explicit instructions on how to write an abstract, the introduction of a guideline withspecific details has shown to provide the students a clearer way to write the abstract. It must alsobe noted that providing the students with sample abstracts could also be a possible reason behindthe improvement in terms of the existence of the codes as the students were able to refer to thesesample abstracts and start planning

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

givenopportunities to engage in creative activities may not persist within engineering. Alternatively, itis possible that engineering program hinders the development or expression of creativity in thestudents that do persist and progress. A longitudinal study would provide insight into how theengineering curriculum impacts students’ creative self-concepts and whether creative self-concepts impact persistence. The authors are currently planning to survey the first-year studentswho participated in this study when they are finishing their senior years. This will allow forfurther examinations on the characteristics of students who leave engineering and whether anyrelationship exists between persistence and creative self-concepts. Most analytical and